This volume contains both text and contemporary document which together look at the history of education from the French Revolution to the late twentieth century. The connection between text and documents is closely preserved so that the volume both explains and illustrates the important issues and problems and at the same time poses questions for students to consider or follow up.

The articles which make up this book, originally published in the journal The Schoolmaster were originally published at the time of The Education Act 1944 which changed the education system for secondary schools in England and Wales. This Act made secondary education free for all pupils and introduced the tripartite system of education, of which secondary modern schools were one part. This volume examines issues of low self-esteem among pupils at secondary modern schools, academic versus practical curricula, assessment and challenges for teachers issues which are still pertinent today.

This book examines what progress the Secondary Modern Schools had made in the mid 1950s, based on first hand observation and conversations with teachers, parents, school governors and education officers. As well as looking at their achievements, the author highlights the challenges that the Secondary Modern Schools had to deal with during the years surveyed.

British secondary education has changed in major ways since 1945. This book examines some consequences and implications of both change and stability, drawing on a unique series of national surveys of school leavers in Scotland. The authors provide an empirical and theoretical account of central problems of contemporary schooling. Their analysis covers: certification, curriculum and selection; the effects of educational expansion; trends in educational inequality; the impact of comprehensive reorganisation; truancy and alienation from schooling; the explanation of differences in performance between schools and the implications for the public accountability of schools. From these analyses the authors develop a critique of the theory of the education system that underpinned expansion. They examine this theory 's logical and empirical status as myth and elaborate how the political system and social science might jointly overcome some of the methodological difficulties that beset social and educational research.

This was the first book which globally surveyed the impact of the Second World War on schooling. It offers fascinating comparisons of the impact of total war, both in terms of physical disruption and its effects on the ideology of schooling. By analysing the effects on the education systems of each of the participant nations the contributors throw new light on the responses made in different parts of the globe to the challenge of world-wide conflict.

This book provides an overview of the relationship between the sweeping social changes of the post-war period and education in England. It outlines the major demographic cultural and socio-economic developments which made new demands of the education service during the twenty years following the War and analyses the responses made by schools, colleges and universities. The book provides not only an informed narrative of the development of formal education, but also an authoritative account of the ways in which suburbanisation and the growth of the new property-owning middle class determined both the rhetoric of education and the structure of the system which emerged through the implementation of the 1944 Education Act.

Written expressly for the lay reader this volume combines statistics, achievements and failures of the educational system in England in the 20th century into a concise survey, set against the social, economic and political background of the mid 1960s. Primary, secondary and further education are all discussed, as well as special educational needs.

In 1699 John Aubrey began to compile notes for a scheme for the education of young gentlemen. The manuscript he left has never been published. The editor of the volume organized and re-arranged the text and has provided an historical Introduction and detailed notes. Aubrey gives a graphic account of education at the time. He displays a remarkable breadth of knowledge of the broad issues of history, law, mechanics, science and pedagogy and he was intensely curious about the practicalities of teaching language and number, the effects of puberty, diet, travel, games and music.

As well as examining the history and contemporary state of primary and secondary education in England and Wales at the turn of the 19th Century, this volume provides comparative analyses of the education of Germany, Denmark and the British Empire (particularly India). Commercial, industrial and agricultural education is discussed, as is the training of teachers and methods of assessment.

Organized chronologically this volume examines education in England in the early twentieth century by discussing education through the ages, from pre-history to 1919. The author 's proposals were radical at the time of original education, although they embrace concepts which are now taken for granted in schools: that education of the "whole person" is vital; that the arts should enjoy equal prominence with the sciences; that schools are communities and that the educational experience will be richer for individuals if they work as and for a community.

Mini-set H: History of Education re-issues 24 volumes which span a century of publishing:1900 - 1995. The volumes cover Education in Ancient Rome, Irish education in the 19th century, schools in Victorian Britain, changing patterns in higher education, secondary education in post-war Britain, education and the British colonial experience and the history of educational theory and reform.

This was the last and most important and comprehensive work of Charlotte Mason, (founder of the Parents' National Educational Union). For more than half a century the practical results of her original thought on education could be seen in all parts of the world in the Charlotte Mason Method and the Parents' Union Schools.

Mini-set K: Philosophy of Education re-issues 34 volumes originally published between 1916 and 1992. The books in this mini-set discuss: The place of moral philosophy in the education system The value of democracy and the nature of knowledge The nature and basis of the teacher's authority The basic essentials of linguistic and concpet analysis The area of aesthetic education The educational theories of Plato, James Mill, Rousseau, Dewey, Froebel and Pestalozzi

In this ethnographic study of a secondary school in the UK, the author presents an incisive account of school life from the various points of view of the pupils, teachers and parents. He describes and analyses major areas of experience and methods of adapting to school for both the children and their teachers; school experience is shown to be widely varying from boredom, despair and humiliation, to gaiety, exultation and comradeship some of it officially and some of it unofficially sponsored. The description reveals a number of marked and interpenetrating divisions within schools: between teachers and pupils, parents and teachers, parents and children and between pupils themselves. These divisions are explored, analysed and related both to institutional factors and to factors outside the school. The study suggests how these factors influence pupil and teacher strategies, and hence how the details of school life relates to wider society.

This is an introduction to interactionist work in education during the 1970s and 80s. The interactionist viewpoint concentrates on how people construct meanings in the ebb and flow of everyday life - what they think and do, how they react to one another - and has in recent years established itself as one of the leading approaches in education. It has generated illuminating research studies which, by being firmly based in the real world of teaching and dealing with the fine-grained details of school life, have helped to break down the barriers between teacher and researcher. This volume presents the results of this valuable work, within a coherent theoretical framework, by focusing on the major interactionist concepts of situation, perspectives, cultures, strategies, negotiation and careers. By bringing them together in this way, the author demonstrates their collective potential for the deeper understanding of school life and the possibilities for sociological theory. His book therefore offers both a summary of and a reflection on achievement in the area of interactionism as it relates to schools.

