David H Hargreaves
Biographic Data
| ID | 127295 |
|---|---|
| NAME | David H Hargreaves |
| GIVEN NAMES | David H |
| FAMILY NAME | Hargreaves |
| SIGNATURE | HARGREAVES D H |
| AFFILIATIONS | University of Manchester |
| VERIFIED | No |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 137 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1963 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 6 |
Interpersonal Relations and Education
Originally published in 1972, this title provides an analysis of social interactions in educational contexts and opens up the field of the social psychology of education as an area in its own right at the very heart of the process of education. From a ‘symbolic interactionist’ perspective, the author develops a framework for the study of relations between teachers and pupils, discussing the basic ways of analysing social interaction, including th…
Deviance in Classrooms (RLE Edu M)
Social Relations in a Secondary School
Drawing on the great wealth of knowledge and experience of education practitioners and theorists, the volumes in the Sociology of Education set of the International library of Sociology explore the very important relationship between education and society. These books became standard texts for actual and intending teachers. Drawing upon comparative material from Israel, France and Germany, titles in this set also discuss the key questions of girl…
A Capital Theory of School Effectiveness and Improvement
A Capital Theory of School Effectiveness and Improvement [1]
A new theory of school effectiveness and improvement is outlined, based on the master concepts of intellectual capital, social capital and leverage, linked with the conventional concept of institutional outputs. Each master concept is defined in terms of two subsidiary concepts. Twelve specifically educational concepts are set within this framework to provide the theory. It is proposed that, through a simplified model, the range and fertility of …
The Knowledge-Creating School
Moving into the knowledge society at a time when expectations of schools and teachers continue to rise creates an urgent need for better professional knowledge about the management of schools and effective teaching and learning. This demand arises in part because university-based researchers have not hitherto been very successful in either the creation or dissemination of such knowledge. It is argued that success in meeting this demand will conti…
In Defence of Research for Evidence‐based Teaching: A rejoinder to Martyn Hammersley
The new professionalism: The synthesis of professional and institutional development
Teacher Training in Secondary Schools
Part 1 Why secondary schools should concentrate on teacher training: external factors internal factors - the reflective school. Part 2 Whole school management issues: how good is your school at training teachers? working with other partners resourcing issues mentoring and evaluation. Part 3 Mentoring: trying to arrive at a definition the rationale for mentoring mentor selection mentor training. Part 4 Practical training issues: setting the contex…
Accountability and school improvement in the work of LEA inspectors: The rhetoric and beyond
This paper considers the impact of recent legislation on the role and function of local inspectorates/advisory services in relation to their role in monitoring the quality of schools and in fostering school improvement. It examines both the common ground and differences in the approach taken by successive Labour and Conservative governments and explores the nature of the demands now being made on inspectors which are not consistent with the exist…
The Challenge for the Comprehensive School, Culture, Curriculum and Community
By 1982 the ambitious claims made for newly established comprehensive schools were being put to the test. How effectively does the comprehensive meet the needs of all young people? Do urban, working-class students enjoy more success than in the secondary modern schools? Are they more engaged in their learning with higher self-esteem? This volume discusses these questions and examines issues of social mobility and cohesion, curriculum, the balance…
Classroom Studies
A sociological critique of individualism in education
The Negotiated Order of the School
The Process of Typification in Classroom Interaction: Models and Methods
Recent work on the process of typification and person perception in teacher‐pupil relations is subjected to critical scrutiny. The similarities between several models, based on different methods and disciplines, are examined and an amalgamation of the models is proposed. It is argued that current models exhibit a number of important defects, especially in relation to contextual variations in typification and the changes in typification over time.…
Frontiers of Classroom Research
Social Relations in a Secondary School
Social Relations in a Secondary School
An Experiment on the Effects of Mental Set in the Brook Reaction Test
S ummary . In the Brook Reaction test an attempt is made to assess the subject's interests. Words potentially denoting one of six selected interests were, in this experiment, presented consecutively to an experimental group, and in randomised order to a control group. Some degree of mental set was induced in the experimental subjects, reaching significance level in the case of one interest only
The Knowledge-Creating School
Moving into the knowledge society at a time when expectations of schools and teachers continue to rise creates an urgent need for better professional knowledge about the management of schools and effective teaching and learning. This demand arises in part because university-based researchers have not hitherto been very successful in either the creation or dissemination of such knowledge. It is argued that success in meeting this demand will conti…
The new professionalism: The synthesis of professional and institutional development
Interpersonal Relations and Education
Originally published in 1972, this title provides an analysis of social interactions in educational contexts and opens up the field of the social psychology of education as an area in its own right at the very heart of the process of education. From a ‘symbolic interactionist’ perspective, the author develops a framework for the study of relations between teachers and pupils, discussing the basic ways of analysing social interaction, including th…
In Defence of Research for Evidence‐based Teaching: A rejoinder to Martyn Hammersley
A Capital Theory of School Effectiveness and Improvement [1]
