‘More able’ pupils in non-selective secondary schools: a qualitative examination of teachers’ and pupils’ perceptions of progress

Buckingham, Philippa Elizabeth

Abstract

This thesis explores the experiences of students labelled as ‘more able’, privileging the voices of pupils and practitioners equally. The research is conducted within a non-selective ‘comprehensive’ secondary school in England and argues that the current institutional criteria for identifying ‘high ability’ are inadequate. It includes an investigation of the impact of education policy on this subgroup.
Building upon existing literature, including works by Freeman, Raffan and Warwick (2010), Warwick and Speakman (2018), Ziegler (2005), Renzulli and Reis (2021), Borland (2005), Ambrose, Sternberg and Sriraman (2012) and Winstanley (2004; 2010), the findings underscore the lack of universally accepted definitions for terms like ‘more able’ and ‘gifted and talented’. The thesis elucidates the context-dependent nature of such labels and criticises illconceived measures of ability that can even stifle potential.
A conceptual framework is developed, interrogating the common solutions related to ‘more able’ provision, including enrichment, extension and acceleration. This study turns to Borland (1978; 2005) and Foucault (1972; 1973; 1975; 1979), who highlighted the constructed nature of notions of ability. Additionally, Ziegler (2005) and Bourdieu (1979) help integrate the impacts of ‘capital’ and environmental factors. Ball’s (2013) insights on the influence of marketisation are also pivotal.
This thesis provides actionable insights through an investigation into the influences of temporal shifts, political underpinnings, environmental factors (Ziegler, 2005; Bourdieu, 1979), budgetary limits (Eyre, 2013), geographical differences (Borland, 2005), prevailing agendas, practical realities, market forces and notions of egalitarianism (Winstanley, 2004). This study demonstrates how these factors converge to shape our conceptions of ability and how those labelled as ‘more able’ can be casualties of an inconsistent, constructed labelling system (Foucault, 1975; Borland, 2005) that is often unrepresentative of innate capability. The findings and discussion illuminate an imperative for a holistic, individualised educational approach that caters to the diverse needs of every student.

Citation

Buckingham, P. E. ‘More able’ pupils in non-selective secondary schools: a qualitative examination of teachers’ and pupils’ perceptions of progress. (Thesis). Keele University. Retrieved from https://keele-repository.worktribe.com/output/956384

• Thesis Type: Thesis
• Deposit Date: Oct 28, 2024
• Publicly Available Date: Oct 28, 2024
• Keywords: Underperformance in education, Pupil voice, Gifted education, Teacher educator perspectives, Case study research, Ofsted reports and analysis, Educational equity and inequality, Student potential and achievement, More able.
• Public URL: https://keele-repository.worktribe.com/output/956384
• Award Date: 2024-10