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Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
The internal organisation of the school touches on many areas of
contemporary debate. Is there such a thing as a 'good school'? Are
large urban comprehensives necessarily impersonal? Are the charges
of indiscipline, conflict and declining standards in modern schools
based on a failure to understand schools as institutions? At the
time this book was first published sociological analysis had
neglected to consider schools as organisational entities,
preferring to see them as either the sites for negotiated
encounters between teachers and pupils or else as agencies of class
reproduction. The author redresses this imbalance and by relating
the various literatures on the school to the constitutive patterns
of its internal organisation he demonstrates the need for a more
intensive sociological study of this embattled institution.
What is the most significant factor for explaining why some
individuals are more successful than others - genetic inheritance,
privileged background or luck? Although conventional approaches
stress the prime importance of one of these, Tyler argues that such
theories fail to deal adequately with the complexity of educational
inequality and suggests that Boudon's model of opportunity and
mobility would provide us with a more productive explanation. By
applying this model to post-war British education he shows how we
might effectively think our approaches to the 'cycle of
deprivation', comprehensive reform and educational spending.
What is the most significant factor for explaining why some
individuals are more successful than others genetic inheritance,
privileged background or luck? Although conventional approaches
stress the prime importance of one of these, Tyler argues that such
theories fail to deal adequately with the complexity of educational
inequality and suggests that Boudon s model of opportunity and
mobility would provide us with a more productive explanation. By
applying this model to post-war British education he shows how we
might effectively think our approaches to the cycle of deprivation,
comprehensive reform and educational spending.
The internal organisation of the school touches on many areas of
contemporary debate. Is there such a thing as a good school ? Are
large urban comprehensives necessarily impersonal? Are the charges
of indiscipline, conflict and declining standards in modern schools
based on a failure to understand schools as institutions? At the
time this book was first published sociological analysis had
neglected to consider schools as organisational entities,
preferring to see them as either the sites for negotiated
encounters between teachers and pupils or else as agencies of class
reproduction. The author redresses this imbalance and by relating
the various literatures on the school to the constitutive patterns
of its internal organisation he demonstrates the need for a more
intensive sociological study of this embattled institution.
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