A new theory of school effectiveness and improvement is outlined, based on the master concepts of intellectual capital, social capital and leverage, linked with the conventional concept of institutional outputs. Each master concept is defined in terms of two subsidiary concepts. Twelve specifically educational concepts are set within this framework to provide the theory. It is proposed that, through a simplified model, the range and fertility of …
The Process of Typification in Classroom Interaction: Models and Methods
Recent work on the process of typification and person perception in teacher‐pupil relations is subjected to critical scrutiny. The similarities between several models, based on different methods and disciplines, are examined and an amalgamation of the models is proposed. It is argued that current models exhibit a number of important defects, especially in relation to contextual variations in typification and the changes in typification over time.…
Accountability and school improvement in the work of LEA inspectors: The rhetoric and beyond
This paper considers the impact of recent legislation on the role and function of local inspectorates/advisory services in relation to their role in monitoring the quality of schools and in fostering school improvement. It examines both the common ground and differences in the approach taken by successive Labour and Conservative governments and explores the nature of the demands now being made on inspectors which are not consistent with the exist…
Social Relations in a Secondary School
An Experiment on the Effects of Mental Set in the Brook Reaction Test
S ummary . In the Brook Reaction test an attempt is made to assess the subject's interests. Words potentially denoting one of six selected interests were, in this experiment, presented consecutively to an experimental group, and in randomised order to a control group. Some degree of mental set was induced in the experimental subjects, reaching significance level in the case of one interest only
Social Relations in a Secondary School
Social Relations in a Secondary School
Frontiers of Classroom Research
The Process of Typification in Classroom Interaction: Models and Methods
Recent work on the process of typification and person perception in teacher‐pupil relations is subjected to critical scrutiny. The similarities between several models, based on different methods and disciplines, are examined and an amalgamation of the models is proposed. It is argued that current models exhibit a number of important defects, especially in relation to contextual variations in typification and the changes in typification over time.…
The Negotiated Order of the School
A sociological critique of individualism in education
Classroom Studies
The Challenge for the Comprehensive School, Culture, Curriculum and Community
By 1982 the ambitious claims made for newly established comprehensive schools were being put to the test. How effectively does the comprehensive meet the needs of all young people? Do urban, working-class students enjoy more success than in the secondary modern schools? Are they more engaged in their learning with higher self-esteem? This volume discusses these questions and examines issues of social mobility and cohesion, curriculum, the balance…
Accountability and school improvement in the work of LEA inspectors: The rhetoric and beyond
This paper considers the impact of recent legislation on the role and function of local inspectorates/advisory services in relation to their role in monitoring the quality of schools and in fostering school improvement. It examines both the common ground and differences in the approach taken by successive Labour and Conservative governments and explores the nature of the demands now being made on inspectors which are not consistent with the exist…
Teacher Training in Secondary Schools
Part 1 Why secondary schools should concentrate on teacher training: external factors internal factors - the reflective school. Part 2 Whole school management issues: how good is your school at training teachers? working with other partners resourcing issues mentoring and evaluation. Part 3 Mentoring: trying to arrive at a definition the rationale for mentoring mentor selection mentor training. Part 4 Practical training issues: setting the contex…
The new professionalism: The synthesis of professional and institutional development
In Defence of Research for Evidence‐based Teaching: A rejoinder to Martyn Hammersley
The Knowledge-Creating School
Moving into the knowledge society at a time when expectations of schools and teachers continue to rise creates an urgent need for better professional knowledge about the management of schools and effective teaching and learning. This demand arises in part because university-based researchers have not hitherto been very successful in either the creation or dissemination of such knowledge. It is argued that success in meeting this demand will conti…
A Capital Theory of School Effectiveness and Improvement
A Capital Theory of School Effectiveness and Improvement [1]
A new theory of school effectiveness and improvement is outlined, based on the master concepts of intellectual capital, social capital and leverage, linked with the conventional concept of institutional outputs. Each master concept is defined in terms of two subsidiary concepts. Twelve specifically educational concepts are set within this framework to provide the theory. It is proposed that, through a simplified model, the range and fertility of …
Social Relations in a Secondary School
Drawing on the great wealth of knowledge and experience of education practitioners and theorists, the volumes in the Sociology of Education set of the International library of Sociology explore the very important relationship between education and society. These books became standard texts for actual and intending teachers. Drawing upon comparative material from Israel, France and Germany, titles in this set also discuss the key questions of girl…
Deviance in Classrooms (RLE Edu M)
Interpersonal Relations and Education
Originally published in 1972, this title provides an analysis of social interactions in educational contexts and opens up the field of the social psychology of education as an area in its own right at the very heart of the process of education. From a ‘symbolic interactionist’ perspective, the author develops a framework for the study of relations between teachers and pupils, discussing the basic ways of analysing social interaction, including th…
Sociology (14 works) · Psychology (12 works) · Mathematics education (8 works) · Pedagogy (7 works) · Teacher Education and Leadership Studies (7 works) · Computer Science (4 works) · Epistemology (4 works) · Social science (4 works) · Education (3 works) · Education Systems and Policy (3 works)