Class Rules

Every single person in Scotland has some kind of stake in the effectiveness of the nation's schools, so in writing this book my goal was to explain the intricacies and inconsistencies of the system, and to explore its strengths and weaknesses, in a way that would make sense to as many people as possible. How much do we really know about the state of Scottish education? Why do inequalities continue to dictate the school experiences of children across the country? What can be done to address the problems in the school system? James McEnaney does what he claims pundits and politicians cannot or will not do... tell the truth about Scottish schools. Class Rules makes the key issues and information surrounding Scotland's education system accessible to all. McEnaney delves into the successes and failures of the Curriculum for Excellence, interrogates the rhetoric around closing the 'attainment gap' between the richest and poorest pupils, and considers the impact of the global Covid-19 pandemic. Most importantly, this book also looks to the future to ask what changes can be made to improve the system for young people across the country, and is a must-read for anyone interested in the future of schools in Scotland.

Class Rules challenges the popular myth that high schools are the “Great Equalizers.” In his groundbreaking study, Cookson demonstrates that adolescents undergo different class rites of passage depending on the social-class composition of the high school they attend. Drawing on stories of schools and individual students, the author shows that where a student goes to high school is a major influence on his or her social class trajectory. Class Rules is a penetrating, original examination of the role education plays in blocking upward mobility for many children. It offers a compelling vision of an equitable system of schools based on the full democratic rights of students. Book Features: Provides a fresh, dynamic way of understanding educational inequality and social reproduction.Offers a breakthrough social/psychological theory of how adolescents acquire class consciousness.Compares the cultures and curricula of five American high schools focusing on the class composition of their students. “This highly readable and original book illuminates why we don’t have open class warfare in our society, despite huge inequalities. Peter Cookson shows how schools reproduce classes through institutional practices that forge class-based consciousness. He also suggests how education might be changed.” —Caroline Hodges Persell, professor emerita of sociology, New York University “Cookson does a superb job of analyzing the powerful forces in our schools that reinforce the racial, ethnic, and social-class structures our nation hopes to overcome. Breaking out of one’s social class was always hard but may now be harder than in previous decades. Cookson reminds us of what high schools can be, the great equalizers, institutions for promoting America’s finest values.” —David Berliner, Regents’ professor emeritus, Mary Lou Fulton Teachers College, Arizona State University

Computer science is all around us, at school, at home, and in the community. This book gives readers the essential tools they need to understand the computer science concept of digital citizenship. Brilliant color photographs and accessible text will engage readers and allow them to connect deeply with the concept. The computer science topic is paired with an age-appropriate curricular topic to deepen readers’ learning experience and show how digital citizenship works in the real world. In this book, a class comes up with rules for conduct. This nonfiction title is paired with the fiction title President for the Day! (ISBN: 9781538351628). The instructional guide on the inside front and back covers provides: Vocabulary, Background knowledge, Text-dependent questions, Whole class activities, and Independent activities.

In his new book, Gran Therborn - author of the now standard comparative work on classical sociology and historical materialism, Science, Class and Society - looks at successive state structures in an arrestingly fresh perspective. Therborn uses the formal categories of modern system analysis - input mechanisms, processes of transformation, output flows - to advance a substantive Marxist analysis of state power and state apparatuses. His account of these is comparative in the most far-reaching historical sense: its object is nothing less than the construction of systematic typology of the differences between the feudal state, the capitalist state and the socialist state. Therborn ranges from the monarchies of mediaeval Europe through the bourgeois democracies of the west in the 20th century to the contemporary regimes in Russia, Eastern Europe and China. The book ends with a major analytic survey of the strategies of working class parties for socialism, from the Second International to the Comintern to Eurocommunism, that applies the structural findings of Therborn's enquiry in the 'Future as History'. Written with lucidity and economy, What Does the Ruling Class Do when it Rules? represents a remarkable sociological and political synthesis.

Burgoon's expectancy violation model posits that nonverbal rule violations will be evaluated according to the perceptions toward the violator and the behavior itself. However, the violator may have perceptions regarding the appropriateness of the rule. This study measured the perceptions of high school students regarding the rules for classroom interaction. It is believed that the rules for classroom interaction are rules which have been learned through the process of socialization and enculturation into the classroom setting throughout students' careers. These rules should be well known by all students by the time they reach tenth grade, the grade being investigated. A survey questionnaire was developed through a pilot study, and was distributed to 244 students through the English classes of three East Baton Rouge parish high schools. The high schools were chosen by relative drop out rate. Students were grouped by sex, race and age to measure differences in attitude by characteristics of potential dropouts. The study found that males have more negative attitudes toward compliance with laziness rules and the importance of those laziness rules than females. The study also found that Black students have a more positive attitudes regarding the importance of distraction, laziness, and respectfulness rules than non-Black students. Implications regarding the attitudes toward classroom rules are discussed.

In this chapter we present a class of fusion rules based on the redistribution of the conflicting or even non-conflicting masses to the subsets or to the complements of the elements involved in the conflict proportionally with respect to their masses or/and cardinals. At the end, these rules are presented in a more general theoretical way including explicitly the reliability of each source of evidence. Some examples are also provided.

A picturebook that teaches young readers about what to expect when attending a class designed to help them with speech/language impairments.

Based on a study of recent political behaviour in a rural region of India, the author presents a critique of pluralist theories of democracy and advances a new approach to political sociology. Professor Lele insists that the politicians of Maharashtra sustain, however dispersed, a hegemonic class rule. The processes of development and modernization directly serve strategies of private gain through the public sphere; the elites continue to enclose the public sphere while propagating the myth of open competition. Case studies of local, state, and national politicans illustrate this behaviour and show how competition between powerful alliances is effectively moderated. The concluding section proposes a new comparative approach to political sociology. It demonstrates the inherent contradiction between domination and community, and argues for a historical analysis of the rise and fall of classes and ideologies. Professor Lele challenges the emphasis on modernization and instrumentality in contemporary social science, and suggests that the insights of Marx and Weber can lead to a more previse and universal framework for the study of societies.