This text examines key theorists in depth in order to give some insight into cultural change as reflected in their curricular recommendations and in the interplay they reveal between the two fundamental educational concepts of 'artifice' and 'nature'.

This volume contains both text and contemporary document which together look at the history of education from the French Revolution to the late 20th century. The connection between text and documents is closely preserved so that the volume both explains and illustrates the important issues and problems.

The Education Act of 1944 launched an unprecedented experiment in the history of education in the UK. This book is a brief survey of the routes by which compulsory free secondary education was arrived at, as well as an examination of the position in 1949 and suggestions for the future.

This is a joint biography of Miss Buss and Miss Beale. The book gives a fascinating comparison of their methods and widely differing characters. The author had access to hitherto unpublished material, and gathered information from pupils of both schools and from others who knew the two headmistresses.

This text 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 20 years following the War.

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.

Teachers and students are frequently confused as to the relevance of abstract philosophical theorising to the reality of the classroom and this book is distinctive for the attention it devotes to philosophy and its potential contribution to practical matters, and education in particular.

This work 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.

Gerald Grace here explores the concept of role conflict and the current theorizing about the problems of the teacher's role. He investigates four potential problem areas - role diffuseness, role vulnerability, role commitment versus career orientation, and value conflict - in a sample of 150 secondary school teachers in a Midland town.

Research on classroom climates has reached a practical and theoretical maturity and this volume offers an account of the developments that have taken place and the potential for understanding the classroom as a vital component of the curriculum.