References:

Alexander, R. (2008). Education For All, The Quality Imperative and the Problem of Pedagogy (No. Research monograph No. 20). London, United Kingdom: CREATE Pathways to Acess. Retrieved from http://www.create-rpc.org/pdf_documents/PTA20.pdf
Anyon, J. (1980). Social Class and the Hidden Curriculum of Work. Education, Ideology and the Hidden Curriculum, 162(1), 67–92.
Anyon, J. (1981). Social Class and School Knowledge. Curriculum Inquiry, 11(1), 3–42.
Anyon, J. (1997). Ghetto schooling: a political economy of urban educational reform. New York: Teachers College Press, Teachers College, Columbia University.
Apple, M. (2004). Ideology and curriculum (3rd ed). New York: RoutledgeFalmer.
Apple, M. (2008). Can schooling contribute to a more just society? Education, Citizenship and Social Justice, 3(3), 239–261. http://doi.org/10.1177/1746197908095134
Apple, M. (2010). Theory, Research, and the Critical Scholar/Activist. Educational Researcher, 39(2), 152–155. http://doi.org/10.3102/0013189X10362591
Atkinson, W. (2007a). Anthony Giddens as Adversary of Class Analysis. Sociology, 41(3), 533–549. http://doi.org/10.1177/0038038507076622
Atkinson, W. (2007b). Beck, individualization and the death of class: a critique. The British Journal of Sociology, 58(3), 349–366. http://doi.org/10.1111/j.1468-4446.2007.00155.x
Ayto, J. (Ed.). (2010). Oxford dictionary of English idioms (3rd ed., Oxford pbk ed). Oxford : New York: Oxford University Press.
Barrett, A. (2011a). A Millennium Learning Goal for education post‐2015: a question of outcomes or processes. Comparative Education, 47(1), 119–133. http://doi.org/10.1080/03050068.2011.541682
Barrett, A. (2011b). An education Millennium Development Goal for quality: complexity and democracy. Compare: A Journal of Comparative and International Education, 41(1), 145–148. http://doi.org/10.1080/03057925.2011.534853
Barrett, A., Chawla-Duggan, R., Lowe, J., Nikel, J., & Ukpo, E. (2006). The concept of quality in education: a review of the “International” literature on the concept of quality in education (No. EdQual Working Paper No. 3). Bristol, UK: EdQual.
Barrett, A., & Tikly, L. (2010). Education Quality: Research Priorities and Approaches in the Global Era. In D. Mattheou (Ed.), Changing Educational Landscapes (pp. 185–206). Dordrecht: Springer Netherlands. Retrieved from http://link.springer.com/10.1007/978-90-481-8534-4_11
Baudrillard, J. (1993). Symbolic Exchange and Death. London: Sage Publications.
Bayne, R. (1995). The Myers-Briggs type indicator: a critical review and practical guide. London: Chapman & Hall.
Becker, G. S. (1965). A Theory of the Allocation of Time. The Economic Journal, 75(299), 493–517.
Beck, U. (1992). Risk society: towards a new modernity. London; Newbury Park, Calif.: Sage Publications. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=53304
Bernstein, B. (1960). Language and Social Class. The British Journal of Sociology, 11(3), 261–276.
Bernstein, B. (1964). Elaborated and Restricted Codes: Their Social Origins and Some Consequences. American Anthropologist, 66(6_PART2), 55–69. http://doi.org/10.1525/aa.1964.66.suppl_3.02a00030
Bourdieu, P. (1973). Cultural Reproduction and Social Reproduction. In R. Arum & I. Beattie (Eds.), The Structure of Schooling: Readings in the Sociology of Education (pp. 56–68). NY: Mcgraw Hill.
Bourdieu, P. (1990). Reproduction in education, society, and culture (1990 ed). London ; Newbury Park, Calif: Sage in association with Theory, Culture & Society, Dept. of Administrative and Social Studies, Teesside Polytechnic.
Bowles, S., & Gintis, H. (2002). Schooling in Capitalist America Revisited. Sociology of Education, 75(1), 1–18.
Boyer, M., & Laberge, M. (2008). Portrait of Quebec High Schools 2008. Montreal, Quebec: Montreal Economic Institute.
Brainard, L., Jones, A., & Purvis, N. (Eds.). (2009). Climate change and global poverty: a billion lives in the balance? Washington, D.C: Brookings Institution Press.
