Education, Reform and the State: Twenty Five Years of by John Furlong, Robert Phillips

By John Furlong, Robert Phillips

The final zone of the 20 th century used to be a vitally important interval in background of schooling. starting with the so-called 'Great Debate', the interval witnessed excessive public and political curiosity in academic concerns, culminating in a virtually unparalleled volume of education-related laws, the main symbolic of which was once the schooling Reform Act of 1988. a few students have rightly claimed that the schooling method used to be 'transformed' in this interval, pointing to significant adjustments within the ways that faculties, extra schooling schools and universities have been organised, controlled and regulated. Others have claimed that those alterations altered the ability relationships which had underpinned the schooling approach given that 1944. Given the sheer scale and speed of the education-policy similar reforms of this era, this edited assortment brings jointly many of the top students in schooling to mirror at the significant legislative and structural adjustments in schooling during the last few a long time. released within the 12 months of the twenty-fifth anniversary of Callaghan's Ruskin university speech in 1976, it offers a definitive modern historical past of schooling coverage within the past due 20th century. The editors assemble a few of the best educationalists to mirror at the significant legislative and structural alterations within the box over the past twenty 5 years. The e-book may be of use to schooling scholars on undergraduate and postgraduate classes, in addition to scholars and teachers operating in social coverage.

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Extra resources for Education, Reform and the State: Twenty Five Years of Politics, Policy and Practice

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26 Education, the state and reform ——(1989a) Education, Culture and the National Curriculum, London: Hodder & Stoughton. ——(1989b) The Education Reform Act: Choice and Control, London: Hodder & Stoughton. ——(1992) Education and Politics in the 1990s: Conflict or Consensus? London: Falmer. ——(1994) The Tory Mind on Education, 1979–1994, London: Falmer. Maclure, S. (1989) Education Re-Formed, London: Hodder & Stoughton. Morris, M. and Griggs, C. (eds) (1988) Education – the Wasted Years? 1973–1986, London, Falmer.

There has been no dispute about the representativeness of the sample of classrooms surveyed. Although HMI agreed with Bennett about the limited extent of informal practice, some of the findings were dynamite politically. HMI reported that more able pupils were consistently, across all ages and all subjects, set work poorly matched to their abilities, and that there were low expectations held for pupil performance by teachers, especially in inner cities. The curriculum was not generally planned to incorporate progression, and was narrowly focused on the basics of mathematics and English, with poor or patchy provision in most other subjects.

By 1996 the results of the Third International Mathematics and Science Study (TIMSS) were showing continued relative decline in mathematics performance by English pupils, and some reviews (Campbell 1996; Brooks 1998; Foxman 1998) began to conclude that the National Curriculum had failed to raise standards in primary schools some seven years after its introduction. The TIMSS study provided once again, as had its predecessor, the evidential legitimation for further and more invasive occupation by the government of curriculum territory.

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