ABSTRACT
Three Traditions in English Primary Education (From Blyth, W., 1965, English Primary Education, Vol. 2, Routledge and Kegan Paul)
The Evolution of the Primary School (From Galton, M., Simon, B. and Croll, P., 1980, Inside the Primary Classroom, Routledge and Kegan Paul)
A Proposal to Establish Primary and Post-Primary Education (From The Hadow Report, 1926, The Education of the Adolescent, HMSO)
Primary Education: A New Vision (From The Hadow Report, 1931, Report of the Consultative Committee on the Primary School, HMSO)
Infant Education: The Orthodox View Repeated (From The Hadow Report, 1933, Report of the Consultative Committee on Infant and Nursery Schools, HMSO)
A Rationale for Infant and Junior Education (From Board of Education, 1937, Handbook of Suggestions for Teachers, HMSO)
The Formal Establishment of Primary Education (From the Education Act, 1944)
A Report of Progress (From Central Advisory Council for Education (England), 1967, Children and Their Primary Schools, HMSO)
Progress Refuted: The Black Papers (From Cox, C. and Dyson, A. (Eds) 1969, Fight for Education, Critical Quarterly Society, and 1970, Black Paper Three, Critical Quarterly Society)
The William Tyndale Affair: A Cause Célèbre (From Gretton, J. and Jackson, M., 1976, William Tyndale: Collapse of a School or a System?, Allen and Unwin)
Public Debate and Official Response (From DES, 1977, Education in Schools: A Consultative Document, HMSO)
A Brief Professional Appraisal (From DES, 1978, Primary Education in England, HMSO)
‘Demythologising’ Primary Education (From Richards, C., 1980, ‘Demythologising primary education’, Journal of Curriculum Studies, 12, 1)
Achievement in Primary Schools (From the Third Report of the Education, Science and Arts Committee of the House of Commons, 1986, Achievement in Primary Schools, HMSO)
Primary Education: Evaluation and Assessment (From Bolton, E.J., 1985, ‘Assessment techniques and approaches: An overview’, in Better Schools: Evaluation and Appraisal, HMSO)
Towards a National Curriculum (From DES, 1987, The National Curriculum 5-16: A Consultation Document, HMSO)
2 Primary Education: Contrasting Views
Introduction
A Liberal Romanticism Basic Assumptions (From Blyth, W. (Ed.) 1988, Informal Primary Education Today: Essays and Studies, Falmer Press)
Informal Primary Education in Action: Teachers’ Accounts (From Nias, D J., 1988, in Blyth, W. (Ed.) Informal Primary Education Today: Essays and Studies, Falmer Press)
Criteria of a Good Primary School (From Griffin-Beale, C. (Ed.) 1979, Christian Schiller-in His Own Words, Black)
‘A Recognisable Philosophy of Education’ (From Central Advisory Council for Education (England), 1967, Children and Their Primary Schools, Vol. 1, HMSO)
Teaching Through the Arts (From Marshall, S., 1963, An Experiment in Education, Cambridge University Press)
B Educational Conservatism Black Paper Basics (From Cox, C. and Boyson, R. (Eds) 1975, Black Paper 75, Dent)
Putting Primary Education Back on the Right Track (From Froome, S., 1974, ‘Back on the right track’, Education 3-13, 2, 1)
Our Schools: A Radical Policy (From Sexton, S., 1987, Our Schools: A Radical Policy, Institute of Economic Affairs Education Unit)
C Liberal Pragmatism The Importance of Planning, Organization and Assessment (From DES, 1979, Mathematics 5-11, HMSO)
Topic Work: Where Are We Now? (From Conner, C., 1988, Topic work: Where are we now?’ Cambridge Journal of Education Newsletter, 11)
D Social Democracy The Community School and Community Education (From Midwinter, E., 1972, Priority Education, Penguin)
Education for Life (From Kitwood, T. and Macey, M., 1977, Mind That Child!, Writers and Readers Publishing Cooperative)
Educational Priority Areas (From Central Advisory Council for Education (England), 1967, Children and Their Primary Schools, HMSO)
