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How much have teachers and their pupils benefitted from the top-down Westminster-led control of policy held in place by a powerful national inspection regime?

A Generation of Radical Educational Change: Stories from the Field is an exploration of the revolutionary impact of the greater and continuing involvement of central government in education policy-making which began in 1976 and was accelerated by the 1988 Education Act and subsequent legislation.

In the book, a dozen distinguished contributors from a wide range of sectors explain and reflect on how they worked...

This book for the first time brings together Professor Pring's thoughts on the philosophy of education and is his first global treatment of the subject. His writings reflect a consistency of thought about educational theory and educational aims--and the consequence of both for the nature and practice of educational research. Professor Pring draws together the different themes, providing a distinctively philosophical perspective on educational theory and practice. This perspective challenges many of the ideas, which underpin government policy, impoverish educational practice and weaken...

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.

Thinking Philosophically about Education highlights several key writings from Richard Pring’s international...

There are two key questions at the heart of the ongoing debate about education and training for all young people, irrespective of background, ability or attainment:

• What counts as an educated 19 year old today?
• Are the models of education we have inherited from the past sufficient to meet the needs of all young people, as well as the social and economic needs of the wider community?

Education for All addresses these questions in the light of evidence collected over five years by the Nuffield Review of...

There are two key questions at the heart of the ongoing debate about education and training for all young people, irrespective of background, ability or attainment:

• What counts as an educated 19 year old today?
• Are the models of education we have inherited from the past sufficient to meet the needs of all young people, as well as the social and economic needs of the wider community?

Education for All addresses these questions in the light of evidence collected over five years by the Nuffield Review of...

Is there life after death for secondary education?

This book focuses upon the quality of learning. 'Reform', so called, too often begins with qualifications, examinations, institutional provision, paths of progression. All those are very important, but their value lies in the support they give to learners and their learning in its different forms. One needs to start with the aims of education and then with what it means to learn (practically, theoretically, morally) and with the very many different needs of the learners. That is what this book aims to do.

In so...

This book for the first time brings together Professor Pring's thoughts on the philosophy of education and is his first global treatment of the subject. His writings reflect a consistency of thought about educational theory and educational aims--and the consequence of both for the nature and practice of educational research. Professor Pring draws together the different themes, providing a distinctively philosophical perspective on educational theory and practice. This perspective challenges many of the ideas, which underpin government policy, impoverish educational practice and weaken...

How much have teachers and their pupils benefitted from the top-down Westminster-led control of policy held in place by a powerful national inspection regime?"

A Generation of Radical Educational Change: Stories from the Field" is an exploration of the revolutionary impact of the greater and continuing involvement of central government in education policy-making which began in 1976 and was accelerated by the 1988 Education Act and subsequent legislation.

In the book, a dozen distinguished contributors from a wide range of sectors explain and reflect on how they worked to do their...

Bertrand Russell's History of Philosophy refers to Dewey as 'generally admitted to be the leading living philosopher of America'. This honourable mention lay partly in his pragmatic theory of meaning, through which so many baffling philosophical problems were claimed to have been solved - as well as educational ones. It is in connection with his educational ideas, however, that Dewey became either famous or infamous. In the United States he had been seen both as saviour of American education by those who welcomed a more child-centred curriculum, and yet as 'worse than Hitler' by...