ABSTRACT

British secondary education has changed in major ways since 1945. This book examines some consequences and implications of both change and stability, drawing on a unique series of national surveys of school leavers in Scotland. The authors provide an empirical and theoretical account of central problems of contemporary schooling. Their analysis covers: certification, curriculum and selection; the effects of educational expansion; trends in educational inequality; the impact of comprehensive reorganisation; truancy and alienation from schooling; the explanation of differences in performance between schools and the implications for the public accountability of schools. From these analyses the authors develop a critique of the ‘theory’ of the education system that underpinned expansion. They examine this theory’s logical and empirical status as ‘myth’ and elaborate how the political system and social science might jointly overcome some of the methodological difficulties that beset social and educational research.

part |2 pages

Part 1: Problems and Methods

chapter 1|13 pages

Overview

chapter 2|13 pages

Data, Methods and Collaborative Research

part |2 pages

Part 2: Policy and Myth

chapter |5 pages

Introduction

chapter 3|11 pages

Scottish Education and the Scottish Myth

chapter 4|18 pages

Policy for Certification since the War

chapter 6|17 pages

General Education and Myth: Some Examples

part |2 pages

Part 3: Education and Employment

chapter |5 pages

Introduction

chapter 9|14 pages

Education and Unemployment

part |2 pages

Part 4: Selection and Rejection

chapter |2 pages

Introduction

chapter 10|15 pages

Pupils' Experiences of Selection

chapter 11|17 pages

Truancy: Rejection is Mutual

part |2 pages

Part 5: Education and Class

chapter |4 pages

Introduction

chapter 13|17 pages

The Reorganisation of Secondary Education

part |2 pages

Part 6: Myth and Reconstruction