The Study Of Primary Education: A Source Book - Volume 1: Perspectives
by Conner,ColinEdition: 2nd
Format: Hardcover
Pub. Date: 1990-10-01
Publisher(s): Falmer Pr
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Summary
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.
Table of Contents
| 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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