Students' and teachers' experiences and perceptions of studying in ‘Bilim-Innovation’ lyceum - boarding schools in Kazakhstan By Talgat Zhussipbek A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy The University of Sheffield Faculty of Social Sciences School of Education March 2019 ii Students’ and teachers’ experiences and perceptions of studying in BILs Abstract iii Abstract Since regaining its independence in 1991, the government of Kazakhstan has adopted a number of reforms to the education sector aimed at improving the academic performance of secondary school students. In 1992, Bilim-Innovation Lyceum- boarding schools (BIL) (formerly Kazakh-Turkish Lyceums) were established in a number of cities of the country. Since then, BIL schools have demonstrated remarkable performances. Students have received thousands of prizes in various competitions. There is a prevalent opinion that the primary factor that leads these schools to success is a single-sex environment. However, things are complicated by the fact that school features such as student selectiveness, boarding hall, school climate and scope of teachers’ roles may also play a significant role. This research used a qualitative case study strategy to explore students’ and teachers’ perceptions of studying in BIL schools. The qualitative data were analysed using the method of thematic analysis. The findings of this study indicate that the primary reason why students like studying in BILs and what encourages their academic achievements is the school climate, specifically the relationship among students and strong friendships. The study also demonstrated that teachers’ and tutors’ roles are considered main factors in students’ achievements. The study revealed that a single-sex environment is seen as one of the many school features, rather than the primary one, that contributed to learners’ success. My findings also suggested that the student selection process may have a detrimental influence on students. In addition, this study suggests that selective schools may exacerbate social inequality by ‘creaming off’ the most able students and preventing them from mixing with the wider population. This situation is then likely to cause divisions between those in society educated at selective schools and those not. In other words, a form of class division, which may promote an issue of ‘us’ and ‘them’ relationships. iv Students’ and teachers’ experiences and perceptions of studying in BILs Table of Contents v Table of Contents ABSTRACT.................................................................................................................................................. III TABLE OF CONTENTS.............................................................................................................................. V ACKNOWLEDGEMENTS ........................................................................................................................ IX ABBREVIATIONS ...................................................................................................................................... XI INTRODUCTION ................................................................................................................. 1 1.1 INTRODUCTION ......................................................................................................................................... 1 1.2 CHOICE OF RESEARCH AREA ..................................................................................................................... 2 1.3 AIMS OF THE STUDY .................................................................................................................................. 5 1.4 THE CONTEXT OF KAZAKHSTAN AND ITS EDUCATION SYSTEM ............................................................... 6 1.4.1 Kazakhstan and its educational development during and post the Soviet era .................. 6 1.4.2 Structure of the contemporary education system .................................................................. 9 1.5 DEFINITIONS OF ‘GIFTEDNESS’ IN RELATION TO KAZAKHSTANI EDUCATION SYSTEM ......................... 12 1.5.1 Educational Olympiads ........................................................................................................... 14 1.5.2 Unified National Test (UNT) ................................................................................................... 15 1.6 BILIM-INNOVATION LYCEUMS (KAZAKH-TURKISH LYCEUMS) ............................................................ 17 LITERATURE REVIEW ...................................................................................................... 21 2.1 INTRODUCTION ....................................................................................................................................... 21 2.2 THEORETICAL INSIGHTS INTO THE CURRENT STUDY .............................................................................. 22 2.2.1 BILs as ‘Total Institutions’ ....................................................................................................... 22 2.2.2 Pierre Bourdieu’s notion of ‘Social and Cultural Capital’ ................................................... 24 2.2.3 Cognitive Dissonance ............................................................................................................... 29 2.3 SEX-SEGREGATION .................................................................................................................................. 30 2.3.1 A brief overview ....................................................................................................................... 31 2.3.2 Arguments in favour of single-sex schooling ....................................................................... 35 2.3.3 Arguments against single-sex schooling ............................................................................... 38 2.4 STUDENT SELECTION ON THE BASIS OF ACADEMIC ABILITY, AND ITS IMPLICATIONS ........................... 41 vi Students’ and teachers’ experiences and perceptions of studying in BILs 2.4.1 BILs as grammar schools.......................................................................................................... 44 2.5 FAMILY BACKGROUND CHARACTERISED BY THE RELATIVE SOCIAL ADVANTAGE ................................ 46 2.5.1 Parental engagement ................................................................................................................ 48 2.6 BILS AS BOARDING SCHOOLS .................................................................................................................. 51 2.6.1 Boarding schools in the USSR ................................................................................................. 53 2.7 SCHOOL CLIMATE .................................................................................................................................... 57 2.7.1 Peer relationship / Friendship ................................................................................................. 59 2.7.2 Teachers’ role ............................................................................................................................. 61 2.7.3 Teachers’ self-efficacy and development ............................................................................... 63 2.8 CONCLUSION .......................................................................................................................................... 65 METHODOLOGY ............................................................................................................... 66 3.1 INTRODUCTION ....................................................................................................................................... 66 3.2 RESEARCH DESIGN .................................................................................................................................. 66 3.2.1 Research paradigm ................................................................................................................... 66 3.2.2 Qualitative case study strategy ............................................................................................... 68 3.3 RESEARCH SAMPLE.................................................................................................................................. 72 3.4 PILOTING ................................................................................................................................................. 73 3.5 DATA COLLECTION PROCEDURES ........................................................................................................... 78 3.5.1 Unstructured interviews .......................................................................................................... 78 3.5.2 Focus group ............................................................................................................................... 81 3.5.3 Translation and transcription of the data .............................................................................. 82 3.5.4 Participant observation ............................................................................................................ 84 3.6 DATA ANALYSIS ...................................................................................................................................... 86 3.7 ROLE OF THE RESEARCHER ..................................................................................................................... 90 3.8 ETHICAL CONSIDERATIONS