Brittan, A., & Maynard, M. (1984). Sexism, racism, and oppression. Oxford, UK: Blackwell.
Burawoy, M. (2005). For Public Sociology. American Sociological Review, 70(1), 4–28. http://doi.org/10.1177/000312240507000102
Burbules, N. C., & Berk, R. (1999). Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits. In T. S. Popkewitz & L. Fendler (Eds.), Critical Theories in Education. NY: Routledge.
Buss, A. R. (1979). Humanistic Psychology as Liberal Ideology: the Socio-Historical Roots of Maslow’s Theory of Self-Actualization. Journal of Humanistic Psychology, 19(3), 43–55. http://doi.org/10.1177/002216787901900309
Callinicos, A. (1990). Against postmodernism: a Marxist critique. New York, N.Y: St. Martin’s Press.
Carpenter, S., Weber, N., & Schugurensky, D. (2012). Views from the blackboard: neoliberal education reforms and the practice of teaching in Ontario, Canada. Globalisation, Societies and Education, 10(2), 145–161. http://doi.org/10.1080/14767724.2012.647401
Carroll, W. K. (2008). Which women are more proletarianized? Gender, class and occupation in Canada. Canadian Review of Sociology/Revue Canadienne de Sociologie, 24(4), 571–585. http://doi.org/10.1111/j.1755-618X.1987.tb00644.x
Chomsky, N. (1992). On Propaganda. Retrieved from http://www.chomsky.info/interviews/199201--.htm
Chomsky, N. (1999). Profit over people: neoliberalism and global order (Seven Stories Press 1st ed). New York: Seven Stories Press.
Clark, T. N., Lipset, S. M., & Rempel, M. (1993). The Declining Political Significance of Social Class. International Sociology, 8(3), 293–316. http://doi.org/10.1177/026858093008003003
Clifford, M., Behrstock-Sherratt, E., & Fetters, J. (2012). The Ripple Effect: A Synthesis of Research on Principal Influence to Inform Performance Evaluation Design. American Institutes for Research.
Collins, P. H. (1993). Toward a New Vision: Race, Class, and Gender as Categories of Analysis and Connection. Race, Sex & Class, 1(1), 25–45.
Collins, P. H. (2000). Black feminist thought: knowledge, consciousness, and the politics of empowerment (Rev. 10th anniversary ed). New York: Routledge.
Cowan, C., Hauser, R., Kominski, R., Levin, H., Morgan, S., Spencer, M. B., & Chapman, C. (2012). Improving the Measurement of Socioeconomic Status for the National Assessment of Educational Progress: a theoretical foundation (Recommendations to the National Center for Education Statistics).
Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241. http://doi.org/10.2307/1229039
Crombag, H. F. M. (1978). On defining quality of education. Higher Education, 7(4), 389–403.
Cuneo, C. J. (2008). Have women become more proletarianized than men? Canadian Review of Sociology/Revue Canadienne de Sociologie, 22(4), 465–495. http://doi.org/10.1111/j.1755-618X.1985.tb00377.x
Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247–259. http://doi.org/10.1080/09518390701281751
Davies, S., & Quirke, L. (2005). Providing for the Priceless Student: Ideologies of Choice in an Emerging Educational Market. Sociology Faculty Publications, 523–547.
Davis, J. A. (1982). Achievement Variables and Class Cultures: Family, Schooling, Job, and Forty-Nine Dependent Variables in the Cumulative GSS. American Sociological Review, 47(5), 569. http://doi.org/10.2307/2095159
Day, G. (2001). Class. London ; New York: Routledge.
de Morentin, M., & Ignacio, J. (2011). Developing the concept of international education: Sixty years of UNESCO history. PROSPECTS, 41(4), 597–611. http://doi.org/10.1007/s11125-011-9210-x
Derrida, J. (2002). Politics and Friendship. In E. Rottenberg (Ed.), The politics of friendship (pp. 147–198). Stanford, California: Stanford University Press.
Durkheim, E. (1961). Moral education. Glencoe, Illinois: Free Press of Glencoe Inc. (Original work published 1925).
Eisner, E. E. (2002). The Three Curricula That All Schools Teach. In The EducationImagination: On the Design and Evaluation of School Programs (3rd edition, pp. 87–107). Upper Saddle River, NJ: Merrill Prentice Hall.
