Full Description
This volume considers how various sociological approaches to the exploration of the conditions of teachers' might be co-ordinated so as to produce a more penetrating and reliable understanding of the main dimensions of teachers' work. Three dimensions are selected for special attention: historical, institutional and interactional contexts in which teachers operate. In different way the papers in this collection explore the contribution such an investigation of these contexts can make to our understanding of wider educational concerns.
Contents
Preface. Part 1: Contemporary Concerns in Their Historical Context. Introduction. Schooling for Delinquency. Left Policy and Practice and the Sociology of Education . The Educational Worker? A Re-assessment of Teachers. Politicians Rule O.K? Implications for Teacher Careers and School Management. Contradictions of Control: Elementary Education in a Mining District 1870-1977. The Double Burden of Class and Gender in the Schooling of Working-Class Girls in Nineteenth Century England, 1800-1870. Part 2: Contemporary Concerns and the School System Introduction. The Comprehensive Experience David Reynolds and Michael Sullivan. A Community School . The Teaching Nexus: A Case of Mixed Ability. Teacher Strategies and Pupil Identities in Mixed Ability Curricula: A Note on Concepts and some examples from Maths. Towards a Sociology of Assessment. Known and Understood: Problematics in Developing an Understanding of the Social Effects of Schooling. Part 3: Contemporary Concerns and the Work of Teachers. Introduction. Classrooom Ethnography and the Definition of the Situation Robert Stebbins. Teacher-Pupil Question-Answer Sequences: Some Problems of Analysis. Strategies, Commitment and Identity; Making and Breaking the Teacher. Contrastive Rhetoric and Extremist Talk: Teachers, Hegemony and the Educationist Context. Ideology in the Staffroom? A Critique of False Consciousness. Index.
