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Affirming the Comprehensive Ideal by Richard Pring,Geoffrey Walford Pdf
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.
The Common School and the Comprehensive Ideal by Mark Halstead,Graham Haydon Pdf
A topical and provocative volume that invites consideration of themost fundamental issues concerning future educational provision:what is the purpose of our schools, and what should we do in them? Cutting-edge research by contributors who are leading figuresinternationally in philosophy and education, for whom these issueshave been particular points of concern Includes a substantial keynote essay by leading philosopher ofeducation, Richard Pring, which is the springboard for thecomplementary essays that follow Engages with questions Pring raises under five themes:defending and questioning the comprehensive ideal; common schoolsin multicultural societies; common schools and religion; schoolchoice and the comprehensive ideal; and common schools andinclusion Dedicated to the memory of Terence H. McLaughlin, whosetireless pursuit of the philosophical questions and challengesraised by the common school and the comprehensive ideal is emulatedin these pages
Sustaining the Comprehensive Ideal by Trevor Male,Ioanna Palaiologou Pdf
This book explores the development of educational leadership within difficult contexts via the lens of a previously failing English secondary school in an area of urban poverty. Based on extensive interview data from 2012-2016, the authors demonstrate that the fundamental ethos underpinning the school’s improvement is a desire to meet the needs of young people in disadvantaged communities in order to equip them with the skills to allow them to transcend their situation. The authors posit that this school embodies the ‘comprehensive ideal’ of secondary education in England: that education should not be disadvantaged by background, and that the state should provide free and high quality education for all. This book will appeal to students and scholars of comprehensive education and schools in difficult contexts.
School Effectiveness for Whom? by Roger Slee,Sally Tomlinson,Gaby Weiner Pdf
School effectiveness research together with what is now described as the 'school improvement movement' (Barber, 1996) has captured both the Conservative and New Labour imaginations as a basis for educational planning and policy making in the UK. Internationally school effectiveness enjoys and expanding and enthusiastic audience. This book provides a critique of this research genre, particularly in the light of the recent calls for teaching to go 'back to the basics'. The editors argue that this school effectiveness research is simplistic in its analysis of educational problems. Far from getting to the bottom of the problem of failing students and schools, they argue, these 'movements' are merely scratching at the surface of the problems and coming up with notions for superficial improvements.
Education, Reform and the State by John Furlong,Robert Phillips Pdf
This book supplies the definitive contemporary history of education policy in the late twentieth century. Some of the leading educationalists reflect on the major legislative and structural changes in the field over the last 25 years.
Focusing on some of the fallacies in the education system in the UK, the contributors to this text dissect controversial topics including: are higher pass rates the key to success?; is school really a community?; does good management create a good school?; and can A-levels survive?
Education Matters by James Arthur,Jon Davison,Richard Pring Pdf
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 development of the field in coming years. Compiled by the journal's editors, past and present, James Arthur, Jon Davison and Richard Pring, the book illustrates the development of the field of educational studies, and the specially written Introduction contextualises the selection, whilst introducing students to the main issues and current thinking in the field. Each of the twenty articles includes a preface which highlights the changing conceptions and development of, or consistency in, educational thought over time, as well as debates and conflicts in the seminal articles by key educational thinkers that have been published in the Journal.
Markets and Equity in Education by Geoffrey Walford Pdf
Geoffrey Walford tackles one of the perennial issues in education policy, namely the inter-relationship of markets and equity. His discussion synthesises research findings (his own in the context of others) from over a decade examining the triangle between (i) theory, (ii) policy (both current and recent) and (iii) practice.
