ERIC Number: ED129711
Record Type: RIE
Publication Date: 1975
Reference Count: 0
Social Organization of the High School Study.
Columbia Univ., New York, NY. Horace Mann - Lincoln Inst. for School Experimentation.
This study examines how schools are organized as social systems and applies concepts and methods used by anthropologists in actual field settings in education. The five objectives established in the study are: (1) develop in-depth ethnographic records of high schools as social systems; (2) diagram the web of networks that make up the social system; (3) chart those relationships that form the networks and determine how their connections are conceptualized; (4) identify and define the learning-related interactions that take place within the system; and (5) identify and codify the rules that define the relationships and structure behavior within and between these networks. This report represents the culmination of a development program in the area of the application of anthropological theory and techniques to the field of education; the findings are published separately. It is hypothesized that while educators have traditionally looked for rules that are control mechanisms that regulate and regularize relationships between the school and the outside world as well, educators might better find the optimal behavior structure of high schools by observing the behavior the rules produce in the school itself. It can be concluded that the school size is an important factor in socialization. Also, the structure of the school determines the ability of any one person within that school to negotiate a role within the system. It becomes apparent that the usual dimensions of school structure are not appropriate as categories within which to examine the social organization of high schools. (SK)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. Horace Mann - Lincoln Inst. for School Experimentation.
Note: For related documents, see SP 010 154 and 155