Differentiating between and synthesizing quantitative, qualitative, and longitudinal research on polarized school cultures: A comment on Van Houtte (2006)

Journal of Curriculum Studies

Volumn 39, Issue 5, 2007, Pages 597-602

  Abraham, John ^a  

^a NONE

Author keywords

Ability grouping; Pupil culture; Research synthesis; School culture; Tracking systems

Indexed keywords

EID: 35349019292     PISSN: 00220272     EISSN: 13665839     Source Type: Journal    
DOI: 10.1080/00220270701487624     Document Type: Note

References (11)

1. Abraham, J. (1989) Testing Hargreaves' and Lacey's differentiation-polarisation theory in a setted comprehensive. British Journal of Sociology, 40:1, pp. 46-81.
2. Abraham, J. (1995) Divide and School: Gender and Class Dynamics in Comprehensive Education, Falmer, London
3. Ball, S. J. (1981) Beachside Comprehensive: A Case Study of Secondary Schooling, Cambridge University Press, Cambridge
4. Berends, M. (1995) Educational stratification and students' social bonding to school. British Journal of Sociology of Education, 16:3, pp. 327-351.
5. Corrigan, P. (1979) Schooling the Smash Street Kids, Macmillan, London
6. Hargreaves, D. H. (1967) Social Relations in a Secondary School, Routledge & Kegan Paul, London
7. Lacey, C. (1966) Some sociological concomitants of academic streaming in a grammar school. British Journal of Sociology, 17:3, pp. 245-262.
8. Lacey, C. (1970) Hightown Grammar: The School as a Social System, Manchester University Press, Manchester, UK
9. Rosenbaum, J. E. (1976) Making Inequality: The Hidden Curriculum of High School Tracking, Wiley, New York
10. Van Houtte, M. (2006) School type and academic culture: Evidence for the differentiation-polarization theory. Journal of Curriculum Studies, 38:3, pp. 273-292.
11. Willis, P. E. (1977) Learning to Labour: How Working Class Kids get Working Class Jobs, Saxon House, Farnborough, UK