Elenes, C. A. (1997). Reclaiming the borderlands: chicana/o identity, difference and critical pedagogy. Educational Theory, 47(3), 359–375. http://doi.org/10.1111/j.1741-5446.1997.00359.x
Elliott, J. (1996). School Effectiveness Research and its Critics: alternative visions of schooling. Cambridge Journal of Education, 26(2), 199–224. http://doi.org/10.1080/0305764960260205
Evans, G. (2000). The continued significance of class voting. Annual Review of Political Science, 3(1), 401–417. http://doi.org/10.1146/annurev.polisci.3.1.401
Featherstone, M. (2000). Introduction: Globalizing Cultural Complexity. In Undoing Culture: Globalization, Postmodernism and Identity (pp. 1–14). London: Sage Publications.
Folbre, N. (1982). Exploitation comes home: a critique of the Marxian theory of family labour. Cambridge Journal of Economics, 6(4), 317–329.
Folbre, N., & Hartmann, H. (1988). The rhetoric of self-interest: Ideology of gender in economic theory. In A. Klamer, R. M. Solow, & D. N. McClowskey (Eds.), The consequences of economic rhetoric (pp. 184–206). Cambridge: Cambridge University Press.
Foley, B. (1990). Marxism in the Poststructuralist Moment: Some Notes on the Problem of Revising Marx. Cultural Critique, (15), 5. http://doi.org/10.2307/1354179
Freire, P. (1996). Pedagogy of the oppressed (New rev. ed). London: Penguin Books.
Giroux, H. A., & Penna, A. N. (1979). Social Education in the Classroom: The Dynamics of the Hidden Curriculum. Theory & Research in Social Education, 7(1), 21–42. http://doi.org/10.1080/00933104.1979.10506048
Goldthorpe, J. (2003). The myth of education-based meritocracy. New Economy, 10(4), 234–239. http://doi.org/10.1046/j.1468-0041.2003.00324.x
Gore, J. (1992). What We Can Do For You! What Can “We” Do For “You”?: Struggling over Empowerment in Critical and Feminist Pedagogy. In C. Luke & J. Gore (Eds.), Feminisms and Critical Pedagogy (pp. 54–73). New York: Routledge.
Gottlieb, E. E. (1989). The discursive construction of knowledge: the case of radical education discourse. International Journal of Qualitative Studies in Education, 2(2), 131–144. http://doi.org/10.1080/0951839890020204
Gregory, B., Hanushek, E. A., & Rivkin, S. G. (2013). School Leaders Matter: Measuring the impact of effective principals. Teaching Quality, 13(1), 62–29.
Gruenewald, D. A. (2003a). Foundations of Place: A Multidisciplinary Framework for Place-Conscious Education. American Educational Research Journal, 40(3), 619–654. http://doi.org/10.3102/00028312040003619
Gruenewald, D. A. (2003b). The Best of Both Worlds: A Critical Pedagogy of Place. Educational Researcher, 32(4), 3–12.
Grusky, D. B., & Weeden, K. A. (2001). Decomposition Without Death: A Research Agenda for a New Class Analysis. Acta Sociologica, 44(3), 203–218. http://doi.org/10.1177/000169930104400301
Guthrie, G. (1980). Stages of Educational Development? Beeby revisited. International Review of Education, 26(3), 411–438.
Hanushek, E., & Wobmann, L. (n.d.). Education Quality and Economic Growth. Washington, D.C.: The World Bank.
Harman, G. (1983). Human Flourishing, Ethics, and Liberty. Philosophy & Public Affairs, 12(4), 307–322.
Harold, B. (1972). Beyond Student-Centered Teaching. Change: The Magazine of Higher Learning, 4(8), 48–53. http://doi.org/10.1080/00091383.1972.10568216
Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1), 9–34.
Hawes, H., & Stephens, D. (1990). Questions of quality. Harlow, UK: Longman.
Henig, J. R. (1994). Rethinking school choice: limits of the market metaphor. Princeton, N.J.: Princeton University Press.
hooks, bell. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
Hurley, A. (1995). Environmental inequalities: class, race, and industrial pollution in Gary, Indiana, 1945-1980. Chapel Hill: University of North Carolina Press.
