Abstract
The authors apply social science concepts in the interpretation of inter view and written-record data collected in New York City. Particularly illuminating is their development of a typology of teachers and their use of localism, formal and informal structures, and bifurcation of interest as categories in the conceptual framework they use for description and analysis. Professor Griffiths is associate dean of the School of Education at New York University. Mr. Goldman holds an associate professorship at Syracuse University. Mr. McFarland is associate professor at Washington University's Graduate Institute of Education, St. Louis, Missouri.
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