Abstract
For some time, the sociology of schools has been dominated by a definition of the school as an array of resource stocks—such things, for example, as teachers, specialist staff, books, subject matter content, and time. For this definition, we owe something to the economists (e.g., Murnane, 1975; Thomas, 1977) and psychologists (e.g., Carroll, 1963; Wiley, 1976). However, it has been widely used and elaborated in studies of educational status attainment, especially studies that relate attainment to social stratification (e.g., Alexander, Cook, and McDill, 1978; Alexander and McDill, 1976; Hauser, 1971; Hauser, Sewell, and Alwin, 1976; Heyns, 1974; Kerckhoff, 1974; Rosenbaum, 1976; Sewell, Haller, and Portes, 1969).
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Bidwell, C.E. (1987). Moral Education and School Social Organization. In: Hallinan, M.T. (eds) The Social Organization of Schools. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-0468-3_9
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DOI: https://doi.org/10.1007/978-1-4899-0468-3_9
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