International Commission on Education for the Twenty-first Century, Delors, J., & Unesco (Eds.). (1996). Learning, the treasure within: report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: Unesco Pub.
Iskandarani, M. Z. (2008). Effect of Information and Communication Technologies (ICT) on Non-Industrial Countries-Digital Divide Model. Journal of Computer Science, 4(4), 315–319.
Jacoby, R. (2009). Last Thoughts on The Last Intellectuals. Society, 46(1), 38–44. http://doi.org/10.1007/s12115-008-9169-2
Jaeger, M. M. (2009). Equal Access but Unequal Outcomes: Cultural Capital and Educational Choice in a Meritocratic Society. Social Forces, 87(4), 1943–1971. http://doi.org/10.1353/sof.0.0192
Karsenti, T., & Fievez, A. (2013, September 9). The iPad in education: uses, benefits, and challenges: A survey of 6,057 students and 302 teachers in Quebec, Canada (Preliminary Report of Key Findings). Le centre de recherche en éducation au Canada.
Kelly, K., & Caputo, T. (2011). Community: a contemporary analysis of policies, programs, and practices. Toronto: University of Toronto Press.
Kincheloe, J. L. (2008). Knowledge and critical pedagogy. New York: Springer.
Kingston, P. W. (2000). The classless society. Stanford, Calif: Stanford University Press.
Kovel, J. (2008). The enemy of nature: the end of capitalism or the end of the world? (2. updated and expanded ed, 2.impr). London: Zed Books [u.a.].
Kress, T. M., Avilés, C. J., Taylor, C., & Winchell, M. (2011). (Re)theorizing Maslow Using Critical, Sociocultural, Feminist, and Indigenous Lenses. In C. Malott & B. J. Porfilio. (Eds.), Critical pedagogy in the twenty-first century: A new generation of scholars (pp. 135–157). Greenwich, CT: Information Age Publishing.
Langford, T. (2013). Five Decades of Class Analysis in the Canadian Review of Sociologye. Canadian Review of Sociology/Revue Canadienne de Sociologie, 50(3), 306–336. http://doi.org/10.1111/cars.12017
Lareau, A., & Weininger, E. B. (2003). Cultural Capital in Educational Research: A Critical Assessment. Theory and Society, 32(5/6), 567–606.
Lehmann, W. (2014). Habitus Transformation and Hidden Injuries: Successful Working-class University Students. Sociology of Education, 87(1), 1–15. http://doi.org/10.1177/0038040713498777
Lehmann, W., & Taylor, A. (2003). Giving Employers What They Want? New Vocationalism in Alberta. Journal of Education and Work, 16(1), 45–67. http://doi.org/10.1080/1363908022000032885
Leonardo, Z. (2004). Critical social theory and transformative knowledge: The functions of criticism in quality education. Educational Researcher, 33(6), 11–18.
Lerman, S. (1999). Critical/humanistic mathematics education: A role for history? In M. Selinger (Ed.), Teaching mathematics (pp. 97–102). London: The Open University.
Lethbridge, D. (1986). A Marxist Theory of Self-Actualization. Journal of Humanistic Psychology, 26(2), 84–103. http://doi.org/10.1177/0022167886262006
Levinson, B. (2001). Feeling, the subaltern and the organic intellectual. Angelaki, 6(1), 65–74. http://doi.org/10.1080/713650377
Lewin, L. (1991). Does the Voter Follow his Pocket‐Book? In D. Lavery (Trans.), Self-Interest and Public Interest in Western Politics (pp. 29–59). Oxford University Press. Retrieved from http://www.oxfordscholarship.com/view/10.1093/0198277253.001.0001/acprof-9780198277255
Lin, J. (2006). Love, peace, and wisdom in education: a vision for education in the 21st century. Lanham, Md: Rowman & Littlefield Education.
Lockheed, M., & Verspoor, A. (1991). Improving primary education in developing countries. New York, NY: Oxford University Press.
Manley, J. F. (1983). Neo-Pluralism: A Class Analysis of Pluralism I and Pluralism II. The American Political Science Review, 77(2), 368. http://doi.org/10.2307/1958922
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. http://doi.org/10.1037/h0054346
Masouleh, N. S., & Jooneghani, R. B. (2012). Learner-Centered Instruction: A Critical Perpective. Journal of Education and Practice, 3(6), 50–59.
