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ERIC Number: ED081117
Record Type: RIE
Publication Date: 1973-Jul
Pages: 285
Abstractor: N/A
Reference Count: 0
Working-Class Boys in Innovative Secondary School Programs: Expectations and Behavior. Final Report.
Quattrone, David F.
This study is concerned with what happens when students bring conventional assumptions about education to an unconventional alternative school. By field observation and interview, the author examined how alternative schools change the conventional patterns of hierarchy, formality, and the press to achieve; the assumptions students hold about the proper means and ends of education; and how any discrepancies between school demands and student assumptions are reflected in student behavior. The author challenges the assumption that alternative schools can establish socialization patterns oriented toward constructive social change merely by transforming the conventional institutional context. He asserts that socialization settings do not have uniform effects and that, if learning environments are to be designed so as to be capable of nurturing students' sense of personal efficacy, the range of assumptions that students bring with them should be acknowledged. In addition, any conceptualization of an "alternative" socialization process needs to go beyond an either/or reaction to the status quo and address the relationship between the internal context of an alternative school and the larger society. (Author/WM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program.
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.