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First published in 1977, this volume brings together a range of viewpoints, informed by reports of empirical research, which bear on the experience of school. Each chapter demonstrates the application of the 'new sociology of education' in its various guises to the world of teachers and pupils. In doing so, they exemplify the fields of investigation opened up by these theoretical developments, and also suggest directions ahead. The tensions in the articles reflect the tensions that existed in the sociology of education. By bringing them together, the aim of this volume is to contribute to a more soundly based sociology of education.
Inhaltsverzeichnis
Introduction: School Experience: Explorations in the Sociology of Education; 1. The Meaning of Academic Performance: How Teachers Define a Classroom Situation Robert A. Stebbins 2. School Learning: the Cultural Resources Required by Pupils to Answer a Teacher’s Question Martyn Hammersley 3. Mock-ups and Cock-ups: The Stage-Management of Guided Discovery Instruction Paul Atkinson and Sara Delamont 4. Interupting Intersubjectivity Brian Torode 5. Appearances: A Videographic Study of Children’s Culture Ronald J. Silvers 6. Anancy Goes to School: A Case Study of Pupil’s Knowledge of their Teachers Viv Furlong 7. School Experience – More Sociological Ambiguities? Tim Lang 8. Humour in the Classroom Rob Walker and Ivor Goodson 9. Sociological Constructions: Teachers’ Categories Clem Adelman 10. Experiencing School Knowledge: The Case of Social Studies Geoff Whitty 11. Social Science – Innovations or Alienation? Michael F. D. Young 12. Structural Features of the Classroom Anthony G. Green 13. Teaching for Survival Peter Woods; Indexes
Über den Autor / die Autorin
Peter Woods, Martyn Hammersley
Zusammenfassung
First published in 1977, this volume brings together a range of viewpoints, informed by reports of empirical research, which bear on the experience of school. Each chapter demonstrates the application of the ‘new sociology of education’ in its various guises to the world of teachers and pupils. In doing so, they exemplify the fields of investigation opened up by these theoretical developments, and also suggest directions ahead. The tensions in the articles reflect the tensions that existed in the sociology of education. By bringing them together, the aim of this volume is to contribute to a more soundly based sociology of education.