First published in 1973 Professor Akenson's book traces the series of religious and political controversies which have battered the state schools of Northern Ireland. After the government's admirably intentioned, but muddled, attempt to create a non-sectarian school system in the early 1920s, the educational system was progressively manipulated by sectarianism. The way in which the author describes how children are schooled reveals a great deal about the attitudes and values of the parental generation and also helps to explain the actions of later generations.

This book deals with curriculum issues and problems, and one of its aims is to help practising teachers to clarify their own theory and practice in relation to the curriculum. The contributors look at three popular theories or sets of assumptions held by teachers: the child-centred view of education; the subject-centred or knowledge-centred view; and the society-centred view. Each of these views is incomplete on its own, but each has something to contribute in planning a curriculum as a whole, and the authors emphasize that a comprehensive theory of curriculum planning would take into account the individual nature of the pupil and also recognize the social value of education. This kind of comprehensive curriculum planning has been described as the situation-centred curriculum, based on the idea that schools should be concerned with preparing the young for the world as it will be when they leave school. One of the purposes of education is to develop a child's autonomy; he or she must learn to cope with the variety of situations which will face him or her in society. Thus many different approaches must be employed in establishing a basis for the complex task of curriculum planning. The book draws on the disciplines of philosophy, psychology, history and sociology to suggest new approaches to curriculum objectives and evaluation. It considers the theoretical bases of curriculum models, practical issues of planning, evaluation and pedagogy and discusses some urgent contemporary questions about the politics and control of the curriculum.

Within a single educational system that of England and Wales the nature of schooling available to a child can be dramatically different. Even between residential areas the differences in educational climate can be striking. Apart from differences in the organization of schools and the availability of buildings, teachers and resources, there are also significant ideological variations between local education authorities. This book considers the evidence of such differences, some of the environmental factors (political, social and economic) that may account for their distribution, and the consequences that appear to spring from them.

This volume concentrates on the processes and practices of formal education, which shaped, and were shaped by, imperial values, attitudes and behaviour. It is concerned with:

• The myths and visions of imperialism;
• The nature and extent of ethnocentric attitudes, declared and undeclared;
• The use of education as a means of disseminating and reinforcing imperial images;
• The changing concept of imperialism as reflected in the emphases of educational literature
• The different perceptions of imperialism in the various social and ethnic strata of metropolitan and overseas communities and education systems
• The assimiliation, adaptation and rejection of metropolitan educational models
• The issue of imperial education as enlightenment, hegemony and control.

The book features chapters by educationalists, historians and sociologists on education as a cornerstone in the construction of imperial control.

Do girls do better in single-sex or co-educational schools?

Up to now, discussion has centred on girls academic achievements in single or mixed-sex groups, but Pat Mahony 's research clearly demonstrates that this is not the only issue, and that co-education is damaging for girls socially as well as academically. She challenges the argument that co-education is desirable because it is more normal. Her research reveals that it is normal for girls to be put down in class, to be verbally abused and sexually harassed by boys, and yes, this will be their normal experience as women. But does this justify the way girls are treated in schools? Pat Mahony goes on to explore some of the reasons behind this state of affairs and suggests that the answer lies in sexual politics, not biology.

The book concludes with practical suggestions for bringing about change in schools, including case-studies from existing projects.

This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of education in which the development of knowledge and understanding is accorded a central position. The book explains what philosophy of education is, and by concentrating on its central concepts, initiates readers into exploring it for themselves. It also serves as a succinct introduction to the growing literature on philosophy of education in the UK.

In this introductory text the authors look closely at widely held assumptions about 'race' and schooling in Britain, and evaluate the role of the school in a multi-ethnic society. Focusing on contemporary issues and concerns, they consider such controversial questions as: Is the education system rigged against black pupils? Is 'tolerance' really a characteristic of the British? The volume provides a detailed analysis of the Education Reform Act (1988) and the debate surrounding the National Curriculum, and asks whether these new initiatives do truly open the doors of opportunity for all children.

This volume is a comprehensive critique of the radical tradition in educational theory. It traces the development of the key ideas in radical literature from Rousseau to the present day. Two opening chapters set Rousseau's educational views and arguments in their political perspective, and subject them to an extended critical treatment. Subsequent chapters provide detailed analyses and examination of the ideas of A S Neill, Paul Goodman, Ivan Illich and Everett Reimer, Charles Weingartner and Neil Postman. Each author is treated separately but certain common themes and ideas are extracted and considered without reference to any particular author. Amongst others, the concepts of nature, learning, hidden curriculum and the relativity of knowledge are examined; at the same time broader arguments about the degree and nature of freedom that should be provided to children, deschooling and assessment are pursued.

Intended primarily for education students this book provides an introduction to the philosophy of education that tackles educational problems and at the same time relates them to the mainstream of philosophical analysis. Among the educational topics the book discusses are the aims of education, the two cultures debate, moral education, equality as an ideal and academic elitism. It examines the limitations of a purely technological education, and suggests the shape of a balanced curriculum. It critically analyses important educational theses in the work of Rousseau, Dewey, R S Peters, P H Hirst, F R Leavis, Ronald Dworkin and G H Bantock, among many others, and considers the philosophical copics of relativism, the nature of knowledge, the basis of moral choice, the value of democracy and the status of religious claims.