The Study of Primary Education: v. 1

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).