First published in 1973, this book is based on research carried about by Ronald King on integral parts of school organisation, including the assembly, uniform, rewards and punishments, games and out-of-school activities, curriculum, prefectorial system and school councils, in a sample of seventy-two schools. It measures and explores the level of pupils’ involvement in the school, in terms in their evaluations and effective dispositions, in relation to pupil age, sex and social background.
This book will be a valuable resource for those studying the sociology and history of...
First published in 1973, this book is based on research carried about by Ronald King on integral parts of school organisation, including the assemb...
First published in 1984, this book focuses upon pupil perspectives of schooling from first school to school leaver, taking their thoughts and feelings as accurate assessments of their experience.
The study presents what was at the time new thinking and research findings on a wide range of important topics to provide an insight into what life is really like ‘at the receiving end of’ schooling. Such topics include: pupil interviewing, intelligence, learning, gender stereotyping, racism, disruption, school suspensions, examinations, youth training schemes, altered states of...
First published in 1984, this book focuses upon pupil perspectives of schooling from first school to school leaver, taking their thoughts and feeli...
This collection of essays, first published in 1984, on multicultural education seeks to introduce teachers, teacher educators, educational administrators, policymakers and others to several of the most significant dimensions of the field. But it also brings out the complexity of the issues and the dangers of over-simplification, the inadequacies of much of the available data, and the need for better long-term strategies.
This collection of essays, first published in 1984, on multicultural education seeks to introduce teachers, teacher educators, educational administ...
First published in 1980, this book argues that a theory of ideology is essential to a theory of education. It relates developments in the Marxist theory of ideology to the analysis of schooling in a capitalist society.
Beginning with an appraisal of the early twentieth century liberal social theorists, including Weber, Durkheim, Veblen and Mannheim, it demonstrates that the weakness of their approaches arose from a failure to comprehend adequately the nature of capitalism. It then outlines the state of the theory of ideology at the time and applies the concept in an analysis of...
First published in 1980, this book argues that a theory of ideology is essential to a theory of education. It relates developments in the Marxist t...
First published in 1975, this book is the first to set out a blueprint for how schools can move from a ‘traditional’ to a ‘community’ base at local authority level. After presenting a historical analysis of the organisational development of the local education authority, it goes on to put forward a detailed proposal for an across-the-board, radically reformed education service at pre-school, school, post-school and college levels. Finally, it locates such a reformed ‘community education’ system in the context of community development at large.
First published in 1975, this book is the first to set out a blueprint for how schools can move from a ‘traditional’ to a ‘community’ base ...
This book, first published in 1971, provides an account of educational and social services, their functions, and how they relate to each other. It discusses their problems and makes constructive and original proposals for their future development. Taking the child and its needs as their central theme, the authors go beyond superficial organisational matters to consider fundamental issues that profoundly affect the future of the nation’s children. This title will be of interest to students of sociology and education.
This book, first published in 1971, provides an account of educational and social services, their functions, and how they relate to each other. It ...
First published in 1980, this book argues that a theory of ideology is essential to a theory of education. It relates developments in the Marxist theory of ideology to the analysis of schooling in a capitalist society. Beginning with an appraisal of the early twentieth century liberal social theorists, including Weber, Durkheim, Veblen and Mannheim, it demonstrates that the weakness of their approaches arose from a failure to comprehend adequately the nature of capitalism. It then outlines the state of the theory of ideology at the time and applies the concept in an analysis of contemporary...
First published in 1980, this book argues that a theory of ideology is essential to a theory of education. It relates developments in the Marxist theo...
The rise of a radical ‘new’ sociology of education during the early 1970s focused attention on the nature of school knowledge. Although this new approach was set to revolutionize the subject, within a few years, many people considered these developments an eccentric interlude, with little relevance to curriculum theory or practice. First published in 1985, this book offers a more positive view of the new sociology of education and its contribution to our understanding of the curriculum. In doing so, it argues that some of the radical promise of the new sociology of education could be...
The rise of a radical ‘new’ sociology of education during the early 1970s focused attention on the nature of school knowledge. Although this new a...
First published in 1981, this work is based on the author’s research in the playgrounds of two Oxford schools. It describes the order amongst the apparent chaos by relating the playtime activities – the games, rhymes and taunts of five-to-ten-year-olds in first and middle schools – to children’s goals, problems and solutions. It shows how children learn and display in the playground a remarkably complex set of social skills and the study clearly demonstrates the importance of playtime for preparing a child to cope in the adult world.
First published in 1981, this work is based on the author’s research in the playgrounds of two Oxford schools. It describes the order amongst the ap...
First published in 1983, this volume assembles recent theory on school organization, drawing on a wide range of research, mainly on schools in contemporary Britain but with some illuminating historical and overseas comparisons. It examines elements of organization both within and outside the school, and shows how they vary with the age, sex, ethnicity and social class of pupils, as well as school size and efficiency. It argues how, with understanding, organizational patterns may be changed to respond to new objectives and how they may become more effective and responsive to human needs in...
First published in 1983, this volume assembles recent theory on school organization, drawing on a wide range of research, mainly on schools in contemp...