E An Alternative Perspective The ‘Progressive’, ‘Elementary’ and ‘Technological’ Traditions (From Golby, M., 1982, ‘Microcomputers and the primary curriculum’, in Garland, R. (Ed.) Microcomputers and Children in the Primary School, Falmer Press)
3 Primary Education: Philosophical Perspectives
Introduction
Children’s Needs (From Dearden, R., 1968, The Philosophy of Primary Education, Routledge and Kegan Paul)
Interests and Education (From Wilson, P., 1971, Interest and Discipline in Education, Routledge and Kegan Paul)
A Critique of Plowden’s ‘Recognisable Philosophy of Education’ (From Peters, R.S. (Ed.) 1969, Perspectives on Plowden, Routledge and Kegan Paul)
Plowden’s ‘Facts’ about Children: A ‘Child-Centred’ Critique (From Wilson, P., 1974, ‘Plowden aims’, Education 3-13, 2, 1)
‘Child-Centred’ Education: A Critique (From Dearden, R., 1976, Problems in Primary Education, Routledge and Kegan Paul)
Principles Governing the Content of Education: A Critique of Progressivism (From Bantock, G., 1980, Dilemmas of the Curriculum, Martin Robertson)
The Beginnings of a Reformulation of ‘Progressive’ Education (From Armstrong, M., 1977, ‘The Informed Vision: A programme for educational reconstruction’, Forum, 9, 3)
Primary Teaching: What has Philosophy of Education to Offer? (From Bonnett, M. and Doddington, D., 1990, specially written for this volume)
4 Primary Education: Sociological Perspectives
Introduction
The Five Basic Roles of the Primary School (From Blyth, W., 1965, English Primary Education, Vol. 1, Routledge and Kegan Paul)
Socialization into School (From Newsom, J., Newsom, E. and Barnes, P., 1977, Perspectives on School at Seven Years Old, Allen and Unwin)
Social Class and Educational Opportunity (From Floud, J., Halsey, A. and Martin, F., 1956, Social Class and Educational Opportunity, Heinemann)
Social Class Differences in Attainment and Ability at Seven (From Davie, R., Butler, N. and Goldstein, H., 1977, From Birth to Seven, Longman)
Factors Affecting Children’s Performance in Primary Schools (From Central Advisory Council for Education (England), 1967, Children and Their Primary Schools, Vol. 1, HMSO)
Policy Informed by Research: Proposals for the Establishment of Educational Priority Areas (From Central Advisory Council for Education (England), 1967, Children and Their Primary Schools, Vol. 1, HMSO)
Policies and Practice in Pursuit of Equality (From Halsey, A. (Ed.) 1972, Educational Priority, Volume 1: EPA Problems and Policies, HMSO)
Language and Educability (From Bernstein, B., 1971, Class, Codes and Control, Volume 1: Theore-tical Studies Towards a Sociology of Language, Routledge and Kegan Paul)
Continuity or Discontinuity between Home and School Experience of Language: A Critique of Bernstein’s Views (From Edwards, A., 1976, Language in Culture and Class, Heinemann)
The Sociological Study of Educational Knowledge (From Bernstein, B., 1975, Class, Codes and Control, Volume 3: Towards a Theory of Educational Transmissions, 2nd ed., Routledge and Kegan Paul)
Visible and Invisible Pedagogies: An Introductory Overview (From Robinson, P., 1981, Perspectives on the Sociology of Education: An Introduction, Routledge and Kegan Paul)
Control, Accountability and William Tyndale (From Dale, R. et al. (Eds) 1981, Education and the State, Vol. 2, Falmer Press)
Teachers and Their Pupils’ Home Background (From Goodacre, E., 1968, Teachers and Their Pupils’ Home Background, NFER)
Primary Education and Social Control (From Sharp, R. and Green, A., 1975, Education and Social Control, Routledge and Kegan Paul)
Classroom Interactions and Pupils’ Perceptions (From Nash, R., 1973, Classrooms Observed, Routledge and Kegan Paul)
The Nature of Infant Education: A Sociological Perspective (From King, R., 1978, All Things Bright and Beautiful?, Wiley)
Making Sense of School (From Jackson, M., 1987, ‘Making sense of school’, in Pollard, A. (Ed.) Children and Their Primary Schools, Falmer Press)
