Examines the ideals which lay behind the development of comprehensive schools. Written by 14 British educationalists, this text considers the evidence and suggests how further progress might be made within the moral framework of secondary education for all, irrespective of background or ability. The text includes an afterword by the Rt Hon John Prescott, MP, Deputy Leader of the Labour Party.
Examines the ideals which lay behind the development of comprehensive schools. Written by 14 British educationalists, this text considers the evidence...
Examines the ideals which lay behind the development of comprehensive schools. Written by 14 British educationalists, this text considers the evidence and suggests how further progress might be made within the moral framework of secondary education for all, irrespective of background or ability. The text includes an afterword by the Rt Hon John Prescott, MP, Deputy Leader of the Labour Party.
Examines the ideals which lay behind the development of comprehensive schools. Written by 14 British educationalists, this text considers the evidence...
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...
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 sub...
The movement to evidence-based practice in education is as important as it is controversial, and this book explores the arguments of leading advocates and critics. It contains an explanation of evidence-based practice and a discussion of criticism of evidence-based practice in education. Relevant to students, educators, and researchers in education, medicine, social work, and psychology.
The movement to evidence-based practice in education is as important as it is controversial, and this book explores the arguments of leading advoca...
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...
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 sub...
Education Matters draws together a selection of the most influential papers published in the British Journal of Educational Studies by many of the leading scholars in the field over the past sixty years. This unique collection of seminal articles published since the first issue of the Journal provides students and researchers in education with an informed insight and understanding of the nature the development of the field of Educational Studies in the United Kingdom since the Second World War. It also assesses the current position of Educational Studies and explores the possibilities for the...
Education Matters draws together a selection of the most influential papers published in the British Journal of Educational Studies by many of the lea...
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 doing, it will be both...
Is there life after death for secondary education? This book focuses upon the quality of learning. 'Reform', so called, too often begins with qualific...
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...
Bertrand Russell's History of Philosophy refers to Dewey as 'generally admitted to be the leading living philosopher of America'. This honou...
This classic text in educational research literature has been thoroughly updated to take into account new philosophical theories and the current political context for educational research. Remaining, however, are the three, key central themes: the nature of social science in general; the nature of educational enquiry in particular; and the links between the language and concepts of research, on the one hand, and those of practice and policy on the other. In analyzing and interrelating these themes, Richard Pring shows their relationship to such central philosophical concepts as meaning,...
This classic text in educational research literature has been thoroughly updated to take into account new philosophical theories and the current polit...
This classic text in educational research literature has been thoroughly updated to take into account new philosophical theories and the current political context for educational research. Remaining, however, are the three, key central themes: the nature of social science in general; the nature of educational enquiry in particular; and the links between the language and concepts of research, on the one hand, and those of practice and policy on the other. In analyzing and interrelating these themes, Richard Pring shows their relationship to such central philosophical concepts as meaning,...
This classic text in educational research literature has been thoroughly updated to take into account new philosophical theories and the current polit...