Maton, K. (2000). Languages of Legitimation: the structuring significance for intellectual fields of strategic knowledge claims’. British Journal of Sociology, 21(2), 147–167.
McGregor, G. (2009). Educating for whose success? Schooling in an age of neo‐liberalism. British Journal of Sociology of Education, 30(3), 345–358. http://doi.org/10.1080/01425690902812620
Mckenna, S. (2013). The Dangers of Student-Centered Learning - A Caution about Blind Sports in the Scholarship of Teaching and Learning. International Journal for the Scholarship of Teaching and Learning, 7(2), 1–5.
McLaren, P. (1995). Critical pedagogy and predatory culture: oppositional politics in a postmodern era. London; New York: Routledge. Retrieved from http://public.eblib.com/choice/publicfullrecord.aspx?p=179999
McNamee, S. J., & Miller, R. K. (2009). The meritocracy myth (2nd ed). Lanham, Md: Rowman & Littlefield.
Midgley, W., Danaher, P. A., & Baguley, M. (Eds.). (2013). The role of participants in education research: ethics, epistemologies, and methods. New York, NY: Routledge.
Ministère de l’Éducation. (2000, August). Appendix: Essential Conditions for Successful Reform. Schoolscapes: The Education Reform Newsletter, 3(1), 6.
Musset, P. (2012). School Choice and Equity: Current Policies in OECD Countries and a Literature Review (No. Directorate for Education Working Paper N°66). Organisation for Economic Co-operation and Development.
Nemiroff, G. (1992). Reconstructing education: toward a pedagogy of critical humanism. New York: Bergin & Garvey.
Nielsen, H. D. (2006). From schooling access to learning outcomes, an unfinished agenda: an evaluation of World Bank support to primary education. Washington, DC: World Bank.
Nisbet, R. A. (1959). The Decline and Fall of Social Class. The Pacific Sociological Review, 2(1), 11–17. http://doi.org/10.2307/1388331
Noddings, N. (2003). Happiness and education. Cambridge, UK ; New York: Cambridge University Press.
Noddings, N. (2013). Caring: a relational approach to ethics and moral education (2. ed., updated). Berkeley, Calif.: Univ. of Calif. Press.
Noonan, J. (2008). Critical Humanism. In L. M. Given (Ed.), The Sage Encyclopedia of Qualitative Research Methods (pp. 156–158). London: Sage Publications.
Nord, W. (1977). A Marxist Critique of Humanistic Psychology. Journal of Humanistic Psychology, 17(1), 75–83.
Ontario Departement of Education. (1894). Documentary history of education in Upper Canada, from the passing of the Constitutional Act of 1791 to the close of the Rev. Dr. Ryerson’s administration of the Education Department in 1876. Compiled by J.G. Hodgins. Retrieved from https://archive.org/details/documentaryhisto21ontauoft
Pakulski, J., & Waters, M. (1996). The death of class. London ; Thousand Oaks, Calif: SAGE.
Parsons, T. (1964). Social Structure and Personality. New York: Free Press.
Pearson, E. M., & Podeschi, R. L. (1999). Humanism and Individualism: Maslow and his Critics. Adult Education Quarterly, 50(1), 41–55. http://doi.org/10.1177/07417139922086902
Petras, J. F. (1978). Critical perspectives on imperialism and social class in the Third World. New York: Monthly Review Press.
Plummer, K. (2001). Critical Humanism in a Post-modenr World. In Documents of Life: An Invitation to A Critical Humanism (Vol. 2, pp. 255–264). London: Sage Publications.
Porter, J. (1968). The vertical mosaic; an analysis of social class and power in Canada. Toronto: University of Toronto Press.
Postman, N., & Weingartner, C. (1987). Teaching as a subversive activity. New York: Dell.
Prakash, G. (1995). Postcolonial criticism and Indian historiography. In L. Nicholson & S. Seidman (Eds.), Social postmodernism: Beyond identity politics. Cambridge: Cambridge University Press.
Raby, R. (2012). School Rules: Obedience, Discipline, and Elusive Democracy. Toronto: Toronto University Press.