Racism and Sexism (From Davies, L., 1987, ‘Racism and sexism’, in Delamont, S. (Ed.) The Primary School Teacher, Falmer Press)
5 Primary Education: Psychological Perspectives
Introduction
Psychological Traditions (From Claxton, G., 1984, Live and Learn: An Introduction to the Psychology of Growth and Change in Everyday Life, Harper and Row)
The Implications of Piaget’s Work (From Isaacs, N., 1961, The Growth of Understanding in the Young Child, Ward Lock)
Piaget and Education (From Adibe, N., 1978, ‘The many implications of Piaget’s work for education’, New Era, 59, 3)
Piaget Revisited (From Tamburrini, J., 1982, ‘New directions in nursery school education’, in Richards, C. (Ed.) New Directions in Primary Education, Falmer Press)
The Myth of Piaget’s Contribution to Education (From Boyle, D., 1983, in Modgil, S. and Modgil, C. (Eds) Jean Piaget: An Interdisciplinary Critique, Routledge and Kegan Paul)
Comprehending the Task: A Re-Examination of Piaget (From Donaldson, M., 1978, Children’s Minds, Fontana)
An Outline of the Contribution of Jerome Bruner (From Conner, C., 1989, specially written for this volume)
Vygotsky and Education (From Britton, J., 1987, ‘Vygotsky’s contribution to pedagogical theory’, English in Education, 21, 3)
Common Knowledge (From Edwards, D. and Mercer, N., 1987, Common Knowledge, Methuen)
The Technology of Teaching (From Skinner, B.F., 1968, The Technology of Teaching, AppletonCentury-Crofts)
Behaviour Modification: Theory and Practice (From Presland, J., 1978, ‘Behaviour modification: Theory and practice’, Education 3-13, 6, 1)
Reception and Discovery Learning (From Ausubel, D. et al., 1978, Educational Psychology: A Cognitive View, 2nd ed., Holt, Rinehart and Winston)
Meaningful Learning (From McClelland, G., 1983, ‘Ausubel’s theory of meaningful learning
and its implications for primary science’, in Richards, C. and Holford, D. (Eds) The Teaching of Primary Science: Policy and Practice, Falmer Press)
Freedom to Learn (From Patterson, C.H., 1977, Foundations for a Theory of Instruction and Educational Psychology, Harper and Row)
Self Concept and Motivation (From Yamamoto, K., 1972, The Child and his Image, Houghton Mifflin)
Meeting Special Educational Needs (From Ainscow, M., 1987, ‘The primary curriculum and special needs’. A paper presented to the conference of the National Council for Special Education, April)
Learning Styles (From Conner, C., 1988, ‘Learning styles and classroom practice’, in Conner, C. (Ed.) Topic and Thematic Work in the Primary and Middle Years, Cambridge Institute of Education)
Children and Their Learning (From Fraser, A., 1987, ‘A child structured learning context’, in Dadds, M. (Ed.) ‘Of Primary Concern’, Cambridge Journal of Education, 17, 3)
Identification and Imitation (From Schaffer, H., 1968, ‘Identification’, in Lunzer, E. and Morris, J. (Eds) Development in Human Learning, Granada Publishing Ltd.)
Learning and the Peer Group (From Rubin, Z., 1980, Children’s Friendships, Fontana)
Problem Solving (From Fisher, R. (Ed.) 1987, Problem Solving in Primary Schools, Blackwell)
Real Problem Solving (From Easen, P.R., 1987, ‘Developing real problem solving in the primary classroom’, in Fisher, R. (Ed.) Problem Solving in Primary Schools, Blackwell)
Matching Tasks to Children’s Attainment (From Desforges, C., 1985, ‘Matching tasks to children’s attainment’, in Desforges, C. and Bennett, N., ‘Recent Advances in Classroom Research’, British Journal of Educational Psychology Monograph Series, 2)
Does Educational Psychology Contribute to the Solution of Educational Problems? (From Jacobsen, B., 1985, ‘Does educational psychology contribute to the solution of educational problems?’, in Clazton et al., Psychology and Schooling: What’s the Matter?, Bedford Way Papers, No. 25, University of London Institute of Education)
Index
The Study of Primary Education-A Source Book: Contents of Volumes 2, 3 and 4
