Mini-set L: Sociology of Education re-issues 48 volumes originally published between 1928 and 1990. The books in this mini-set discuss: Teaching and social change, research processes in education, class, race, culture and education, marxist perspectives in the sociology of education, the family and education, the sociology of the classroom and school organization.

Mini-set L: Sociology of Education re-issues 48 volumes originally published between 1928 and 1990. The books in this mini-set discuss: Teaching and social change, research processes in education, class, race, culture and education, marxist perspectives in the sociology of education, the family and education, the sociology of the classroom and school organization.

Dealing with all aspects of teacher education in the past 50 years the 13 books in this set, originally published between 1969 and 1996, discuss how the education system in the UK has changed; the impact of restructuring on teachers; teacher expectations around the world and other important topics in the sociology of education and teacher research.

Dealing with all aspects of teacher education in the past 50 years the 13 books in this set, originally published between 1969 and 1996, discuss how the education system in the UK has changed; the impact of restructuring on teachers; teacher expectations around the world and other important topics in the sociology of education and teacher research.

This set of 62 volumes, originally published between 1959 and 2005, amalgamates a wide breadth on the sociology of education, with a particular focus on culture, class and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of sociology, education and those undertaking teaching qualifications.

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. It takes into account the changes that occurred in the field from the publication of the first edition in 1965 and the second edition in 1972. The book is divided into three parts: the first considers the way in which the child becomes a social being and the influences upon them of the family, the peer group and the mass media; the second deals with the sociology of schooling and looks at different types and stages of schools, as well as the attitudes and forms of interaction within them; and finally the third traces the relationship between education and social institutions, and looks at the balance between the preservation of social stability and the introduction of change.

The subject matter of this book – what happens in schools, the effects of curriculum change, the reasons why some children are successful and others are not – explains just why the sociology of education is one of the most important areas to achieve political importance. There are five sections to the book covering: Educational Achievement; Educational Provision; The Organization of the School; Roles in the School and Values and Learning. The editor discusses the implications of the material presented (much of which was available for the first time when this book was originally published).