Considers the sociological research of Max Weber in relation to recent sociology of education. Elements of his approach (social action, power, authority and bureaucracy, ideology, and class) are compared with other approaches. Journal available from Carfax Publishing Co., Haddon House, Dorchester-on-Thames, Oxford 0X9 8JZ, England. (Author/DB)

Reviews new American research on the sociology of curriculum characterized by intellectual and methodological pluralism, theory that is integrated with empirical research, and a view that educational interventions can contribute to social change. Research on school texts, the hidden curriculum, and the curriculum-in-use can stimulate British…

Relates the liberal social theory of education to the current view of education as cultural reproduction and to a proposed critical social theory of education. Topics discussed include the continued existence of social structural contradictions, the rise of fundamentalist social movements in the United States, and using collective cultural…

Stressing that class disparity in selective and higher education endures from one society to another irrespective of national differences in politics, ideology, or historical experience, the article examines the postwar debate on education and equality. Emphasis is placed on problems associated with J. S. Coleman's assessments of educational…

Three authors review the book by Harold Entwistle about the theoretician of Marxist social theory, Antonio Gramsci. Conclusions are that the book does not accurately reflect Gramsci's view on education. (KC)

This review of "The Language of Teaching" (Edwards and Furlong, 1978) suggests that its most valuable contribution is to the further development of sociolinguistic research in classrooms and to the advancement of sociological analysis of education. The book reports the author's investigation of patterns of classroom communication and language…

Reviews recent publications concerning the sociology of education and examines the adequacy of different approaches to social change and continuity in education and society. Works reviewed include writings by sociologists Durkheim and M. S. Archer and by social historians P. McCann and R. Johnson. (KC)

Stresses the need for an adequate sociology of the school, reviews literature on the study of schools as organizations, and hypothesizes why organizational analysis has not been applied more often to schools. (Author/DB)