chapter  1
15 Pages

Theoretical approach

Sociological interest in school processes has increased in recent years. In the 1950s attention was directed almost exclusively to input-output factors, namely the relationship between variables associated with social class and education achievement.1 What came in between — the manner of achievement and non-achievement and what else went on in schools besides — was not examined at that stage. School processes were largely taken for granted, teachers regarded as co-research workers and school aims commonly understood and accepted.