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)

Discusses the recent EEC directive which requires schools to make available to children of migrant workers within the community instruction in the language of their native country. Problems inherent in the directive and an alternative policy are suggested. (Author/KC)

The analytic framework suggests that strategies employed by teachers arise within the context of the school organization. The organization provides dilemmas and imperatives, possibilities and opportunities which explain the existence of certain strategies in the classroom. (Author/KC)

Argues that curriculum changes which include content and pedagogical change contain within themselves new forms of social control. Reduction of teacher skill is also an outcome. The argument is based on research in a school employing such a curriculum. (Author/KC)

Focuses on two general groups of methods that can be used to calculate achievement gaps between groups of students. States that the methods produce radically different results. Considers both of these methods and related problems in the calculation of achievement gaps in solving the contradiction between the two methods. Includes references. (CMK)

Observes that poststructuralist and earlier sociological accounts of children's literature neglect the relationship between their fantasies and preferred literature. Uses Freudian arguments to study British comics aimed at boys and girls. Suggests a need for descriptive accounts and theoretical work to better understand the hold of…

Explores the debate in Great Britain, centered on whether schools are racist, on how to account for ethnic differentials in educational achievement. This debate is part of a wider debate on the purposes of educational research. Argues for caution in viewing racial discrimination as the major factor for ethnic differences. (CMK)