| Summary: | <p>This research and development project expands on research conducted at a comprehensive school in South West London over the last two years. Its aim is to explore the link between self-esteem and attainment, particularly considering whether there is a link between pedagogies that offer students more control in the classroom and their levels of self-esteem and academic attainment. My previous research had highlighted the fact that students in lower sets felt that they were not a high priority for the school and as a result, they felt that their efforts and achievements did not matter as much as some of their peers. Participants were selected using Key Stage 4 prior achievement data and their responses to Rosenberg’s Self Esteem test (1965). Three students were selected to act as ‘teachers’ in a whole-class setting or as ‘experts’ in group work, taking responsibility for their learning and the instruction of others. In addition, the class was permitted to select their own groups for small-group tasks, allowing them to decide whether they worked with their friends or other classmates to complete specific tasks. Self-esteem tests were then re-administered at the end of the action research phase as well as an academic assessment to measure progress. The action research revealed that in general, the self-esteem scores of the ‘teachers’ did improve, and along with the levels of some of their classmates. Academic results also improved but with much greater success than self-esteem levels, as all students showed progress when re-assessed at the end of the test phase. Again, ‘teachers’ showed a similar rate of progress to their classmates which suggested that while they had been empowered to a greater degree by being placed in positions of authority, they had not been unduly advantaged by this process. Students preferred student-led lessons and expert sessions to self-selected groups which some felt offered them the chance to socialise rather than learn. However, data collected did suggest that these sessions were successful and created a collaborative learning environment that was not present before the action research had taken place.</p>
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