If the curriculum can be defined as a selection from the culture of society, the central question then becomes who selects . This volume answers this question, reviewing various aspects of the curriculum and its planning. For many years the control of the curriculum was uncontroversial. In the 1970s this situation changed: teachers were increasingly criticised for having too much power; the Department of Education was suspected of wanting more control and local education authorities felt they should be more involved in curriculum planning. In reviewing some of the reasons for these...
If the curriculum can be defined as a selection from the culture of society, the central question then becomes who selects . This volume answers th...
Teachers are, and always have been seen as agents of respectability in our society, but today this role is far less easily defined than it once was. Now, for most teachers, the whats and hows of moral behaviour, guidance and instruction have become debatable issues. In this book the author gives us a readable and original sociological consideration of the teaching oughts and ought-nots which, by providing a valuable analytic framework within which to view moral education, should help the thinking of those who are concerned with some of the most intractable problems of contemporary...
Teachers are, and always have been seen as agents of respectability in our society, but today this role is far less easily defined than it once was...
Beginning with descriptions of the ways in which children make sense of their experience and the world, such as fantasy, stories and games, Egan constructs his argument that constituting this foundational layer are sets of cultural sense-making capacities, reflected in oral cultures throughout the world. Egan sees education as the acquisition of these sets of sense-making capacities, available in our culture, and his goal is to conceptualize primary education in a way that over comes the dichotomy between progressivisim and traditionalism, attending both the needs of the individual child...
Beginning with descriptions of the ways in which children make sense of their experience and the world, such as fantasy, stories and games, Egan co...
Published long before the importance of early childhood education was formally recognised in the educational landscape this book explores the significance of play for young children. The volume includes an appendix on Montessori education.
Published long before the importance of early childhood education was formally recognised in the educational landscape this book explores the signific...
Based on interviews with key actors in the policy-making process, this book maps the changes in education policy and policy making in the Thatcherite decade. The focus of the book is the 1988 Education Reform Act, its origins, purposes and effects, and it looks behind the scenes at the priorities of the politicians, civil servants and government advisers who were influential in making changes. Using direct quotations from senior civil servants and former secretaries of state it provides a fascinating insight into the way in which policy is made. The book focuses on real-life political...
Based on interviews with key actors in the policy-making process, this book maps the changes in education policy and policy making in the Thatcheri...
Assessment is a key area of interest and debate in education. Its increased use by governments as a powerful means of influencing educational practice are now features of the educational scene worldwide. This volume was the first major international review of such developments and it explores the impact of assessment on all areas of education, from teaching skills to policy-making.
The contributors take a global perspective to spotlight the common problems facing teachers and students, policy-makers and politicians through the world as they seek to reconcile issues of equity and...
Assessment is a key area of interest and debate in education. Its increased use by governments as a powerful means of influencing educational pract...
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...
Within a single educational system that of England and Wales the nature of schooling available to a child can be dramatically different. Even betwe...
By 1982 the ambitious claims made for newly established comprehensive schools were being put to the test. How effectively does the comprehensive meet the needs of all young people? Do urban, working-class students enjoy more success than in the secondary modern schools? Are they more engaged in their learning with higher self-esteem? This volume discusses these questions and examines issues of social mobility and cohesion, curriculum, the balance between academic and vocational education, the place of exams in the educational system and the influence of independent schools. The author asks...
By 1982 the ambitious claims made for newly established comprehensive schools were being put to the test. How effectively does the comprehensive me...
This book discusses conservative education policies since 1979 by referring to beliefs, values and attitudes. It relates ideology to policies and provides some background about the years before 1979 definitions of Conservatism and descriptions of Tory beliefs and traditional Conservative views on education. The second part of the book provides a brief outline of the years between the 1944 Education Act and 1979.
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This book discusses conservative education policies since 1979 by referring to beliefs, values and attitudes. It relates ideology to policies and p...
Although experts agree that various types of learning disabilities do exist, few attempts have been made to classify learning disabled children into subtypes. The editors of this collection feel that the lack of subcategorization has frustrated previous research efforts to obtain a generalizable body of knowledge in the field. To meet this critical need for definitive information, this book presents basic reviews and theoretical approaches used to subtype learning disabled children -- ranging from a behavior genetics approach to a dimensional approach. It also demonstrates actual research...
Although experts agree that various types of learning disabilities do exist, few attempts have been made to classify learning disabled children into s...
