|
|
|
|
Richard Aldrich (2006), Lessons from History of Education. The Selected Works of Richard Aldrich. Abingdon: Routledge. ISBN 0-415-35892-2. Published in the new Routledge World Library of Educationalists series this book brings together 14 of Aldrich's key writings. Starting with a specially written Introduction, which gives an overview of his career and contextualises his selection, the chapters cover understanding history of education; the politics of education; educational reformers; curriculum and standards; the teaching of history and education otherwise. Flyer and order form here. Daniel Callaghan (2006), Conservative Party Education Policies 1976-1997. Brighton: Sussex Academic Press. ISBN 1-84519-120-X. This book examines education policy making with close reference to interview evidence of protagonists and observers of the period, who include senior officials, ministers and ministerial special advisers. It introduces an original typology of regulars, irregulars and politicos to classify those involved and examines the personal and political context in which they operated, how these contexts impacted on their decisions, and the subsequent course of education policies. David Crook and Gary McCulloch (2007), History, Politics and Policy-making in Education. A festschrift presented to Richard Aldrich. London: Institute of Education. ISBN 978 0 85473 773 4. This wide ranging volume of ten essays, by fellow historians of education who have been privileged to work with Richard Aldrich, addresses such diverse themes as motherhood, gender, race, school curricula and inspection, the teaching of reading, approaches to the education of gifted children, economics, university politics and national security. The volume includes an introduction that pays tribute to Aldrich's leadership of the educational history field in the UK and overseas and a comprehensive listing of his major writings. Flyer and details of how to order here. Colm Kerrigan (2005), Teachers and Football: The Origins, Development and Influence of Schoolboy Football Associations in London, 1885-1918. London: RoutledgeFalmer. ISBN 0713040637. The 1870 Education Act that opened up elementary education for all children contained no provision for outdoor games. This book explains how teachers, through the elementary school football association, introduced boys to organised football as an out-of-school activity. In his Times Educational Supplement review of the book, Gerald Haigh called the book 'a tour de force of social and educational history'. Read the full review here.Gary McCulloch (2007), Cyril Norwood and the Ideal of Secondary Education. Basingstoke: PalgraveMacmillan. Tracing the life of Sir Cyril Norwood, one of England's most prominent and influential educators, this book investigates the historical development of secondary education in England and Wales, and highlights major inequalities and differences in secondary education which remain active and pervasive in the twenty-first century. During the early twentieth century, an enduring ideal of secondary education associated with Cyril Norwood became dominant. This was presented as the authentic English tradition of education, based on the ideals of the great independent or public schools, and culminating in the so-called 1943 Norwood report on the secondary school curriculum and examinations. Flyer and order form here Anthony Potts and Tom O'Donoghue (eds) (2007), Schools and Dangerous Places. A Historical Perspective. New York: Cambria Press. ISBN-13: 978-1-934043-76-9. The lack of serious study on how dangerous schools as institutions can be is a little surprising given that the matter was put squarely on the research agenda in persuasive fashion by Waller back in 1932. The lack of response to the possibilities opened up means that a vibrant research agenda still awaits construction. This book will stimulate debate on the matter from the historical perspective. It consists of fifteen chapters drawing on historical case studies from the United States, Canada, England, Ireland, Scotland, and Australia written by international scholars in the field. These chapters are helpfully grouped into three sections. The first section focuses on certain dangers to which pupils were exposed in the past and on certain dangerous practices which they promoted. The second section examines dangers to which teachers were exposed in the past along with dangerous practices which they themselves promoted. In the final and third section, the chapters explore the dangers to which teachers and students were exposed in the past at the university level. Flyer here. William J. Reese (2005), America's Public Schools: From the Common School to No Child Left Behind. Baltimore: Johns Hopkins University Press. ISBN 0801881951. This study examines two centuries of American public education. It explores school and society in the nineteenth century, including public school growth in the antebellum and postbellum eras; competing visions of education and reform during the first half of the twentieth century; and social change and reform from the 1950s through the 1980s.
|
|
Send mail to
WebManager@historyofeducation.org.uk with
questions or comments about this web site.
|