The Study of Primary Education: v. 1 A Source Book

The four books are intended to be used by students taking BEd or PGCE courses and by teachers in service, taking diploma or higher degree courses in primary education. The material extracted can by used by tutors as a focus for seminars or as reading to back up lectures, and by students as a source for essays or as a starting point for further reading. The books are not intended to be read straight through from cover to cover but can be selectively and flexibly used at various stages in the course. For convenience, the extracts have been organized into a number of sections. Volume 1 comprises extracts which examine primary education from historical, ideological, philosophical, sociological and psychological perspectives. Volume 2 deals with curriculum studies, Volume 3 with school organization and management and Volume 4 with teaching and classroom studies. Because of limitations of space, primary education has been confined to the education of children aged 5 to 11, though the compilers acknowledge that in doing so they may offend those teachers in nursery or middle schools who regard themselves, justifiably, as primary practitioners.

Table of Contents:
Part 1 Primary education-historical perspectives: three traditions in English primary education-the evolution of the primary school; a proposal to establish primary and post-primary education; primary education-a new vision-infant education; the orthodox view repeated; a rationale for infant and junior education; the formal establishment of primary education; a report of progress; progress refuted-The Black Papers; The William Tyndale Affair; a cause celebre; public debate and official response; a brief professional appraisal; 'Demythologising' primary education; achievement in the primary school; primary education-evaluation and assessment; towards a national curriculum. Part 2 Primary education-contrasting views: A.liberal romanticism-basis assumptions; informal primary education in action-teachers' accounts; criteria of a good primary school; 'A Recognisable Philosophy of Education'; teaching through the arts; B.educational conservatism; Black Paper basics; putting primary education back on the right track; our schools-a radical policy; C.Liberal pragmatism; the importance of planning; organization and assessment; topic work; where are we now?; D.Social Democracy; the community school and communtiy education; education for life; educational priority areas; E.an alternative perspective; the 'progessive', 'elementary' and 'technological' traditions. Part 3 Philosophical perspectives: children's needs; interests and education; a critique of Plowden's 'Recognisable Philosophy of Education'; 'Plowden's Facts' about children-'a child centered' critique; 'child-centered' education-a critique; principles governing the content of education-a critique of progressivism; the beginnings of a reformulation of 'progressive' education-primary teaching; shat has philosophy to offer?. Part 4 Primary education-sociological perspectives: the five basic roles of the primary school; socialisation into school; social class and education opportunity; social class differences in attainment and ability at seven; factors affecting childrens performance in primary schools; policy informed by research-proposals for the establishment of educational priority areas; policies and practice in pursuit of equality; language and educability; continuity or discontinuity between home and school experience of language-a critique of Bernstein's views; the sociological study of educational knowledge; visible and invisible pedagogies-an introductory overview; control, accountability and William Tyndale; teachers and their pupil's background; primary education and social control; classroom interactions and pupil's perceptions; the nature of infant education- a sociological perspective; making sense of school; racism and sexism. (Part Contents).