ABSTRACT
There has been much interest, of late, among sociologists in teacher strategies (Lacey 1977; Hargreaves, A. 1977, 1978 and 1979; Pollard 1980a; Woods 1977 and 1980). This is partly because the concept offers a way of getting to the heart of school action, until recently an under-researched area; and partly because it allows for the consideration of the influence of both structurally generated constraints and of individual biography.
