Statements, highlighted by Ofsted, suggest that children from poorer homes and deprived areas of the country are still suffering an “appalling injustice” with regards to their secondary education and falling behind their ‘wealthier’ peers. These statements are supported by DfES who have said that every child, regardless of background, deserves a “world-class education”. Although some students may lack the schooling that they rightly deserve, they are given much wider opportunity in further education to establish...
Statements, highlighted by Ofsted, suggest that children from poorer homes and deprived areas of the country are still suffering an “appalling injustice” with regards to their secondary education and falling behind their ‘wealthier’ peers. These statements are supported by DfES who have said that every child, regardless of background, deserves a “world-class education”. Although some students may lack the schooling that they rightly deserve, they are given much wider opportunity in further education to establish new relationships with their teachers. Behaviourist approaches are built on the idea that behaviour is a reaction to a stimulus, and identifies which can be rewarded, becoming more likely to be recurrent in future. Behaviourists such as Skinner and Pavlov focus on observable behaviour rather than ideas that cause it. However, this effort refuses to discuss psychological processes that may be involved in learning as these could not be detected easily or accurately studied. It is sometimes known that these explanations are called stimulus-response and refer solely to obvious stimuli while ignoring everything else.
