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How Schools Work, by Rebecca Barr, Robert Dreeben
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As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources.
Viewing schools as part of a social organization with a hierarchy of levels—district, school, classroom, instructional group, and students—avoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.
- Sales Rank: #496561 in Books
- Published on: 1991-12-12
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .60" w x 6.00" l, .60 pounds
- Binding: Paperback
- 206 pages
From the Back Cover
As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources.
About the Author
Rebecca Barr is professor of education at the National College of Education. Robert Dreeben is professor of education at the University of Chicago. Nonglak Wiratchai is assistant dean of the Graduate School and lecturer at Srinakharinwirot University, Bangkok.
Most helpful customer reviews
1 of 1 people found the following review helpful.
Replete with errors but ahead of its time
By not a natural
The title of this book is misleading. First and foremost it is about ability grouping in the elementary grades, just one controversial aspect of how schools work. Furthermore, it is replete with methodological errors, the most damaging of which are running fairly complex manifest variable path models with, in some instances, fewer than fifty cases. And then trying to explain in substantive terms why coefficients that they expected to be statistically significant are not.
Nevertheless, for a book published in 1983, Barr and Dreeben's emphasis on the importance of aggregated contextual variables is novel, exhibiting a good deal of explanatory power. This is exactly the sort of conceptual approach one would expect from sociologists. Until recently, however, with the development of multilevel modeling, it has been difficult to find.
To their credit, Barr and Dreeben also specified a plausible mechanism for their use of group mean aptitude as a contextual variable: pace of instruction varies with group mean aptitude, and measured adchivement varies with pace of instruction.
I still have serious reservations about ability grouping and its efficacy in promoting achievement. Moreover, the obvious methodological errors in Barr and Dreeben's book are too numerous and damaging to overlook. But in one way -- use of contextual variables before their application had become commonplace -- their book is ahead of its time and shows a commitment to thinking sociologically.
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