The SAGE Handbook of School Organization presents a substantial review of the history, current status and future prospects of the field of school organization. Bringing together chapters exploring key issues, important debates and points of tension, the Handbook highlights the dynamics and interplay of the political, social, historical and cultural contexts of the field. This volume is designed to provide a much-needed critically informed and coherent account of the field, against a backdrop of increasing complexity in which schooling as an institution and schools as organizations operate. Part I: Schools as organizations; Part II: The leadership, management and governance of schools as organizations; Part III: Theoretical perspectives on schools as organizations; Part IV: Organizing in schools; and Part V: Researching schools as organizations.

Inequality in Education: What Educators Can and Cannot Change
Inequality in Education: What Educators Can and Cannot Change
Kathleen Lynch
Introduction: The Class Ceiling1

It was widely believed by liberal educators in the post-Second World War period that educational expansion would enable socially disadvantaged groups to advance through education, thereby reducing social inequality. While opening up secondary and tertiary education to previously excluded groups did improve levels of education and enhance participation rates for non-traditional entrants relative to their historical position, inequalities in educational opportunity among students from different social class backgrounds have remained remarkably stable (Blossfeld and Shavit, 1993). The socially inconvenient truth is that the changes that occurred in the educational opportunities for the socially disadvantaged in the late twentieth century ...

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