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: 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: 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: 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: Harold Entwistle
Publisher: Routledge
ISBN: 1136470484
Category : Education
Languages : en
Pages : 234
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Book Description
This book examines the concepts of equality, class, culture, work and leisure and explores their interrelationship through the discussion of some current problems, especially the problems posed for schools for the ‘culturally deprived.’ The debate about differential provision of schooling for different social groups is taken up through examination of the assumption that schools are middle-class institutions, and the claims and counter claims about the possibility of there being a common culture as the basis for a common curriculum in comprehensive schools. The concept of culture and, especially the meaning of working-class culture receives examination in this context as well as the thesis that any sub-culture constitutes an adequate or valid way of life.
Author: John F Schostak
Publisher: Routledge
ISBN: 1136465162
Category : Education
Languages : en
Pages : 250
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Book Description
The problems this book discusses are the same now as they were 25 years ago: unemployment, poor housing, inadequate facilities, poverty, racism, violence. What is the function of a school in such a situation? Although many schools hold reformist ideals, their practice is constrained by organisational demands. School organisation is based upon a coercive theory of social control which is intolerant of expressions of individuality by teachers and pupils. Needs for individuality may be mistaken for deviance, and deviance is at least in part produced by, or exacerbated by, school organisation. The author maintains that schooling is therefore largely maladjusted to the needs of individuals.
Author: Ann Berlak
Publisher: Taylor & Francis
ISBN: 1136471049
Category : Education
Languages : en
Pages : 306
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Book Description
This study illuminates how the everyday activity of teachers raises profound economic, cultural, ethical, political and research issues, and provides a new and fruitful way of examining the practice of teaching. The first part of the book offers a detailed description of sensitively recorded school situations, arising from work carried out in a number of British primary schools. From the analysis of their research the authors constructed a theoretical perspective for looking at schooling in the form of sixteen ‘dilemmas’; the second half of the book is concerned with this perspective, and shows how the dilemmas constitute a language for looking at everyday schooling and relating it to more general political, social and cultural issues. The book thus spans the gap in educational thinking between work with a firm empirical base and specifically theoretical studies.
Author: Beryl Pring
Publisher: Routledge
ISBN: 1136463062
Category : Education
Languages : en
Pages : 298
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Book Description
This book argues that politics, in the sense of the government of our social structure, holds the key to the resolution of educational problems in the early twentieth century; that the teacher will only be relieved of his or her sense of frustration through government and ultimately socialist action. The author looks at the inequality of British education in the early twentieth century and the failure of capitalist education. She suggests measures to change the situation and discusses the aims and methods of socialist education.
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.
