Ronald King
Dados Biográficos
| ID | 3659355 |
|---|---|
| NOME | Ronald King |
| PRENOMES | Ronald |
| SOBRENOME | King |
| ASSINATURA | KING R |
| AFILIAÇÕES | University of Exeter |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 35 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1968 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2020 |
| ÍNDICE H | 3 |
Developing and Managing Requests for Proposals in the Public Sector
Sex and Social Class Inequalities in Education
Fifteen years ago attention was drawn to the neglect of sex differences in the sociology of education, and to ways in which social class differences in attainment could not ignore these sex differences. The original propositions concerning these differences are re‐examined and expanded in a neo‐Weberian analysis of the work‐marriage, class‐status, education complex, and considered in relation to the available empirical evidence. The alternative f…
The Sociology of School Organization
Organisational Change in Secondary Schools
A longitudinal study of a sample of secondary schools has shown that over a period of ten years there have been changes in grouping practices, an expansion of examination opportunities, and a tightening of the control of school work. The prefectorial system has a reduced importance and has been deritualised, as has the school assembly. There is less sex differentiation of pupils’ school work and behaviour. These changes are explained using an act…
All Things Bright and Beautiful? A Sociological Study of Infants' Classrooms
Bernstein's Sociology of the School -- A Further Testing
Weberian Perspectives and the Study of Education
Weber has received less recognition in the sociology of education than that of either Marx or Durkheim. None of them wrote extensively about education, and although mention will made made of Weber's treatment of bureaucracy in education and his study of the education of the Chinese literati, the main purpose of this article is to consider his sociology in relation to recent sociology of education. In doing so the various elements of his approach …
All Things Bright and Beautiful? A Sociological Study of Infants' Classrooms
The Search for the 'Invisible' Pedagogy
The 'invisible' pedagogy is the name given by Bernstein to that which may be practised in pre-schools and infants' schools. An examination of the 'invisible' pedagogy and its supposed origins in a 'new' middle class, which Bernstein uses to explain its nature, is made using original research in infants' schools. This suggests that the concept has doubtful theoretical utility, and these doubts are extended to the related concepts of classification…
The World of Kew
School Organisation and Pupil Involvement
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. It measures and explores the level of pupils' involvement in the school, in terms in their evaluations and effective dispositions, in relati…
School Organisation and Pupil Involvement
Bernstein's Sociology of the School--Some Propositions Tested
The Poverty of Education
Social Class, Educational Attainment, and Provision
Studies of social class differences in educational attainment form the core of what is now being called the orthodox sociology of education in this country. Most of the sociological explanations of the higher rates of middle class success have been variants of a ‘culture clash’ or ‘cultural discontinuity’ theory. This has taken many forms, including the use of the idea of deferred gratification, associated with Schneider and Lysgaard, the Protest…
Unequal Access in Education — Sex and Social Class
Recent Developments in Education–A Survey
The Public Schools Commission—First Report
Weberian Perspectives and the Study of Education
Weber has received less recognition in the sociology of education than that of either Marx or Durkheim. None of them wrote extensively about education, and although mention will made made of Weber's treatment of bureaucracy in education and his study of the education of the Chinese literati, the main purpose of this article is to consider his sociology in relation to recent sociology of education. In doing so the various elements of his approach …
Bernstein's Sociology of the School -- A Further Testing
Bernstein's Sociology of the School--Some Propositions Tested
Unequal Access in Education — Sex and Social Class
Sex and Social Class Inequalities in Education
Fifteen years ago attention was drawn to the neglect of sex differences in the sociology of education, and to ways in which social class differences in attainment could not ignore these sex differences. The original propositions concerning these differences are re‐examined and expanded in a neo‐Weberian analysis of the work‐marriage, class‐status, education complex, and considered in relation to the available empirical evidence. The alternative f…
Organisational Change in Secondary Schools
A longitudinal study of a sample of secondary schools has shown that over a period of ten years there have been changes in grouping practices, an expansion of examination opportunities, and a tightening of the control of school work. The prefectorial system has a reduced importance and has been deritualised, as has the school assembly. There is less sex differentiation of pupils’ school work and behaviour. These changes are explained using an act…
