How Schools Work
Bibliographic Data
| ID | 11086236 |
|---|---|
| Authors | Jodie Levin Epstein (0000-0002-3032-6613, corresponding author), Joyce L Epstein, Rebecca Anne Barr (0000-0001-6193-5959) |
| Year | 1984 |
| Volume | 13 |
| Issue | 4 |
| Pages | 461 |
| Publication date | 1984-07-01 |
| Open Access | No |
| Type | REVIEW |
| Review of | How schools work, Rebecca Barr, 1983 |
| Venue | Contemporary Sociology A Journal of Reviews (JOURNAL) |
| Journal identifiers | ISSN: 0094-3061 • E-ISSN: 1939-8638 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/2069077 |
| OpenAlex | W1982501753 |
| Language | EN |
As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources. Viewing schools as part of a social organization with a hierarchy of levels-district, school, classroom, instructional group, and students-avoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material
Mathematics education · Political science · Sociology · Work (physics · Engineering · Mechanical Engineering · Psychology · School Choice and Performance
Education and Stratification in Developing Countries
Entry Into School
An Early Start
International Studies in Educational Inequality, Theory and Policy
School as a Social System
What School Factors Raise Achievement in the Third World?
Reassessing the Principal's Role in School Effectiveness
Principal–Teacher Interactions
Early teacher perceptions and later student academic achievement.
Mathematics Growth in Early Elementary School
School composition and peer effects
Perceived learning environment and students' emotional experiences
The Classroom Assessment Scoring System
High-Stakes Accountability in Urban Elementary Schools
Ability Grouping and Student Achievement in Elementary Schools
Jesus and the streets
Distribution Mechanisms of Ghana’s Free Senior High School Policy
Functional Systems that Afford and Constrain Elementary Teachers’ Adaptation of Instruction to Support Multilingual Students
Schulstruktur und die Entstehung differenzieller Lern- und Entwicklungsmilieus
The rise and fall of school integration in Israel
Equality and quality in education. A comparative study of 19 countries
Double-dose' English as a strategy for improving adolescent literacy
Where the Rubber Meets the Road
Focus, Fiddle, and Friends
Do Differences in School Quality Matter More Than We Thought? New Evidence on Educational Opportunity in the Twenty-first Century
Tracking, Students' Effort, and Academic Achievement
Rank, Performance, and Mobility in Elementary School Grouping
What's My Name?”
Commentary
Influence of Basal Programs on Fourth-Grade Reading Instruction
A Microanalysis of the Small-Group, Guided Reading Lesson
Learning to Read Words
Learning About Teachers’ Literacy Instruction From Classroom Observations
Sociocognitive Processes in Guided Silent Reading
Investigating Test Content and Curriculum Content Overlap to Assess Opportunity to Learn
Implementing Title I Schoolwide Programs in a Complex Policy Environment
Cracks in the Bell Curve
Exposure to Classroom Poverty and Test Score Achievement
Opportunity-to-Learn Standards
Immigration and African American Educational Opportunity
Students, Courses, and Stratification
Children who do Exceptionally Well in First Grade
Individual and Organizational Predictors of High School Track Placement
Ability Grouping and Sex Differences in Mathematics Achievement
Classroom Composition and the Design of Instruction
The Stratification of High School Learning Opportunities
The Organizational Context of Learning
Educational Battlefields in America
A Multilevel Model of the Social Distribution of High School Achievement
Teachers' Decision-Making Power and School Conflict
Deviant Students as a Collective Resource in Classroom Control
The Organization of Students for Instruction in the Middle School
A Hierarchical Model for Studying School Effects
Using Multilevel Analysis to Assess School Effectiveness
The Collegial Focus
Performance Standards, Student Effort on Homework, and Academic Achievement
The Collegial Focus and High School Students' Achievement
Social Positions in Schooling
Learning-related behaviors, cognitive skills, and ability grouping when schooling begins
Concerted cultivation' and unequal achievement in elementary school
‘How do you feel? What is your heart doing?’ … ‘It’s jumping’
First- and Second-Order Methodological Developments from the Coleman Report
Factores Institucionales del Logro en la Educación Media de Argentina, 1998-2007, Una Actualización
Foregone opportunities
Contexts as switchmen
Revisiting “Kindergarten as academic boot camp”
I Used To Know That”
Do Instructional Practices Contribute to Inequality in Achievement
The meaning of truancy
Student Engagement in U.S. Urban High School Mathematics and Science Classrooms
School context, principal leadership, and achievement
The administrative control of principals in effective school districts
Public schools, private schools, and the common school ideal
Pictures of life in classrooms, and the search for metaphors to frame them
Curriculum'n'instruction
Equity as student opportunity to learn
Who Is Placed into Special Education
Bridging Methodological Gaps
Schule und Schulklasse als soziale Kontexte der Entwicklung im Jugendalter
The Relationship Between School Composition, School Process and Mathematics Achievement in Secondary Education in Argentina
Evaluating the Implementation of an Olympic Education Program in Greece
High Standards in a Tracked System of Schooling
Not Where You Start, but How Much You Grow
Lake Wobegon Revisited
Where Is the Action?” Challenges to Studying the Teaching of Reading in Elementary Classrooms
Local Knowledge, Research Knowledge, and Educational Change
Comparing American and Japanese Achievement
Leadership in Education
Use of Educational Reform to Create Effective Schools
Accountability Policy, School Organization, and Classroom Practice
Race, Instruction, and Learning
The Variable Effects of High School Tracking
Social Class Segregation and Its Relationship to Pupils' Examination Results in Scotland
School Performance, Status Relations, and the Structure of Sentiment
Class Composition and Student Achievement in Elementary Schools
The Production of Achievement Inequality in High School English
Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools
Understanding Effective High Schools
An Organizational Analysis of the Effects of Ability Grouping
Choosing Tracks
| Highly cited | No |
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