Valueadded education and substance use

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Value-added education and substance use

• Wolf Markham
• Paul Aveyard
• Sherri Bisset

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Talk outline

• Outline of the theory
• Application of the theory

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Basis of theory

• The application of
• Nussbaums Aristotelian interpretation of good
  human functioning which includes a focus of
  fundamental human needs and essential human
  capacities
• Bernsteins influential theory of cultural
  transmission

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Bernstein's theory of cultural transmission

• Instructional order
• Regulatory order

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Instructional order

• Focuses on ability of pupils to contribute to
  future production through work
• Aims are to relay knowledge and skills and
  influence pupils orientations to meaning

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Regulatory order

• Focuses on the conduct, character and manner of
  pupils
• Aims to relay values and thus facilitate the
  attachment of pupils to the school and the
  internalisation of the values and beliefs of the
  school

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What influences pupils response to the two orders

• Socio-cultural origins of the pupil
• Pupils friendship groups
• Pupils expectations including expected future
  occupation
• Pupils hopes and interests
• Pupils view of the purpose of the school
• School culture
• Schools values
• Schools hope and expectations

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Classification and framing

• Classification refers to boundaries
• Framing refers to communication

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Strongly classified and framed school

• Strong boundaries within school and between the
  school and the outside world
• High degree of specialism of teachers and
  subjects
• Celebrated hierarchies within pupil population
  based on e.g. age, academic attainment and
  sporting prowess
• Little pupil input into running of school

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Pedagogy

• Teachers are viewed as the primary source of
  knowledge
• The pedagogic practice focuses on the learner
• The overriding concern of schooling is the
  instructional order and the main focus of the
  regulatory order is to facilitate the learner

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Weakly classified and weakly framed school

• School has strong links with the communities it
  serves and with outside agencies
• Pupils involved in school-level decision making
• Integrated curriculum

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Pedagogy

• Pupils are viewed as sources of knowledge
• Pupils encouraged to think that there are
  different ways of knowing
• Greater input into the selection pacing and
  sequencing of classroom activities

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Two studies provide the data

• TTM-based smoking prevention/ cessation trial
  (1997-1999)
• 8352 adolescents in 52 schools
• aged 13-14 at baseline (Year 9)
• 89.1 followed up one year later
• 84.6 followed up two years later
• 3 computerised interventions in Year 9
• Cross-sectional study- West Midlands Young
  Peoples Lifestyle Survey (YPLS) 1995/6
• 25,781 pupils in 166 secondary schools
• Years 7 (11-12), 9 (13-14), and 11 (15-16)

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Measuring school culture?

• Predicting the 5 A-Cs rate
• Predicting the truancy rate
• Gender, deprivation (Townsend, FSM, housing
  tenure), ethnicity

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Does school culture influence pupils smoking?
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Replication of the value-added terms in the trial
data

• OR (95 confidence interval) for a 1SD increase
  in value-added score
• 0.85 (0.73 to 0.99) at one year follow up
• 0.80 (0.71 to 0.91) at two year follow up
• These effects lead to 27 fewer smokers in high
  value-added vs. low value-added at 2 years

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Value-added effect smaller in those already
smoking?

• Very little evidence of this
• At one year,
• OR for value added term for baseline regular
  smokers0.85 and 0.85 for baseline never smokers
• At two years,
• OR for value added term for baseline regular
  smokers0.87 and 0.79 for baseline never smokers