All Things Bright and Beautiful? A Sociological Study of Infants' Classrooms
Social Class, Educational Attainment, and Provision
Studies of social class differences in educational attainment form the core of what is now being called the orthodox sociology of education in this country. Most of the sociological explanations of the higher rates of middle class success have been variants of a ‘culture clash’ or ‘cultural discontinuity’ theory. This has taken many forms, including the use of the idea of deferred gratification, associated with Schneider and Lysgaard, the Protest…
The Search for the 'Invisible' Pedagogy
The 'invisible' pedagogy is the name given by Bernstein to that which may be practised in pre-schools and infants' schools. An examination of the 'invisible' pedagogy and its supposed origins in a 'new' middle class, which Bernstein uses to explain its nature, is made using original research in infants' schools. This suggests that the concept has doubtful theoretical utility, and these doubts are extended to the related concepts of classification…
School Organisation and Pupil Involvement
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. It measures and explores the level of pupils' involvement in the school, in terms in their evaluations and effective dispositions, in relati…
The Public Schools Commission—First Report
Recent Developments in Education–A Survey
Unequal Access in Education — Sex and Social Class
Social Class, Educational Attainment, and Provision
Studies of social class differences in educational attainment form the core of what is now being called the orthodox sociology of education in this country. Most of the sociological explanations of the higher rates of middle class success have been variants of a ‘culture clash’ or ‘cultural discontinuity’ theory. This has taken many forms, including the use of the idea of deferred gratification, associated with Schneider and Lysgaard, the Protest…
The Poverty of Education
School Organisation and Pupil Involvement
Bernstein's Sociology of the School--Some Propositions Tested
The World of Kew
School Organisation and Pupil Involvement
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. It measures and explores the level of pupils' involvement in the school, in terms in their evaluations and effective dispositions, in relati…
The Search for the 'Invisible' Pedagogy
The 'invisible' pedagogy is the name given by Bernstein to that which may be practised in pre-schools and infants' schools. An examination of the 'invisible' pedagogy and its supposed origins in a 'new' middle class, which Bernstein uses to explain its nature, is made using original research in infants' schools. This suggests that the concept has doubtful theoretical utility, and these doubts are extended to the related concepts of classification…
Weberian Perspectives and the Study of Education
Weber has received less recognition in the sociology of education than that of either Marx or Durkheim. None of them wrote extensively about education, and although mention will made made of Weber's treatment of bureaucracy in education and his study of the education of the Chinese literati, the main purpose of this article is to consider his sociology in relation to recent sociology of education. In doing so the various elements of his approach …
All Things Bright and Beautiful? A Sociological Study of Infants' Classrooms
All Things Bright and Beautiful? A Sociological Study of Infants' Classrooms
Bernstein's Sociology of the School -- A Further Testing
Organisational Change in Secondary Schools
A longitudinal study of a sample of secondary schools has shown that over a period of ten years there have been changes in grouping practices, an expansion of examination opportunities, and a tightening of the control of school work. The prefectorial system has a reduced importance and has been deritualised, as has the school assembly. There is less sex differentiation of pupils’ school work and behaviour. These changes are explained using an act…
The Sociology of School Organization
Sex and Social Class Inequalities in Education
Fifteen years ago attention was drawn to the neglect of sex differences in the sociology of education, and to ways in which social class differences in attainment could not ignore these sex differences. The original propositions concerning these differences are re‐examined and expanded in a neo‐Weberian analysis of the work‐marriage, class‐status, education complex, and considered in relation to the available empirical evidence. The alternative f…
Developing and Managing Requests for Proposals in the Public Sector
Sociology (16 obras) · Political science (8 obras) · Psychology (8 obras) · Global Educational Policies and Reforms (7 obras) · Computer Science (5 obras) · Educational Theory and Curriculum Studies (5 obras) · Epistemology (5 obras) · Social science (5 obras) · Education Systems and Policy (4 obras) · Teacher Education and Leadership Studies (4 obras)