Stability and Change in American Education: Structure, Process, and OutcomesMaureen T. Hallinan Robert Dreeben is one of the most widely read and influential sociologists of education of the past half-century and the author of several important books, one of which (the 1968 classic On What Is Learned in School) has been republished by Percheron Press. In this volume inspired by Dreeben's work and career, chapters written by Dreeben's colleagues, students, and even one of his mentors present the latest academic research on schools and schooling and examine recent and ongoing school reform policies. The contributors address schooling and socialization, school organization and effects, teaching as an occupation, and other areas of sociology of education where Dreeben's research has had a profound impact. A concluding chapter by Dreeben discusses the field of sociology of education as a whole. |
Contents
Robert Dreebens Contributions to Sociology of Education | 3 |
A Verstehen Approach | 17 |
The Problem of Classroom Goodwill | 41 |
Copyright | |
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Ability Grouping accountability activities Adam Gamoran administrators adolescents adults African American analysis Asian American assessment attention Barr and Dreeben behavior Bidwell Brookings Institution Chapter Chicago public schools classroom Clinton Corners clique concept counselors curriculum dents district effects example expectations experience Firestone focus focused frame framework goodwill grades groups Hallinan high school Hispanic important individuals inequality institutions instruction integrated governance interaction Learned in School Leiderman local school councils loosely coupled Loveless math Mathematics mayoral McFarland National NCTM NCTM standards norms Nystrand organizational outcomes parents percent performance political practices Press problems psychosocial maturity public schools questions reading reform regulation relationships response Robert Dreeben role sample schedule changes school system sociable affairs social class sociologists sociology of education standards status structure student learning studies tasks teaching test scores tion tracks understanding University of Chicago Werner Publications Wong York