ARTICLE

Article Critique

Article Critique

Introduction

This paper intends to analyse the given article on “Fitting in or Standing Out working class students in UK Higher Education” written by Diane Reay, Gill Crozier and John Clayton. The main focus of this paper is to examine the article and provide a critique on it. Further, it also sheds the light on possible theories regarding the subject of the article.

Discussion

This article is based on the research work of case studies on 27 working students who are enrolled in four different higher education institutions in UK and how their behaviour is affected with their activities.

Behaviour plays a vital role in the learning process. The learning element also focuses on behaviour as an important determinant of shaping identity of students. The changes in human behaviour take place when individuals interact with their environment. A majority of behaviour is learnt. Behaviour is the core of psychology. It is because behaviour allows individuals to analyze and comprehend. Behaviour changes that take place as a result of learning increase the horizon of human comprehension.

If there are over registration or under registration of ethnic and racial minorities in the programs of special education then it may lead to unequal and unjustified educational opportunities. In most of the cases, removing the students from the general classroom and assigning then to the special educational program results in an inefficient and inferior academic experience (Harry & Klinger, 2007). Pupils who are diverse, in terms of ethnically, racially and culturally are commonly found at risk for not performing at their best potential, and rather get dropped out of the school. When we compare with their white peers, the number of drop outs from the school comprises mostly of students belonging to different ethnicity and racial backgrounds. Similarly, those adolescents who failed to graduate are the ones who were victims of misrepresentation and inferiority complex.

Best Practices in Assessment

To avoid the disproportionate identification issue, the management of schools and teacher must follow the best practices of assessment in order to have the best academic results. Introducing the early intervention support teams for the problem solving of school based children may provide effective behaviour and academic support to the non-special education children as well as to their respective class teachers. This early intervention support team will identify and solve the problems of students prior to their placement in the special education program. This will also help in determining differing ...