The identities and practices of high-achieving pupils : negotiating achievement and peer cultures / Becky Francis, Christine Skelton and Barbara Read.

By: Contributor(s): Material type: TextTextPublication details: London ; New York : Continuum, 2012.Description: 209 p. ; 25 cmISBN:
  • 9781441157195 (hardcover)
  • 1441157190 (hardcover)
  • 9781441121561 (pbk.)
  • 1441121560 (pbk.)
  • 9781441199232 (ePub)
  • 1441199233 (ePub)
  • 9780826421777 (PDF)
  • 0826421776 (PDF)
Subject(s): DDC classification:
  • 371.95 23
LOC classification:
  • LC3993.2 .F73 2012
Other classification:
  • 5,3
  • CR 5000
  • DO 8000
Online resources:
Contents:
Introduction -- The policy context: educational standards and human capital -- Conceptualising high achievement: theoretical perspectives on social identity and achievement -- Enabling high achievement: the shared practices of high achieving pupils -- Boffins and geeks: the social consequences for young people constructed as too hardworking -- The challenge of balance: anxieties concerning the tension between high achievement and popularity -- High achieving and popular: the ideal neoliberal subject? -- The classroom practices adopted by pupils accomplishing popularity and high achievement -- Implications for schools.
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Holdings
Item type Current library Call number Copy number Status Date due Barcode
Reserve Reserve RCU Main Campus LC3993.2 (Browse shelf(Opens below)) 1 Available 20393

Includes bibliographical references and index.

Introduction -- The policy context: educational standards and human capital -- Conceptualising high achievement: theoretical perspectives on social identity and achievement -- Enabling high achievement: the shared practices of high achieving pupils -- Boffins and geeks: the social consequences for young people constructed as too hardworking -- The challenge of balance: anxieties concerning the tension between high achievement and popularity -- High achieving and popular: the ideal neoliberal subject? -- The classroom practices adopted by pupils accomplishing popularity and high achievement -- Implications for schools.

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