Introduction

In this final section of papers we return to an aspect of research in the sociology of education that has recurred throughout the volume – the significance of values, attitudes and perceptions as a key area of causality, underlying not only observable behaviour but also the patterns of interaction that lead to observable behaviour. Each of the papers included in this section could have found a place in at least one of the preceding sections: they are grouped here because they also bear a wider range of implications that form an appropriate conclusion to this volume.