How Schools Work
Format: Paperback
ISBN13: 9780226038124
Paperback|9780226038124
✨ Featured Offer
Brand New
$48.80
List Price: $37.00
🚚
See all 4 offers from $38.17 FREE standard delivery by: 29 Mar 2026
Overview
As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources.
Viewing schools as part of a social organization with a hierarchy of levels--district, school, classroom, instructional group, and students--avoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.
Viewing schools as part of a social organization with a hierarchy of levels--district, school, classroom, instructional group, and students--avoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.
| ISBN-13 | 9780226038124 |
|---|---|
| ISBN-10 | 0226038122 |
| Weight | 0.63 Pounds |
| Dimensions | 0.60 x 6.00 x 9.00 In |
| List Price | $37.00 |
| Edition | 2nd Edition |
| Format | Paperback |
|---|---|
| Language | English |
| Pages | 206 pages |
| Publisher | University of Chicago Press |
| Published On | 1991-12-12 |
View All Offers
Sort by:
Price
Condition
Seller
Seller Comments
Price
Used, Good
Seller details
Bonita
Santa Clarita, CA, USA
Access codes and supplements are not guaranteed with used items. May be an ex-library book.
Free delivery by: 29 Mar 2026
Used, Like New
Seller details
GreatBookPrices-
Columbia, MD, USA
100% Money Back Guarantee. Brand New, Perfect Condition. We offer expedited shipping to all US locat...
Free delivery by: 29 Mar 2026
✨ Brand New
Seller details
GreatBookPrices-
Columbia, MD, USA
100% Money Back Guarantee. Brand New, Perfect Condition. We offer expedited shipping to all US locat...
Free delivery by: 29 Mar 2026
Brand New
Seller details
Alibris
Sparks, NV, USA
Print on demand Trade paperback (US). Glued binding. 206 p.
Free delivery by: 29 Mar 2026