A Literature Review of School Practices to Overcome School Failure

The age/grade model of classroom and school organization emerged in the mid-19th century and has since become the standard approach to schooling across Organization for Economic Cooperation and Development (OECD) countries. Schools are composed of classes (and classrooms) of age/grade students. Stud...

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Bibliographic Details
Published in:OECD Education Working Papers 2012-02 (68), p.0_1
Main Author: Faubert, Brenton
Format: Article
Language:English
Subjects:
Academic failure
Age
Classroom discussion
Classrooms
Education
Education policy
Educational Needs
Educational Policy
Equal Education
Instructional Leadership
International
Learning
Literature reviews
Schools
Socioeconomic factors
Students
Studies
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Summary:The age/grade model of classroom and school organization emerged in the mid-19th century and has since become the standard approach to schooling across Organization for Economic Cooperation and Development (OECD) countries. Schools are composed of classes (and classrooms) of age/grade students. Students advance through grades, generally associated with an age, and classes are organized to deliver a grade of instruction. Promotion in the age/grade model is not guaranteed, meaning students can also fail to advance. This paper is concerned with school failure, understood as the failure of schools and the school system to provide the appropriate level of, and adequately defined services for, all students to be successful. In this definition, school failure includes all policy and practice within schools and classrooms (i.e., pedagogy, school leadership, professional learning, etc.). This definition stands in contrast to the more conventional view of failure as an outcome for students when they do not acquire the skills, knowledge or credits expected or required to advance in the age/grade model.
ISSN:1993-9019