The chapters in this volume illustrate the ways in which U.S.
sociologists of education continue to plumb the depths of
fundamental questions about how schools are organized and
consequences of school organization for students and teachers.
These studies present new ideas and/or findings in an engaging way,
and they attempt to enlarge the audience for sociological research
on education. Perhaps even more importantly, however, they generate
a host of questions that warrant sustained inquiry by our
community. If these authors lead us to think in new ways or to ask
new questions, their efforts will have been well-rewarded.
General
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