LEADER 03336nam 2200625 a 450 001 9910828797303321 005 20240430202110.0 010 $a1-281-29490-X 010 $a9786611294908 010 $a1-84714-408-X 035 $a(CKB)1000000000411445 035 $a(EBL)436991 035 $a(OCoLC)229454517 035 $a(SSID)ssj0000227620 035 $a(PQKBManifestationID)11173581 035 $a(PQKBTitleCode)TC0000227620 035 $a(PQKBWorkID)10264364 035 $a(PQKB)11586940 035 $a(MiAaPQ)EBC436991 035 $a(Au-PeEL)EBL436991 035 $a(CaPaEBR)ebr10224650 035 $a(CaONFJC)MIL129490 035 $a(OCoLC)893334463 035 $a(EXLCZ)991000000000411445 100 $a20060731d2006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPrivate education $etradition and diversity /$fGeoffrey Walford 205 $a1st ed. 210 $aLondon ;$aNew York $cContinuum$d2006 215 $a1 online resource (257 p.) 225 1 $aContinuum studies in education 300 $aDescription based upon print version of record. 311 $a0-8264-8599-5 320 $aIncludes bibliographical references (p. [235]-248). 327 $aContents; Preface; CHAPTER 1 Introduction: Private schools in England; PART I: Traditional private schools; CHAPTER 2 A revolution in chains?; CHAPTER 3 The changing professionalism of public school teachers; CHAPTER 4 Classification and framing in English private boarding schools; CHAPTER 5 Girls' private schooling: past and present; PART II: Private schools and educational policy; CHAPTER 6 How dependent is the independent sector?; CHAPTER 7 Independent schools and tax policy under Mrs Thatcher; CHAPTER 8 City Technology Colleges: a private magnetism? 327 $aCHAPTER 9 From City Technology Colleges to sponsored grant-maintained schoolsPART III: Private religious schools and diversity of schools; CHAPTER 10 The fate of the new Christian schools: from growth to decline?; CHAPTER 11 Classification and framing of the curriculum in evangelical Christian and Muslim schools in England and the Netherlands; CHAPTER 12 Muslim schools in Britain; References 330 $aPrivate schools are central to the reproduction of social inequality. For example, whilst in the UK providing only about seven per cent of the school population, about half of the undergraduates at Oxford and Cambridge still come from the private sector. Private schools have long been associated with privilege and elitism. While this traditional elitist aspect to the private sector is still central, the private school sector is actually far more diverse that is usually acknowledged. It now includes many small schools and faith-based schools that may not offer the traditional advantages of the 410 0$aContinuum studies in education. 606 $aPrivate schools$xResearch$zGreat Britain 606 $aPrivate schools$zGreat Britain 615 0$aPrivate schools$xResearch 615 0$aPrivate schools 676 $a371.020941 700 $aWalford$b Geoffrey$0911995 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910828797303321 996 $aPrivate education$94098693 997 $aUNINA