Traditionally theorists who have written about agency and structure have eschewed empirical research. This article uses the findings of an empirical study into graduate employability to inform the sociological debate on how they relate to each other. The study examined how Dutch and British final-year students approach the labour market right…

This paper re-considers some of the evidence for low and declining social mobility in Britain, showing that one study based on a re-analysis of cohort figures appears to have had an impact on policy-makers out of all proportion to its scale and rigor. The study claimed to show that the income of parents and children were more closely related for…

The articles and reviews in three British journals--the British Journal of Sociology, Sociological Review, and Sociology--were examined to determine (1) what they published regarding educational sociology; (2) the way in which they reflected the qualitative changes of emphases in the field; and (3) the backgrounds of the authors. (RM)

Examines and criticizes theories and arguments in contemporary sociology of education and points out limitations in these theories. Topics discussed include the Labour Party's contributions to educational policy, education and democratic socialism, and political education in the curriculum. For journal availability, see SO 507 999. (Author/DB)

Explores differences between teachers' typifications of boys and of girls as pupils in nursery schools in Britain and summarizes teachers' commonsense theories of these sex differences. For journal availability, see EJ 222 605. (Author/DB)

Presents the results of a longitudinal study that identified changes in the organization of British secondary schools from 1969-1979. There were changes in grouping practices, grading frequency, the prefectorial system, sex differentiation, and activities. The results are explained in terms of an action approach derived from Weber. (AM)

Uses a theoretical framework based on epistmological theories to compare teachers' conceptions of the curriculum in four British schools. Results of a questionnaire indicated that teachers believed the curriculum was related to not only individual students and social requirements, but also truth. (AM)

Presents an alternative hypothetical explanation of the results obtained in Sharma and Meighan's research. The study did not control for intelligence, social class, and other relevant variables which might explain the difference between the sexes in mathematical attainment in secondary schools. (AM)

Analyzes the premise that education in Great Britain should serve to meet the economic requirements of society through training people in all sectors of the educational system--the school, further education, and higher education. Stresses the complexity of further education in reproducing social and technical relations. (Author/KC)

Describes the social world of childhood as told to the author by a group of primary school children, with particular reference to the classroom. Results reveal a complex knowledge of the values of social interaction. Knowing how to be competent members of the classroom was a primary concern. (Author/KC)

Examines whether there is a connection among various elements of the middle class with educational pathways. Explores data gathered during a longitudinal research project. Indicates that educational pathways influence occupational locations, while school sector may contribute to whether one selects employment in the public or private sector.…