Does an effective school really come about through the actions of teachers and school leaders, or does it also require an advantaged student intake? This question reflects a longstanding research debate about whether or not the social class mix of a school's student intake has much effect on individual achievement. Schools Making a Difference: Let's Be Realistic! presents new evidence which suggests that school mix is likely to be important because of the way many school processes are deeply influenced by student intake characteristics. Low socioeconomic schools face numerous intake-related constraints which make them highly resistant to improvement efforts. By suggesting that 'failing' schools are often overwhelmed rather than ineffective, this book provides a sympathetic reappraisal of the performance of teachers and school leaders in such schools. It also offers a critical response to the often unrealistic claims of the school effectiveness and school improvement movement and a fresh critique of market reforms in education.
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 educational research in a way unacknowledged even by the research's most ardent critics.
Instilled in interdisciplinary cross-cultural perspectives of mythical, socio-economic, literary, pedagogic and psychoanalytic representations, two archetypal, creative inheritance laws interact as ‘twins’: Eros (fusion/containment/safety) and Thanatos (division/separation/risk). Hypothesising these ‘twin’ laws as matrilineal (Eros) and patrilineal (Thanatos), this book explores why cross-cultural forms, including gender traits, are not fixed but are instead influenced by earlier flexible matrilineal forms. Through a study of ‘twins’ on macro and micro levels, Elizabeth Brodersen argues that a psychological ‘twin’ dilemma is implicit in inheritance laws and offers a unique forum to show how each law competes for primacy as the ‘first’ and ‘other’. Chapters begin by looking at ‘twins’ in creation myths and the historical background to the laws of inheritance, as well as literary representations. The book then moves on to the developmental structures imbued in twin research and educational systems to explore how past cultural forms have been re-defined to fit a modern landscape and the subsequent movement away from the importance of patrilineal primogeniture. Laws of Inheritance will be of key value to academics, researchers and postgraduate students in the fields of psychoanalysis, psychotherapy, archetypal theory, cross-cultural depth psychology, cultural anthropology, sociology, gender studies and twin research. The book will also be of interest to practicing psychoanalysts and psychotherapists.
Choosing Choice by David Nathan Plank,Gary Sykes Pdf
The first cross-national comparative study on school choice policies, this volume features prominent scholars who analyze experiences in countries around the world, England, Chile, South Africa, the Czech Republic, China, Australia, New Zealand, and Sweden. Together, they answer such important questions as: Why are policies that expand educational options being adopted in such a diverse set of countries? Why have governments in widely varying circumstances come to view school choice as an apt response to educational dilemmas? What have we learned about the impacts of these policies on existing educational systems and the quality of teaching and learning in the classroom? The analyses presented here illuminate school choice policies as a critical worldwide development in education, noting both similarities and differences across countries. This volume broadens our understanding of school choice on the world stage while exploring implications for education policy in the United States.
Education: The Basics is a wide ranging introduction to education as an academic subject, taking into account both theory and practice. Covering the study of education as whole, including the schooling system, the nature of knowledge and methods of teaching, this book takes into account the viewpoints of both teachers and pupils within international contexts.
History of Education by Deirdre Raftery,David Crook Pdf
Specially commissioned to mark the 40th Anniversary of History of Education, and containing articles from leading international scholars, this is a unique and important volume. Over the past forty years, scholars working in the history of education have engaged with histories of religion, gender, science and culture, and have developed comparative research on areas such as education, race and class. This volume demonstrates the richness of such work, bringing together some of the leading international scholars writing in the field of history of education today, and providing readers with original and theoretically informed research. Each author draws on the wealth of material that has appeared in the leading SSCI-indexed journal History of Education, over the past forty years, providing readers with not only incisive studies of major themes, but delivering invaluable research bibliographies. A ‘must have’ for university libraries and a ‘must own’ for historians. This book was originally published as a special issue of History of Education.
Classroom Issues by Mal Leicester,Sohan Modgil Pdf
Volume III provides a focus on the classroom, pedagogy, curriculum and pupil experience. It covers relatively neglected areas of curriculum development, such as mathematics and technology, as well as the more familiar terrain of literature and drama. A particularly useful section deals with aesthetic education.