how does the correspondence principle operate within school
Correspondence principle (sociology) In its most basic form the principle states that the social relations of the school can be directly related to those in the work-place, meaning that educational institutions prepare students for their future work roles.[1] Apart from the formal curriculum that is offered by the school, the advocates of the correspondence principle argue that the structure of the school and also the personal experience given to each student (the hidden curriculum) is important to their future socialization. They also emphasize that there is a strong relationship between the childâ€™s education and the interaction they have with their parents at home. There is a significant intergenerational replication of consciousness and socialized inequality via the linkages among the authority relations experienced by fathers at work, transferred to childrearing styles, and replicated in school interaction with teachers.[1]
The Shame of the Nation Kozol examines the strategy of "one size fits all" within urban public schools. Scripted programs such as 'Success for All' drive curriculum changes, using models adapted from industrial efficiency and Taylorism. In addition, Kozol discusses the naming ritual that permeates the formality of each course taught by the school. Such examples include 'Authentic Writing', 'Active Listening', 'Accountable Talk', and 'Zero Noise'. Teachers in urban school are strongly encouraged to follow these scripted lessons to bring formality and structure to the learning environment. This order is driven by state testing, which leads to anxiety among schoolchildren when their reading level is announced. Students are scored from Level One (lowest) to Level Four (highest), which places them into categories for further instruction. However, these placement scores are used as descriptive terms among students; 'He's a level one', or 'She's gone down to a level two'.