A critical review of how primary education can support children from disadvantaged backgrounds

Martin, Amy (2015) A critical review of how primary education can support children from disadvantaged backgrounds. BA dissertation, University of Portsmouth.

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    This detailed dissertation focuses on how primary school education can support children from disadvantaged backgrounds. Using a range of academic literature, this paper looks in depth at the impact poverty can have on children’s academic attainment and future life chances.
    The three key areas that have been addressed within this dissertation are the purpose of education, the influence of poverty on educational attainment and the existing and potential strategies supporting children in achieving academic success. These areas are examined in great depth, referring to alternative arguments including sociological, historical and theoretical perspectives regarding the issues of both poverty and education.
    The research highlighted some significant conclusions, particularly based around the importance of a positive home learning environment. Although a majority of research stresses the importance of this and frequently blames parental influence for poor academic achievement, alternative approaches must be considered; such as children from disadvantaged backgrounds could learn differently to their more affluent peers or acknowledgement that legislation and strategies that have been created to support these children have been done so by politicians often from upper class backgrounds, with little experience of living in poverty. This dissertation concludes by urging further research to take place in order to contribute to the development of a more equal education system and ensure social class barriers are removed.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Education and Childhood Studies
    Depositing User: Jane Polwin
    Date Deposited: 16 Jul 2015 14:38
    Last Modified: 16 Jul 2015 14:38
    URI: http://eprints.port.ac.uk/id/eprint/17737

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