Abstract
In education, as in every other aspect of social structure, the problem arises of translating published official statistics into social indicators. Education has to be thought of sociologically as the organisation of the more formal aspects of socialisation. Throughout the twentieth century formal socialisation has grown in importance in the double sense that it has taken up more of the time of more people at each stage of its development. One result has been an increased production of official statistics which have changed their character in response to changes in the structure of education and to changes in the preoccupations of administrators and policy makers.
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Notes
Maurice Scott (1980) ‘Net Investment in Education in the United Kingdom 1951–71’, Oxford Review of Education, 1(6): 21–30.
Olive Banks (1968) The Sociology of Education (Batsford).
See A. H. Halsey, A. F. Heath, and J. M. Ridge (1980) Origins and Destinations (Oxford University Press).
H. Glennester and G. Wilson (1970) Paying for Private Schools (Allan Lane) 13–17.
T. W. Bamford (1967) Rise of the Public Schools — A Study of Boys’, Public Boarding Schools in England and Wales from 1837 to the Present Day (Nelson) 268–9.
J. Rae (1981) The Public School Revolution: Britain’s Independent Schools 1964–1979 (Faber).
See M. Cruickshank (1963) Church and State in English Education (Macmillan).
The discussion in pp. 255–260 and Tables 6.20 and 6.21 are taken from A. H. Halsey, A. F. Heath, and J. M. Ridge (1985) ‘The Political Arithmetic of Public Schools’ in G. Walford (ed.) British Public Schools (Falmer Press). The Tables were extracted from Statistics of Education.
A. H. Halsey, A. F. Heath and J. M. Ridge (1980) Origins and Destinations (Oxford University Press).
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© 1988 A. H. Halsey
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Halsey, A.H. (1988). Schools. In: Halsey, A.H. (eds) British Social Trends since 1900. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-19466-7_6
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DOI: https://doi.org/10.1007/978-1-349-19466-7_6
Publisher Name: Palgrave Macmillan, London
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