Rahimi, A., & Sajed, M. A. (2014). The Interplay between Critical Pedagogy and Critical Thinking: Theoretical Ties and Practicalities. Procedia - Social and Behavioral Sciences, 136, 41–45. http://doi.org/10.1016/j.sbspro.2014.05.284
Robinson, K. (2006). Ken Robinson: Do schools kill creativity? Retrieved from https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en
Sadovnik, A. (2001). Basil Bernstein: (1924–2000). Propspects: The Quarterly Review of Comparative Education, 31(4), 687–703.
Sanbonmatsu, J. (Ed.). (2011). Critical theory and animal liberation. Lanham, Md: Rowman & Littlefield Publishers.
Santos, W. L. P. D. (2009). Scientific literacy: A Freirean perspective as a radical view of humanistic science education. Science Education, 93(2), 361–382. http://doi.org/10.1002/sce.20301
Sashkin, M. (1977). Walter Nord. A Marxist Critique of Humanistic Psychology. Journal of Humanistic Psychology, 1977, 17(1 ), 75-83 [Abstract]. Group & Organization Management, 2(3), 376–377. http://doi.org/10.1177/105960117700200314
Saunders, M. (2006). From “organisms” to “boundaries”: the uneven development of theory narratives in education, learning and work connections. Journal of Education and Work, 19(1), 1–27. http://doi.org/10.1080/13639080500523026
Savage, M. (1995). Class Analysis and Social Research. In T. Butler & M. Savage (Eds.), Social Change and the middle classes (pp. 15–25). London: Routledge.
Sayed, Y., & Ahmed, R. (2015). Education quality, and teaching and learning in the post-2015 education agenda. International Journal of Educational Development, 40, 330–338. http://doi.org/10.1016/j.ijedudev.2014.11.005
Schlozman, K. L., & Verba, S. (1979). Injury to Insult: Unemployment, Class, and Political Response. Cambridge, MA: Harvard University Press.
Scott, N., & Siltanen, J. (2012). Gender and Intersectionality – a quantitative toolkit for analyzing complex inequalities. Employment and Social Development Canada.
Shaw, R., & Colimore, K. (1988). Humanistic Psychology as Ideology: An Analysis of Maslow’s Contradictions. Journal of Humanistic Psychology, 28(3), 51–74. http://doi.org/10.1177/0022167888283004
Shor, I. (1996). When students have power: negotiating authority in a critical pedagogy. Chicago: University of Chicago Press.
Silva, J. P., White, G. P., & Yoshida, R. K. (2011). The Direct Effects of Principal-Student Discussions on Eighth Grade Students’ Gains in Reading Achievement: An Experimental Study. Educational Administration Quarterly, 47(5), 772–793. http://doi.org/10.1177/0013161X11404219
Slee, R., Weiner, G., & Tomlinson, S. (1998). School effectiveness for whom?: challenges to the school effectiveness and school improvement movements. London; Bristol, PA: Falmer Press. Retrieved from http://public.eblib.com/choice/publicfullrecord.aspx?p=165778
Smith, D. E. (1975). An analysis of ideological structures and how women are excluded: considerations for academic women*. Canadian Review of Sociology/Revue Canadienne de Sociologie, 12(4), 353–369. http://doi.org/10.1111/j.1755-618X.1975.tb00543.x
Sobel, D. (1998). Beyond Ecophobia. Yes! Magazine. Retrieved from http://www.yesmagazine.org/issues/education-for-life/803
Sobel, D. (2008). Childhood and nature design principles for educators. Portland, Me.: Stenhouse Publishers. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=299437
Soehner, D., & Ryan, T. (2011). The Interdependence of Principal School Leadership and Student Achievement. Scholar-Practitioner Quaterly, 5(3), 274–288.
Song, Y. (2014). “Bring Your Own Device (BYOD)” for seamless science inquiry in a primary school. Computers & Education, 74, 50–60. http://doi.org/10.1016/j.compedu.2014.01.005
Sorenson, A. B. (2000). Toward a Sounder Basis for Class Analysis1. American Journal of Sociology, 105(6), 1523–1558. http://doi.org/10.1086/210463
Spector, A. J. (1995). Class Structure and Social Change: The Contradictions of Class Relations in Advanced Capitalist Society. Sociological Inquiry, 65(3-4), 329–338. http://doi.org/10.1111/j.1475-682X.1995.tb00421.x
Stanley, L. (Ed.). (2013). Documents of life revisited: narrative and biographical methodology for a 21st century critical humanism. Burlington, VT: Ashgate.
