Originally published in 1969, this work reprints the second edition of 1973, with updated reading list and bibliography. This volume sets the movement towards comprehensive education against its historical background and discuss the main reasons for the decision to establish a national comprehensive system.

This is a collection of papers created from a visit by teachers and educationalists to the U.S.S.R in April 1955 by invitation of Academy of Educational Sciences of the R.S.F.S.R. The aim of this volume is to familiarize English readers with the general direction of Soviet psychology, but designed to be of interest to teachers as well as psychologists.

First published in 1980, Progress and Performance in the Primary Classroom assesses the performance of primary schoolchildren in a range of study skills as well as on the more conventional tests of mathematics, language use and reading. The findings indicate that the more successful styles are used by the more experienced teachers, who manage to increase the amount of contact with the pupils by a variety of organizational strategies. While pupils who receive the greatest amount of class teaching do best on mathematics, there is no evidence to suggest that the characteristics of teaching valued by critics of modern primary practice exert any significant influence on pupil progress. The relationship between pupil progress and behaviour shows some remarkable patterns. For example, it was found that children who work on average one day per week less than other children still make the same progress in basic skills as the others. Such findings suggest that there is a need to examine how far teaching in the junior school is sufficiently stimulating and challenging, while at the same time acknowledging the difficulties of improving the situation while class sizes remain relatively high. This book will be of interest to students of education and pedagogy as well as to teachers.

Originally published 1969. This reprints the second edition of 1973, with updated reading list and bibliography.This volume sets the movement towards comprehensive education against its historical background and discuss the main reasons for the decision to establish a national comprehensive system.

This is a collection of papers created from a visit by teachers and educationalists to the U.S.S.R in April 1955 by invitation of Academy of Educational Sciences of the R.S.F.S.R. The aim of this volume is to familiarize English readers with the general direction of Soviet psychology, but designed to be of interest to teachers as well as psychologists.

The second of four studies in the "History of Education in England," this volume traces developments from the securing of universal education with the Act of 1870 to the conclusion of the First World War. These educational developments were marked by the increasing role played by organised Labour in pressing for reform of the system of universal education - opposing class privilege and prejudice, and urging equal opportunities for all. With the formation of the Public Schools, and then with the defeat of the School Boards which were trying to improve the opportunities for working class children, a divided system of education became well established, in which the few were trained for university entrance and then for the top jobs, while the mass were denied any but an "elementary" education. While Labour opposition to this division was unsuccessful, many vital concessions were won in those years, such as the abolition of school fees and the provision of school meals. Very interesting chapters are devoted to the effects of imperialist expansion on educational ideas, and to the developments and conflicts in adult education.

The third of four studies in the "History of Education in England," this volume covers the crucial years 1920-1940, in which the ground was prepared for the 1944 Education Act and likewise for most of the conflicts which have beset educational policies in Britain since the end of the Second World War. In this period Labour's programmes for educational reform came into conflict with a determined Conservative resistance, and proposed reforms were repeatedly cut back by the call for economies, starting with the "Geddes axe" in 1921-22. At the same time, real power passed more and more into the hands of the permanent officials, the top civil service administrators of the Board of Education. The long established divided system of education was consolidated by the development by psychologists of the theory and practice of "psychometry" and "intelligence tests," while the privileged position of the public schools, already under challenge, was maintained intact.

A pioneering socio-historical analysis of change and development in secondary education in England, France, and Germany during the late nineteenth and early twentieth centuries.