Teachers' Lives and Careers

By Stephen J. Ball; Ivor F. Goodson | Go to book overview

within primary schools for teachers to talk to one another about those aspects of their jobs which really matter to them. If the person makes the agenda, the practitioner may join in the debate.


References

a
ASHTON, P. et al. (1975) The Aims of Education, London, Macmillan.

b
BALL, D. (1972) ‘Self and identity in the context of deviance: the case of criminal abortion’, in SCOTT, R. and DOUGLAS, J. (Eds) Theoretical Perspectives on Deviance, New York, Basic Books.
BECKER, H. (1960) ‘Notes on the concept of commitment’, American Journal of Sociology,66, pp. 32-40.

e
EBBUTT, D. (1982) Teacher as researcher: How four teachers coordinate action research in their respective schools, TIQL Project, Working Paper 10, Cambridge Institute of Education.

g
GOLDTHORPE, J. et al. (1968) The Affluent Worker: Industrial Attitudes and Behaviour, Vol 1., Cambridge, Cambridge University Press.

h
HARGREAVES, D. (1982) The Challenge for the Comprehensive School: Culture, Curriculum and Community, London, Routledge and Kegan Paul.
HITCHCOCK, G. (1982) ‘The social organization of space and place in an urban open-plan primary school’, in PAYNE, G. and CUFF, E. (Eds) Doing Teaching, London, Batsford.

j
JACKSON, J. (1960) ‘Reference group processes in a formal organization’, in CARTWRIGHT, D. and ZANDER, A. (Eds), Group Dynamics: Research & Theory, 2nd edition, London, Tavistock.

k
KATZ, D. (1960) ‘The functional approach to the study of attitude change’, Public Opinion Quarterly,24, 163-204.

l
LORTIE, D. (1975) Schoolteacher: A Sociological Study, Chicago, University of Chicago Press.

m
MERTON, R. & KITT, A. (1957) ‘Contributions to the theory of reference group behaviour’, in MERTON, R. (Ed.) Social Theory and Social Structure, Glencoe, Free Press.

n
NEWCOMB, T. (1943) ‘Attitude development as a function of reference groups: the Bennington Study’, in MACCOBY, E., NEWCOMB, T. and HARTLEY, E. (Eds) Readings in Social Psychology, London, Methuen.
NEWCOMB, T. (1950) Social Psychology, New York, Dryden.
NIAS, J. (1972) ‘Value-persistence and utility in colleges of education’, Education for Teaching,89, pp. 29-34.
NIAS, J. (1980) ‘Leadership styles and job-satisfaction in primary schools’, in BUSH, T. et al. (Eds) Approaches to School Management, London, Harper and Row.
NIAS, J. (1981a) ‘Commitment and motivation in primary school teachers’, Educational Review,33, pp. 181-90.
NIAS, J. (1981b) ‘Teacher satisfaction and dissatisfaction: Herzberg’s ‘two-factor’ hypothesis revisited’, British Journal of Sociology of Education,2, pp. 235-246.
NIAS, J. (1984a) ‘Learning and acting the role: in-school support for primary teachers’, Educational Review,36, 1-15.
NIAS, J. (1984b) ‘Definition and maintenance of self in primary teaching’, British Journal of Sociology of Education,5, 267-280.

s
SCHOOLS COUNCIL (1981) Making the Most of the Short In-Service Course, Working Paper 71, London, Methuen.
SHERIF, C. and SHERIF, M. (1964) Reference Groups: Exploration into Conformity and Deviation of Adolescents, New York, Harper & Row.
SHERIF, M. and WILSON, M. (1953) Group Relations at the Crossroads, New York, Harper & Row.
SHIBUTANI, T. (1972) ‘Reference groups as perspectives’, in MANIS, J. & MELTZER, B. (Eds) Symbolic Interaction: A Reader in Social Psychology, 2nd edition, Boston, Allyn and Bacon.

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