Stephens, D. (1990). Qualitative factors in education, research and development: A position paper. International Journal of Educational Development, 10(2-3), 143–149. http://doi.org/10.1016/0738-0593(90)90030-R
Stephens, D. (2003). Quality of basic education (Paper for EFA Global Monitoring Report). Retrieved from http://unesdoc.unesco.org/images/0014/001469/146968e.pdf
Sullivan, A. (2002). Bourdieu and Education: How Useful is Bourdieu’s Theory for Researchers? The Netherlands’ Journal of Social Sciences, 38, 144–165.
Tawil, S., & Cougoureux, M. (2013). Revisiting Learning: The Treasure Within - Assessing the influence of the 1996 Delors Report (UNESCO Education Research and Foresight: Occasional Papers). Paris, France: UNESCO.
Taylor, N., & Signal, T. (2011). Theorizing animals re-thinking humanimal relations. Leiden; Boston: Brill. Retrieved from http://dx.doi.org/10.1163/ej.9789004202429.i-294
Tembon, M., & Fort, L. (Eds.). (2008). Girls’ education in the 21st century: gender equality, empowerment, and economic growth. Washington DC: World Bank.
The Huffington Post. (2014, July 23). Canada’s Richest Neighbourhoods: The Top 10. The Huffington Post Canada. Retrieved from http://www.huffingtonpost.ca/2014/07/23/richest-neighbourhoods-canada_n_5613999.html
Tzanakis, M. (2011). Bourdieu’s Social Reproduction Thesis and The Role of Cultural Capital in Educational Attainment: A Critical Review of Key Empirical Studies. Educate, 11(1), 76–90.
van der Waal, J., Achterberg, P., & Houtman, D. (2007). Class Is Not Dead It Has Been Buried Alive: Class Voting and Cultural Voting in Postwar Western Societies (1956 1990). Politics & Society, 35(3), 403–426. http://doi.org/10.1177/0032329207304314
van Dijk, J. (2005). The deepening divide: inequality in the information society. Thousand Oaks, California: Sage Pub.
Walker, J., & Slear, S. (2011). The Impact of Principal Leadership Behaviors on the Efficacy of New and Experienced Middle School Teachers. NASSP Bulletin, 95(1), 46–64. http://doi.org/10.1177/0192636511406530
Wallerstein, I. (2002). The capitalist world-economy: essays. Cambridge: Cambridge Univ. Press [u.a.].
Warde, A. (2006). Cultural capital and the place of sport. Cultural Trends, 15(2-3), 107–122. http://doi.org/10.1080/09548960600712827
Weakliem, D. L., & Heath, A. F. (1999). The secret life of class voting: Britain, France, and the United States since the 1930s. In G. Evans (Ed.), The end of class politics?: class voting in comparative context (pp. 97–138). Oxford University Press.
Welch, A. R. (1985). The Functionalist Tradition and Comparative Education. Comparative Education, 21(1), 5–19. http://doi.org/10.1080/0305006850210102
Wessels, B. (2013). The reproduction and reconfiguration of inequality: Differentiation and class, status and power in the dynamics of digital divides. In The Digital Divide: The internet and social inequality in international perspective (pp. 17–28). Abingdon, Oxon: Routledge.
Willis, P. E. (1977). Learning to Labor: How Working Class Kids Get Working Class Jobs (Morningside Edition). New York, NY: Columbia University Press.
Wilson, J. (2000). Review Essay: “The Blame Culture: school effectiveness guarantees failures - Discuss.” British Educational Research Journal, 26(2), 291–293. http://doi.org/10.1080/01411920050001006
Wilson, T. C. (2002). The Paradox of Social Class and Sports Involvement: The Roles of Cultural and Economic Capital. International Review for the Sociology of Sport, 37(1), 5–16. http://doi.org/10.1177/1012690202037001001
World Bank (Ed.). (2003). Lifelong learning in the global knowledge economy: challenges for developing countries. Washington, DC: World Bank.
Wright, E. O. (1996). The continuing relevance of class analysis—comments. Theory and Society, 25(5), 693–716.
Wright, E. O. (2005). Approaches to class analysis. Cambridge: Cambridge University Press.
Wrigley, T. (2004). “School effectiveness”: the problem of reductionism. British Educational Research Journal, 30(2), 227–244. http://doi.org/10.1080/0141192042000195272