The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the child. 'Bernstein's hypothesis will require [teachers] to look afresh not only at their pupils' language but at how they teach and how their pupils learn.' Douglas Barnes, Times Educational Supplement 'His honesty is such that it illuminates several aspects of what it is to be a genius.' Josephine Klein, British Journal of Educational Studies

The disadvantaged: challenge to education

Class, Codes and Control

Motivation und Persönlichkeit

A central problem for school leadership in the United States is to create settings in which success for students motivates teachers. Meeting this objective is becoming more difficult as teachers, except the most brilliant, struggle to cope with the diversity of students in a changing socio-economic climate and a context in which there is a ‘policy vacuum’, an unclear articulation of policy issues and choices, and inconsistency in policy initiatives. This is where school leaders must step in. Improvement in classrooms rarely occurs without strong leadership from building and district leaders. The fact that many school leaders in the USA were trained to exhibit authoritative rather than democratic leadership has often led to ‘democratic minimalism’, where the emphasis is on statutory fairness and majority rule, but not on full involvement of affected parties, such as teachers, students, and parents. The issues in contemporary leadership in areas of disadvantage are illustrated through the experience of one ...

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School Leaders Facing Real Change: shifting geography, uncertain paths

ADULT BASIC EDUCATION: A COMPARATIVE SURVEY OF MASSACHUSETTS PUBLIC SCHOOL SUPERINTENDENTS AND ADULT EDUCATION ADMINISTRATORS

Adult basic education : a comparative survey of Massachusetts public school superintendents and adult education administrators

Families of culturally and linguistically diverse pupils often do not participate fully in their children’s school-based education. The purpose of this article is to introduce taxonomies as a means to examine and improve school practices and levels of responsiveness to families whose home language is not English, so that families feel more comfortable connecting with their child’s school community. Taxonomies can provide a vital framework, and tool that schools can use to evaluate and improve the school–home contacts that take place. The taxonomies introduced in this article are based on a compilation of a variety of theoretical premises concerning parent involvement and the education of linguistically and culturally diverse learners.

The disadvantaged: challenge to education

Citations

Class, Codes and Control

Motivation und Persönlichkeit

School Leaders Facing Real Change: shifting geography, uncertain paths

Adult basic education : a comparative survey of Massachusetts public school superintendents and adult education administrators

Creating Taxonomies to Improve School- Home Connections With Families of Culturally and Linguistically Diverse Learners

Related Papers (5)

Education II--the social imperative

It's the Side Effects of Education That Count.

Lifelong Learning: A Human Agenda.

What Schools Are for

Strategies of Compensation: A Review of Educational Projects for the Disadvantaged in the United States.