This book explores the innovative, sociological approach adopted by Harriet Martineau in her efforts to develop a ‘scientific’ approach to understanding social and societal change. With attention to her focus on the key social structures and societal issues of her day – the economy, education, the condition of women and the evils of slavery – the authors highlight her creation and application of what we now recognise as sociological methodology, fieldwork, and analysis. Through an examination in each chapter of the writings that best illustrate Martineau’s sociological perspective, Reintroducing Harriet Martineau discusses her enduring contribution to sociology. As such, it will appeal to scholars and students of sociology with interests in the history of the discipline, and questions of methodology.

Effective schools? Effective for whom? Effective for what? Who in fact gains from the school effectiveness research and school improvement movements? This book maintains that while purporting to be inclusive and comprehensive, school effectiveness research is riddled with errors and often excludes, amongst others, children with special needs, black boys, clever girls. Effectiveness schemes can be bureaucratic and disempowering. This collection of essays - written by academics and practioners - mounts a challenge to the overbearing qualities of the school effectiveness and school improvement movements. Particular criticism is levelled at the disassociation of what goes on in schools from the world at large. School effectiveness thus seems to avoid, or not succeed in, preparing children for citizenship, for parenthood, and for work.

One of the foremost writers of her time, Harriet Martineau established her reputation by writing a hugely successful series of fictional tales on political economy whose wide readership included the young Queen Victoria. She went on to write fiction and nonfiction; books, articles and pamphlets; popular travel books and more insightful analyses. Martineau wrote in the middle decades of the nineteenth century, at a time when new disciplines and areas of knowledge were being established. Bringing together scholars of literature, history, economics and sociology, this volume demonstrates the scope of Martineau's writing and its importance to nineteenth-century politics and culture. Reflecting Martineau's prodigious achievements, the essays explore her influence on the emerging fields of sociology, history, education, science, economics, childhood, the status of women, disability studies, journalism, travel writing, life writing and letter writing. As a woman contesting Victorian patriarchal relations, Martineau was controversial in her own lifetime and has still not received the recognition that is due her. This wide-ranging collection confirms her place as one of the leading intellectuals, cultural theorists and commentators of the nineteenth century.

One of the foremost writers of her time, Harriet Martineau established her reputation by writing a hugely successful series of fictional tales on political economy whose wide readership included the young Queen Victoria. She went on to write fiction and nonfiction; books, articles and pamphlets; popular travel books and more insightful analyses. Martineau wrote in the middle decades of the nineteenth century, at a time when new disciplines and areas of knowledge were being established. Bringing together scholars of literature, history, economics and sociology, this volume demonstrates the scope of Martineau's writing and its importance to nineteenth-century politics and culture. Reflecting Martineau's prodigious achievements, the essays explore her influence on the emerging fields of sociology, history, education, science, economics, childhood, the status of women, disability studies, journalism, travel writing, life writing and letter writing. As a woman contesting Victorian patriarchal relations, Martineau was controversial in her own lifetime and has still not received the recognition that is due her. This wide-ranging collection confirms her place as one of the leading intellectuals, cultural theorists and commentators of the nineteenth century.

Originally published in 1987. The perspectives, research methods and strategies adopted by researchers and teachers to investigate gender and education have been diverse and contradictory. This book provides an overview of developments and analyses the range of policy responses to the issues of sex inequality as well. Divided into six parts, the first indicates the range of feminist theories conceptualizing gender and provides context for the following parts on equality of opportunity; gender, power and schools; and studies on class, race and gender. The last parts explore how education and training provision in the nineteenth and twentieth centuries were shaped by assumptions about masculinity and femininity; and examine patterns of policy making on equal opportunities at teacher, local and national levels.

Originally published in 1987. This book addresses a reappraisal of the processes of gender development and its social and educational consequences. It provides examples of key research topics and methods used for the exploration of gender and education and suggests direction for further inquiry. Unique in its depth and range of coverage, it is still helpful reading for students of education and practising teachers and administrators. A major theme of the book is the relationship between class, racism, sexuality and education. Divided into five parts, the first offers new critical analysis of theories of gender difference, while the following sections focus on four lines of inquiry into education: exploring the past (through autobiography and life history); evaluating the implicit messages contained in texts; investigating gender dynamics within schools; and researching teachers' expectations and their attempts to change practice.

School effectiveness research together with what is now described as the 'school improvement movement' (Barber, 1996) has captured both the Conservative and New Labour imaginations as a basis for educational planning and policy making in the UK. Internationally school effectiveness enjoys and expanding and enthusiastic audience.
This book provides a critique of this research genre, particularly in the light of the recent calls for teaching to go 'back to the basics'. The editors argue that this school effectiveness research is simplistic in its analysis of educational problems. Far from getting to the bottom of the problem of failing students and schools, they argue, these 'movements' are merely scratching at the surface of the problems and coming up with notions for superficial improvements.

Originally published in 1987. The perspectives, research methods and strategies adopted by researchers and teachers to investigate gender and education have been diverse and contradictory. This book provides an overview of developments and analyses the range of policy responses to the issues of sex inequality as well. Divided into six parts, the first indicates the range of feminist theories conceptualizing gender and provides context for the following parts on equality of opportunity; gender, power and schools; and studies on class, race and gender. The last parts explore how education and training provision in the nineteenth and twentieth centuries were shaped by assumptions about masculinity and femininity; and examine patterns of policy making on equal opportunities at teacher, local and national levels.

Originally published in 1987. This book addresses a reappraisal of the processes of gender development and its social and educational consequences. It provides examples of key research topics and methods used for the exploration of gender and education and suggests direction for further inquiry. Unique in its depth and range of coverage, it is still helpful reading for students of education and practising teachers and administrators. A major theme of the book is the relationship between class, racism, sexuality and education. Divided into five parts, the first offers new critical analysis of theories of gender difference, while the following sections focus on four lines of inquiry into education: exploring the past (through autobiography and life history); evaluating the implicit messages contained in texts; investigating gender dynamics within schools; and researching teachers' expectations and their attempts to change practice.