Using the great wealth of knowledge from theorists and educational practitioners, the volumes in this book explore the important relationship between society and education. This is useful for actual and itending teachers.
Using the great wealth of knowledge from theorists and educational practitioners, the volumes in this book explore the important relationship between ...
Working within the spirit of David Blunkett's visionary foreword to The learning age: A new renaissance for Britain, David H. Hargreaves' analysis challenges the myth that lifelong learning can or should be separated from school education. It asks what changes are needed for the culture and process of lifelong learning to become a reality?
Working within the spirit of David Blunkett's visionary foreword to The learning age: A new renaissance for Britain, David H. Hargreaves' analysis cha...
David H. Hargreaves Stephen Hester Frank J. Mellor
When originally published this book reported the first major application of labelling theory to deviance in classrooms. The authors explore the nature of classroom rules, show how they constitute a pervasive feature of the classroom, and examine the ways in which teachers use these rules as grounds for imputing deviance to pupils. A theory of social typing is developed to show how teachers come to define certain pupils as deviant persons such as troublemakers and several case-studies are used to document this analysis. Finally, the teachers reactions to disruptive classroom conduct are...
When originally published this book reported the first major application of labelling theory to deviance in classrooms. The authors explore the nat...
A large number of pupils are, or are liable to become, disaffected with their schooling. In this comprehensive account of the problem, Ken Reid suggests that school can and should do much more to prevent and overcome disaffected behaviour, as manifested by such factors as absenteeism, disruption and underachievement. The book covers disruptive behaviour in its broader context and examines the search for an explanation within schools themselves. Formal and multidisciplinary approaches to the problem are also fully treated. The author has drawn on his considerable school and research experience...
A large number of pupils are, or are liable to become, disaffected with their schooling. In this comprehensive account of the problem, Ken Reid sugges...
When originally published this book reported the first major application of 'labelling theory' to deviance in classrooms. The authors explore the nature of classroom rules, show how they constitute a pervasive feature of the classroom, and examine the ways in which teachers use these rules as grounds for imputing 'deviance' to pupils. A theory of social typing is developed to show how teachers come to define certain pupils as deviant persons such as 'troublemakers' and several case-studies are used to document this analysis. Finally, the teachers' reactions to disruptive classroom conduct are...
When originally published this book reported the first major application of 'labelling theory' to deviance in classrooms. The authors explore the natu...
A large number of pupils are, or are liable to become, disaffected with their schooling. In this comprehensive account of the problem, Ken Reid suggests that school can and should do much more to prevent and overcome disaffected behaviour, as manifested by such factors as absenteeism, disruption and underachievement. The book covers disruptive behaviour in its broader context and examines the search for an explanation within schools themselves. Formal and multidisciplinary approaches to the problem are also fully treated. The author has drawn on his considerable school and research...
A large number of pupils are, or are liable to become, disaffected with their schooling. In this comprehensive account of the problem, Ken ...
