Value-added education and substance
use
Wolf Markham
Paul Aveyard
Sherri Bisset
Talk outline

Outline of the theory

Application of the theory
School of Health and Social Studies, University of Warwick
Basis of theory
The application of

Nussbaum’s Aristotelian interpretation of good
human functioning which includes a focus of
fundamental human needs and essential human
capacities

Bernstein’s influential theory of cultural transmission
School of Health and Social Studies, University of Warwick
Bernstein's theory of cultural
transmission

Instructional order

Regulatory order
School of Health and Social Studies, University of Warwick
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
School of Health and Social Studies, University of Warwick
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
School of Health and Social Studies, University of Warwick
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
School of Health and Social Studies, University of Warwick
Classification and framing

Classification refers to boundaries

Framing refers to communication
School of Health and Social Studies, University of Warwick
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
School of Health and Social Studies, University of Warwick
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
School of Health and Social Studies, University of Warwick
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
School of Health and Social Studies, University of Warwick
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
School of Health and Social Studies, University of Warwick
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 People’s Lifestyle
Survey (YPLS) 1995/6


25,781 pupils in 166 secondary schools
Years 7 (11-12), 9 (13-14), and 11 (15-16)
School of Health and Social Studies, University of Warwick
Measuring school culture?

Predicting the 5 A-Cs rate

Predicting the truancy rate

Gender, deprivation (Townsend, FSM, housing
tenure), ethnicity
School of Health and Social Studies, University of Warwick
2
1
0
-1
-2
scholl cultur e 2
Indeterminate
-3
Alienated
Committed
-4
-2
-1
0
1
2
3
Difference actual - predicted a-c
School of Health and Social Studies, University of Warwick
4
5
6
1.0
.8
.6
.4
.2
Indeterminate
Alienated
0.0
Committed
0.0
.2
.4
.6
.8
Proportion entitled to free school meals
School of Health and Social Studies, University of Warwick
1.0
2, df, p
OR (95%CI)
OR (95%CI
5A-C
Truancy
Base model + observed achievement
scores
0.96 (0.911.02)d
0.97 (0.891.06)e
2.4, 2, 0.30
Base model + observed achievement
scores + pupil-level risk factorsc
1.01 (0.951.07)d
1.01 (0.921.10)e
0.2, 2, 0.91
High
Low
0.80 (0.700.91)
1.16 (1.071.27)
11.6, 1,
<0.001
0.83 (0.730.95)
1.13 (1.041.24)
7.9, 1, 0.005
Base modelb
Achievement terms
Value-added (support and control) terms
Base model + school culture
Base model + school culture + pupillevel risk factorsc
School of Health and Social Studies, University of Warwick
Does school culture influence
pupils’ smoking?
Committing OR
(95%CI)
0.71 (0.53-0.95)
2, p for
Alienating OR

(95%CI)
culture*
1.13 (0.96-1.34) 8.1, 0.0044
Unadjust
ed
Adjusted 0.76 (0.58-1.01) 1.24 (1.05-1.47) 11.2, <0.001
* 2df
† adjusted for age, ethnicity, gender, maternal smoking,
paternal smoking, sibling smoking, deprivation,
School of Health and Social Studies, University of Warwick
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
School of Health and Social Studies, University of Warwick
Value-added effect smaller in those
already smoking?


Very little evidence of this
At one year,


OR for value added term for baseline regular
smokers=0.85 and 0.85 for baseline never smokers
At two years,

OR for value added term for baseline regular
smokers=0.87 and 0.79 for baseline never smokers
School of Health and Social Studies, University of Warwick