A comprehensive school, like any community, is split into many groups and sub-divisions and contains many different 'social worlds' within its structure. First published in 1983, this work is based on a one-year project carried out by the author which involved observation of pupils in lessons and interviews and informal conversations with pupils and teachers. This books provides a model of pupil orientations, starting with activity in context and including consideration of pupil goals and interests in school. The book considers pupil relationships, particularly between the so-called 'swots'...

A comprehensive school, like any community, is split into many groups and sub-divisions and contains many different `social worlds' within its structure. First published in 1983, this work is based on a one-year project carried out by the author which involved observation of pupils in lessons and interviews and informal conversations with pupils and teachers. This books provides a model of pupil orientations, starting with activity in context and including consideration of pupil goals and interests in school. The book considers pupil relationships, particularly between the...