The book describes the English school, especially the secondary school, as a hierarchical community in which the head-teacher (principal) is an autocratic ruler. After explaining how that particular organisation of the school developed historically from the market situation faced by the English public (i.e. private) schools in the developing industrial society of the nineteenth century it provides empirical evidence demonstrating that the hierarchies of knowledge, teachers and students that developed then were still in place when the book was published in 1975. They are still present today. It also looks at the challenges to the school as a hierarchical community presented by the ideologies of deschooling, progressive education and open education. Finally, it provides an explanation of why these ideologies were never put into practice in English schools despite some pioneering exemplars. Although first published over thirty-five years ago the issues examined in it raise questions that are still central to education today: Does size of school affect the commitment of teachers to the school, their colleagues and their students? How can the teaching staff be organised in a school? Do all need to work to the same ends? What is the role of leadership from the head-teacher (principal) in this? Is it possible to have a curriculum that is open without losing rigour? What should be the relationship between using local community knowledge and the educational wish to extend students' horizons? The result is a short, nuanced, and densely argued text that demands thought and reflection from any contemporary educator.

This title, first published in 1990, examines the work of teachers in the classroom and the school from a sociological perspective. It will be important reading for teacher education students who have little or no background in sociology, providing them with information, understanding and techniques which will enable them to operate as competent teachers in the classroom.

The book describes the English school, especially the secondary school, as a hierarchical community in which the head-teacher (principal) is an autocratic ruler. After explaining how that particular organisation of the school developed historically from the market situation faced by the English public (i.e. private) schools in the developing industrial society of the nineteenth century it provides empirical evidence demonstrating that the hierarchies of knowledge, teachers and students that developed then were still in place when the book was published in 1975. They are still present today.

It also looks at the challenges to the school as a hierarchical community presented by the ideologies of deschooling, progressive education and open education. Finally, it provides an explanation of why these ideologies were never put into practice in English schools despite some pioneering exemplars.

Although first published over thirty-five years ago the issues examined in it raise questions that are still central to education today:

Does size of school affect the commitment of teachers to the school, their colleagues and their students?

How can the teaching staff be organised in a school? Do all need to work to the same ends? What is the role of leadership from the head-teacher (principal) in this?

Is it possible to have a curriculum that is open without losing rigour? What should be the relationship between using local community knowledge and the educational wish to extend students horizons?

The result is a short, nuanced, and densely argued text that demands thought and reflection from any contemporary educator.

This title, first published in 1990, examines the work of teachers in the classroom and the school from a sociological perspective. It will be important reading for teacher education students who have little or no background in sociology, providing them with information, understanding and techniques which will enable them to operate as competent teachers in the classroom.

In Western societies, 'lifestyle' as an explanation for health and illness has become increasingly popular. Lifestyle in Medicine explores the ambiguity of the term 'lifestyle' and the way it is conceived and applied within medicine. Based on real doctor-patient consultations and in-depth interviews with doctors, the book discusses: the history behind current medical use of lifestyle the variable usage of the 'lifestyle' concept in different medical settings critical writings and recent shifts in sociological thinking about lifestyle public and government concerns about unhealthy lifestyles the ways in which health is discussed, doctor to patient. Evidence-based in its approach, this book uses original research to highlight this topical issue and provides professional and lay perspectives on health and illness. It is essential reading for students and academics of medical sociology, health and allied health studies and anyone interested in health and society.

In Western societies, 'lifestyle' as an explanation for health and illness has become increasingly popular. Lifestyle in Medicine explores the ambiguity of the term 'lifestyle' and the way it is conceived and applied within medicine. Based on real doctor-patient consultations and in-depth interviews with doctors, the book discusses: the history behind current medical use of lifestyle the variable usage of the 'lifestyle' concept in different medical settings critical writings and recent shifts in sociological thinking about lifestyle public and government concerns about unhealthy lifestyles the ways in which health is discussed, doctor to patient. Evidence-based in its approach, this book uses original research to highlight this topical issue and provides professional and lay perspectives on health and illness. It is essential reading for students and academics of medical sociology, health and allied health studies and anyone interested in health and society.