Sociology Plus
Classroom Knowledge Definition
Classroom knowledge, as explored by N. Keddie in 1971, relates to the criteria teachers employ to evaluate what constitutes appropriate knowledge within a school setting. This concept links the assessment of pupils’ abilities, which forms the basis of educational streaming, to the standards used by educators. Keddie suggests that this classroom knowledge is defined as abstract and presented in general forms, emphasising relevance; teachers view this form of knowledge as superior to the concrete information derived from individual experience held by pupils.
Theoretical Linkages
The framework posits a relationship between formal assessment systems and pedagogical evaluation. High-ability candidates are noted to be more receptive to accepting knowledge defined as appropriate by the institution, even when it conflicts with their personal experiential understanding.
Implications for Streaming
This distinction has practical implications for educational stratification. Once students are streamed based on these criteria, those deemed more able are granted access to a wider range of knowledge that has been highly evaluated, whereas those assessed as less able receive comparatively less access.