Moral and social purpose of education

First published in 1981, this book examines the concept of professionalism in the context of the development of organized teachers.

First published in 1991, this work critically analyses the competing claims about alternative arrangements for schooling.

First published in 1991, this work critically analyses the competing claims about alternative arrangements for schooling.

First published in 1992, this book presents unique quantitative data on the content coverage of primary education in a large number of countries since 1920.

First published in 1992, this book presents unique quantitative data on the content coverage of primary education in a large number of countries since 1920.

First published in 1975, this book is the first to set out a blueprint for how schools can move from a 'traditional' to a 'community' base at local authority level.

First published in 1975, this book is the first to set out a blueprint for how schools can move from a 'traditional' to a 'community' base at local authority level.

First published in 1969, this book examines the educational process as a whole in relation to its society.

First published in 1969, this book examines the educational process as a whole in relation to its society.

First published in 1988, this work considers the ways in which the sociology of education can inform educational practice.

First published in 1988, this work considers the ways in which the sociology of education can inform educational practice.

The rise of a radical 'new' sociology of education during the early 1970s focused attention on the nature of school knowledge.

The rise of a radical 'new' sociology of education during the early 1970s focused attention on the nature of school knowledge.

First published in 1981, this book provides a basic introduction to the sociology of education.

First published in 1981, this book provides a basic introduction to the sociology of education.

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.

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.

First published in 1986, this book proposes and illustrates a new approach to the comparative analysis of educational policy, based on anthropological and historical inquiry.

First published in 1986, this book proposes and illustrates a new approach to the comparative analysis of educational policy, based on anthropological and historical inquiry.

First published in 1982, this work is a critical survey of contemporary educational debates and themes which took on new urgency and importance at the time.

First published in 1982, this work is a critical survey of contemporary educational debates and themes which took on new urgency and importance at the time.

First published in 1987, this book offers an ideological critique of the new sociology of education, with the aim to redeem understanding of the social and historical character of knowledge.

First published in 1987, this book offers an ideological critique of the new sociology of education, with the aim to redeem understanding of the social and historical character of knowledge.

First published in 1979, this third edition of The Sociology of Education at the time held the field as the standard textbook on the subject.

First published in 1979, this third edition of The Sociology of Education at the time held the field as the standard textbook on the subject.

First published in 1992, this book looks at the interaction between ideals and reality, with the focus upon social inequality and education in modern society, as well as the possibilities for education to lessen the related problems.

First published in 1992, this book looks at the interaction between ideals and reality, with the focus upon social inequality and education in modern society, as well as the possibilities for education to lessen the related problems.

First published in 1973, this book is based on research carried about by Ronald King on integral parts of school organisation, including the assembly, uniform, rewards and punishments, games and out-of-school activities, curriculum, prefectorial system and school councils, in a sample of seventy-two schools.

First published in 1973, this book is based on research carried about by Ronald King on integral parts of school organisation, including the assembly, uniform, rewards and punishments, games and out-of-school activities, curriculum, prefectorial system and school councils, in a sample of seventy-two schools.

First published in 1981, this work is based on the author's research in the playgrounds of two Oxford schools.

First published in 1981, this work is based on the author's research in the playgrounds of two Oxford schools.

First published in 1980, this book argues that a theory of ideology is essential to a theory of education.

First published in 1980, this book argues that a theory of ideology is essential to a theory of education.

Leading a Diversity Culture Shift in Higher Education offers a practical and timely guide for launching, implementing, and institutionalizing diversity organizational learning.

Leading a Diversity Culture Shift in Higher Education offers a practical and timely guide for launching, implementing, and institutionalizing diversity organizational learning.

First published in 1988, this work reports on a major British study of children's progress and behaviour in 33 infant schools.

First published in 1988, this work reports on a major British study of children's progress and behaviour in 33 infant schools.

First published in 1975, this book offers a critique of some of the 'new perspectives' in the sociology of education.

First published in 1975, this book offers a critique of some of the 'new perspectives' in the sociology of education.

First published in 1983, this volume assembles recent theory on school organization, drawing on a wide range of research, mainly on schools in contemporary Britain but with some illuminating historical and overseas comparisons.

First published in 1983, this volume assembles recent theory on school organization, drawing on a wide range of research, mainly on schools in contemporary Britain but with some illuminating historical and overseas comparisons.

Foregrounding the diversity that characterises various educational settings, this book discusses how histories and geographies of oppression, exclusion and marginalisation have impacted on teacher education.

Foregrounding the diversity that characterises various educational settings, this book discusses how histories and geographies of oppression, exclusion and marginalisation have impacted on teacher education.

Grounded in philosophy from John Dewey and Maxine Greene, this book sheds light on difficulties and practicalities of examining culture and politics within the realm of interdisciplinary education.

Grounded in philosophy from John Dewey and Maxine Greene, this book sheds light on difficulties and practicalities of examining culture and politics within the realm of interdisciplinary education.

Young Children's Civic Mindedness provides a well-grounded understanding of children's civic thought and action by inviting readers to look and listen carefully to the voices of young children themselves.

Young Children's Civic Mindedness provides a well-grounded understanding of children's civic thought and action by inviting readers to look and listen carefully to the voices of young children themselves.

With a focus on seven Jesuit university leaders emeriti and the late University of Notre Dame President Father Theodore Hesburgh, this book offers a critical analysis of the common values, philosophies, and leadership practices of Jesuit-Catholic university presidents within the broader higher education context.

With a focus on seven Jesuit university leaders emeriti and the late University of Notre Dame President Father Theodore Hesburgh, this book offers a critical analysis of the common values, philosophies, and leadership practices of Jesuit-Catholic university presidents within the broader higher education context.

Emerging from Inside Film, a project that helps prisoners and people on probation make their own films, this book discusses the need for working class people to represent themselves and challenge mainstream stereotypes and assumptions about them.