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Author: Martyn Denscombe
Publisher: Routledge
ISBN: 1136470557
Category : Education
Languages : en
Pages : 242
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Book Description
Survival as a school teacher depends on an ability to achieve classroom control. In the years since this book was first published little has changed in this respect. Classroom control continues to lie at the heart of competent teaching. Teachers know it, pupils know it. They know it implicitly because they experience it as a normal part of their daily lives in schools. But, in this book, the author stands back from our everyday knowledge about how things work in classrooms to ask what control actually consists of. What is it? How is it recognized? How is it challenged by pupils? How is done by teachers? How is it negotiated? Drawing on extensive ethnographic fieldwork in three large secondary schools in England Martyn Denscombe explores the meaning of classroom control. He looks at the influence of teacher training and the role of school organization in establishing expectations about control, and then shows how control is played out through the interaction of teachers and pupils in class. His analysis travels well across the many contexts in which teaching occurs and provides an illuminating insight into the work of teaching and the nature of classroom life. His evidence is drawn from ethnographic fieldwork in three schools in England, and secondary sources covering the phenomenon of classroom control in the UK, USA and Australia.
Author: Martyn Denscombe
Publisher: Routledge
ISBN: 1136470557
Category : Education
Languages : en
Pages : 242
Get Book Here
Book Description
Survival as a school teacher depends on an ability to achieve classroom control. In the years since this book was first published little has changed in this respect. Classroom control continues to lie at the heart of competent teaching. Teachers know it, pupils know it. They know it implicitly because they experience it as a normal part of their daily lives in schools. But, in this book, the author stands back from our everyday knowledge about how things work in classrooms to ask what control actually consists of. What is it? How is it recognized? How is it challenged by pupils? How is done by teachers? How is it negotiated? Drawing on extensive ethnographic fieldwork in three large secondary schools in England Martyn Denscombe explores the meaning of classroom control. He looks at the influence of teacher training and the role of school organization in establishing expectations about control, and then shows how control is played out through the interaction of teachers and pupils in class. His analysis travels well across the many contexts in which teaching occurs and provides an illuminating insight into the work of teaching and the nature of classroom life. His evidence is drawn from ethnographic fieldwork in three schools in England, and secondary sources covering the phenomenon of classroom control in the UK, USA and Australia.
Author: Peter Woods
Publisher: Routledge
ISBN: 1136465022
Category : Education
Languages : en
Pages : 226
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Book Description
This is an introduction to interactionist work in education during the 1970s and 80s. The interactionist viewpoint concentrates on how people construct meanings in the ebb and flow of everyday life – what they think and do, how they react to one another – and has in recent years established itself as one of the leading approaches in education. It has generated illuminating research studies which, by being firmly based in the real world of teaching and dealing with the fine-grained details of school life, have helped to break down the barriers between teacher and researcher. This volume presents the results of this valuable work, within a coherent theoretical framework, by focusing on the major interactionist concepts of situation, perspectives, cultures, strategies, negotiation and careers. By bringing them together in this way, the author demonstrates their collective potential for the deeper understanding of school life and the possibilities for sociological theory. His book therefore offers both a summary of and a reflection on achievement in the area of interactionism as it relates to schools.
Author: Len Barton
Publisher: Routledge
ISBN: 1136471324
Category : Education
Languages : en
Pages : 241
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Book Description
One problem which continues to absorb social scientists is the way in which so much social deprivation stems from racial or class status. The discussion in this book is developed in two ways: firstly, careful attention is given to an examination of the way minority groups create and maintain collective identities and action. Secondly, the relationship between this movement and such topics as racism in schools, schooling, unemployment and West Indian involvement in sporting rather than academic activities is analysed, together with the nature of the educational experience of different class and gender groups.
Author: Noelle Bisseret
Publisher: Routledge
ISBN: 1136470832
Category : Education
Languages : en
Pages : 162
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Book Description
This book presents an analysis of the ‘essentialist ideology’, which is inherent to class-based societies. The author argues that essentialist ideology is efficient through its unconscious component and is imposed on everyone. It guides school selection and imposes on each class a language specific in its reference to concrete domination relations. It even unbalances the scientific objectivity of researchers in the social sciences, not only among those who abide by the theory of natural aptitudes, but also among its sharpest critics, such as Basil Bernstein, Pierre Bourdieu and J C Passeron, whose work is considered in this book.
