The Study Of Primary Education: A Source Book - Volume 1: Perspectives

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ISBN: 9781850007340 | 1850007349
Cover: Hardcover
Copyright: 10/1/1990

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These books were compiled to help the professional development of primary school teachers, and represent wholly enlarged, updated and revised editions of the three primary source books published by Falmer Press in 1985.

General Introduction	p. xiv
Compilers' Notes	p. xvi
Acknowledgments	p. xvii
Primary Education: Historical Perspectives	p. 1
Introduction	p. 2
Three Traditions in English Primary Education	p. 5
The Evolution of the Primary School	p. 9
References	p. 21
A Proposal to Establish Primary and Post-Primary Education	p. 23
Primary Education: a New Vision	p. 25
Infant Education: the Orthodox View Repeated	p. 29
A Rationale for Infant and Junior Education	p. 31
The Formal Establishment of Primary Education	p. 35
A Report of Progress	p. 38
Progress Refuted: the Black Papers	p. 40
The William Tyndale Affair: a Cause Célèbre	p. 45
Public Debate and Official Response	p. 51
A Brief Professional Appraisal	p. 55
'demythologising' Primary Education	p. 57
Achievement in Primary Schools	p. 60
Primary Education: Evaluation and Assessment	p. 67
Towards a National Curriculum	p. 72
Primary Education: Contrasting Views	p. 75
Introduction	p. 76
Liberal Romanticism	p. 79
Informal Primary Education in Action: Teachers' Accounts	p. 83
Criteria of a Good Primary School	p. 87
'a Recognisable Philosophy of Education'	p. 89
Teaching Through the Arts	p. 91
Educational Conservatism	p. 95
Putting Primary Education Back on the Right Track	p. 97
Our Schools: a Radical Policy	p. 103
Liberal Pragmatism	p. 106
Topic Work: Where Are We Now?	p. 111
Social Democracy	p. 118
Education for Life	p. 123
Educational Priority Areas	p. 128
An Alternative Perspective	p. 132
Primary Education: Philosophical Perspectives	p. 135
Introduction	p. 136
Children's Needs	p. 139
References	p. 142
Interests and Education	p. 143
A Critique of Plowden's 'recognisable Philosophy of Education'	p. 146
Reference	p. 151
Plowden's 'facts' About Children: a 'child-Centred' Critique	p. 152
'child-Centred' Education: a Critique	p. 156
Principles Governing the Content of Education: a Critique of Progressivism	p. 162
The Beginnings of a Reformulation of 'progressive' Education	p. 166
Primary Teaching: What Has Philosophy of Education to Offer?	p. 173
Primary Education: Sociological Perspectives	p. 181
Introduction	p. 182
References	p. 184
The Five Basic Roles of the Primary School	p. 185
References	p. 187
Socialization into School	p. 188
Social Class and Educational Opportunity	p. 193
Social Class Differences in Attainment and Ability at Seven	p. 197
Factors Affecting Children's Performance in Primary Schools	p. 206
References	p. 210
Policy Informed by Research: Proposals for the Establishment of Educational Priority Areas	p. 211
Policies and Practices in Pursuit of Equality	p. 214
Language and Educability	p. 220
Continuity or Discontinuity Between Home and School Experience of Language: a Critique of Bernstein's Views	p. 224
References	p. 226
The Sociological Study of Educational Knowledge	p. 227
Visible and Invisible Pedagogies: an Introductory Overview	p. 233
Reference	p. 235
Control, Accountability and William Tyndale	p. 236
Teachers and Their Pupils' Home Background	p. 246
References	p. 250
Primary Education and Social Control	p. 251
Classroom Interactions and Pupils' Perceptions	p. 255
The Nature of Infant Education: a Sociological Perspective	p. 258
References	p. 262
Making Sense of School	p. 263
Racism and Sexism	p. 269
Primary Education: Psychological Perspectives	p. 275
Introduction	p. 276
Psychological Traditions	p. 279
The Implications of Piaget's Work	p. 283
Piaget and Education	p. 289
Piaget Revisited	p. 297
The Myth of Piaget's Contribution to Education	p. 301
References	p. 305
Comprehending the Task: a Re-Examination of Piaget	p. 306
Reference	p. 311
An Outline of the Contribution of Jerome Bruner	p. 312
Vygotsky and Education	p. 317
Common Knowledge	p. 323
References	p. 331
The Technology of Teaching	p. 332
Behaviour Modification: Theory and Practice	p. 337
Reception and Discovery Learning	p. 341
Meaningful Learning	p. 346
Freedom to Learn	p. 352
Reference	p. 358
Self Concept and Motivation	p. 359
Meeting Special Educational Needs	p. 363
Learning Styles	p. 368
References	p. 372
Children and Their Learning	p. 373
Identification and Imitation	p. 379
References	p. 384
Learning and the Peer Group	p. 385
Problem Solving	p. 389
References	p. 390
Real Problem Solving	p. 393
Matching Tasks to Children's Attainment	p. 395
Does Educational Psychology Contribute to the Solution of Educational Problems?	p. 404
Reference	p. 408
Index	p. 409
The Study of Primary Education-a Source Book: Contents of Volumes 2, 3 and 4	p. 416
the Curriculum	p. 417
School Organization and Management	p. 424
Classroom and Teaching Studies	p. 430
Table of Contents provided by Publisher. All Rights Reserved.

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The Study Of Primary Education: A Source Book - Volume 1: Perspectives

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The Study Of Primary Education: A Source Book - Volume 1: Perspectives

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