Family, Education and Society (RLE Edu L Sociology of Education)

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A01=Frank Musgrove
academic achievement pressure
Agnes Grey
Anna Freud2
Author_Frank Musgrove
bethnal
boys
Capital Punishment
Category=JNAM
Category=JNK
child socialisation family
Child's Educational Progress
children's
Edge Worth
Edgeworth's Practical Education
education sociology research
educational
emotional development youth
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
FAVOURABLE PARENTAL ATTITUDES
Fireman
grammar
Grammar School Boy
Grammar School Pupils
guthrie
home environment academic outcomes
home school dynamics
Independent Schools
Infant System
Lady Catherine De Bourgh
Large Families
Married Women
modern
Modern Family
Modern School Girl
Modern School Pupils
Open Competitive Examination
parental influence education
progress
RLE
school
Sixth Form Boys
Sixth Form Entry
thomas
War Time
Wet Nurses
Young Men

Product details

  • ISBN 9780415753098
  • Weight: 310g
  • Dimensions: 156 x 234mm
  • Publication Date: 15 Dec 2014
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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In this provocative study the author challenges many contemporary assumptions about the modern family, the circumstances of home life which lead to academic success and the proper relationship between home and school. The modern family is not ‘in decline’; its history is a success story. It is stable, unsociable, emotionally potent. Over the past three centuries it has turned its back on society. It is less remarkable for rebellious children than for the remorseless pressures it can exert upon the young, particularly for ‘success’ in the school system.

In the home-centred society the school is an extension of the home, created in its image. Academic success seems most certain when the ‘good home’ and the ‘good school’ form a determined alliance. The combined pressures of home and school often seem to produce withdrawn, self-disparaging and negative young men and women. The author argues that the good school must counter-act many of the influences of the good home and that the educational system must re-order its affairs so that it is able to encourage and assess achievement which comes from joy rather than neurotic drive.

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