ABSTRACT
This chapter examines what counts as 'valuable knowledge' in the school curriculum, and the extent to which student perceptions differ according to such things as their social class background, sex and race. It also examines the extent to which there are differences in what students, their parents and teachers regard as being the 'worthwhile things' that should be learnt at school. The chapter then examines various styles of teaching adopted by teachers in their classrooms, and the effect of these on student learning and on progress in the school. It presents the view that what is needed is a heterogeneous rather than a homogeneous school system; and that the teacher needs to develop a wide repertoire of teaching methods and ways of organising students which take into account the particular needs of those being taught.