Author: Len Barton
Publisher: Taylor & Francis
ISBN: 1136471111
Category : Education
Languages : en
Pages : 354
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Book Description
Originally written at a time of crisis in the education system of Britain – occasioned by cuts, contradictions and change - many of the issues discussed in this book are still relevant today. Debate in the book focuses upon an examination of the nature of the crisis, an exploration of the impact of the crisis upon school processes and upon the relationship between life in school and in the wider community, an investigation of the responses being made by pupils, teachers and educationalists to the day-to-day manifestations of the crisis and a consideration of how the current crisis is giving a particular poignancy to issues to do with the theories and methods employed in our study and interpretation of contemporary educational processes.
Author: Peter Woods
Publisher: Routledge
ISBN: 1136462996
Category : Education
Languages : en
Pages : 226
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Book Description
What do pupils actually do in school? There are remarkably few studies that take the pupils’ perspective and reconstruct experience from their point of view within the context of their own cultures and careers. This volume brings together a number of research studies on various aspects of how pupils cope with schools. The theoretical papers consider amongst other issues a developmental model of the growth of pupil strategies based on primary and secondary socialisation; a discussion of ‘interactionist empiricism’ which argues for co-ordinated research between micro and macro perspectives and an extended overview of the general sociological background of work on teacher and pupil strategies. The empirical articles consider a number of themes ranging from strategies employed in answering teacher questions to the power and influence of the pupil peer group in the development of attitudes and behaviour.
Author: William Tyler
Publisher: Routledge
ISBN: 1136463836
Category : Education
Languages : en
Pages : 266
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Book Description
The internal organisation of the school touches on many areas of contemporary debate. Is there such a thing as a ‘good school’? Are large urban comprehensives necessarily impersonal? Are the charges of indiscipline, conflict and declining standards in modern schools based on a failure to understand schools as institutions? At the time this book was first published sociological analysis had neglected to consider schools as organisational entities, preferring to see them as either the sites for negotiated encounters between teachers and pupils or else as agencies of class reproduction. The author redresses this imbalance and by relating the various literatures on the school to the constitutive patterns of its internal organisation he demonstrates the need for a more intensive sociological study of this embattled institution.
Author: Len Barton
Publisher: Taylor & Francis
ISBN: 1136471189
Category : Education
Languages : en
Pages : 204
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Book Description
Although the different contributions to this book range over a wide spectrum of substantive issues, they share a common interest. This is a concern to explore the ways in which notions of the relations between theory and practice, between belief and action, can be used to develop three kinds of sensitivity in the sociology of education. A sensitivity towards how school systems are created, maintained and made to function; towards developing a more refined, critical and constructive awareness of the reliability and validity of descriptions, analyses and explanations offered in this field of study; and a sensitivity towards the ways in which changes take place within the education system and how the insights and realisations generated in the discipline might be used to control such occurrences.
Author: Peter Woods
Publisher: Routledge
ISBN: 1136462783
Category : Education
Languages : en
Pages : 290
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Book Description
This book takes as its focus the key interactionist concept of ‘strategy’, a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching. ‘Strategy’ bears on all these issues. It concerns both goals, and ways of achieving them and short-term, immediate aims as well as long-term ones. The essays in this book share a common concern with teacher strategies, emphasizing the discovery of intentions and motives, alternative definitions of situations and the hidden rules that guide our behaviour. Amongst the areas investigated are the influence of factors outside the school in determining the role of the teacher, and the nature and influence of teacher commitment. The implications for practical action and policy making are stressed throughout, and by recognising and exploring the constraints and influences that operate on teachers, this work constructs a realistic appraisal of the teaching situation.
Author: John Eggleston
Publisher: Routledge
ISBN: 1136468595
Category : Education
Languages : en
Pages : 402
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Book Description
The subject matter of this book – what happens in schools, the effects of curriculum change, the reasons why some children are successful and others are not – explains just why the sociology of education is one of the most important areas to achieve political importance. There are five sections to the book covering: Educational Achievement; Educational Provision; The Organization of the School; Roles in the School and Values and Learning. The editor discusses the implications of the material presented (much of which was available for the first time when this book was originally published).
