This paper considers the membership, terms of reference, and assumptions governing the work of the Plowden committee. It evaluates criticisms made of the report and relates the committee's conclusions to possible change models and forms of policy analysis that might have been used. (Author)

Examines why, after a successful beginning, EPA programs faltered and all but disappeared by the end of the 1970s. Concludes that while there were many causes, three major factors were the failure of the EPA to respond to changing values, changing base of research support, and the worsening conditions of the inner city. (Author/JDH)

An historical look at the rationale for women's education in the late 1800s. The elementary and secondary school curriculum for girls centered on the teaching of domestic subjects, based on social-Darwinistic arguments. (ND)

Issued by the Women's Action Group at Cambridge University, England, the report, "Forty Years On," finds continued underrepresentation of women 40 years after they were first admitted to the university. A study at Oxford University, England, showed that women comprise 40 percent of undergraduates, 30 percent of the graduates, and 14…

Discusses results of studies comparing standards and student performance in Great Britain's comprehensive and secondary modern schools. Reports findings of higher examination results in fully selective schools than in a fully comprehensive system. Criticizes government and teacher training programs for failing to serve either teachers or students…

Maintains that Plowden Report appealed as much for its underlying ideology as for its practical instructional suggestions. The ideology was one of "expressionist egalitarianism": belief that each child's potential is equal and is reached through a process of free expression. States that such ideas are inherently implausible and maintains…

States that the impact of the Plowden Report was insignificant in Germany and Austria; that despite a decade of lively educational debate and hopeful reform initiatives, primary schools are as teacher-centered and bureaucratically controlled as ever. (Author/JDH)

Analyzes how the British conceptualization of racism, diversity, and inequality has affected educational policy and research on race and education. The author examines the effectiveness of strategies adopted by government, schools, and teachers to cope with the demands of educating ethnic minority children. (AM)

Discusses issues raised in Torsten Husen's book, "The School in Question." Costs of schooling, growth in student population, the period of time that under-represented groups remain in school, decrease in standardized test scores, negativism in the classroom, and school bureaucracy are analyzed. (KC)

The author notes that the questions raised in Torsten Husen's book, "The School in Question," are the same raised by the eighteenth-century philosopher Jean Jacques Rousseau. Specifically, problems inherent in the concept of equal education are considered. (KC)

Urges a rethinking of equality regarding education. Emphasizes that equal access to education will not provide equality of ability. Suggests that educational administration somehow must select and foster excellence in those of ability while promoting fraternity and maintenance of dignity among everyone. Recommends cooperation between philosophers…

From 1997 the New Labour government was eager to affirm a commitment to social justice and racial equality, and initially there were moves to address some long-standing educational grievances. But a continuation of Conservative market policies of choice and diversity in schooling and a targeting of 'failing' schools exacerbated school segregation…

Argues that the Plowden Report underrated the seriousness of race and cultural issues in the inner city and took inadequate account of differences in experiences and backgrounds of the children and their families. Analyzes the shortcomings of the types of programs developed during the 1970s and offers suggestions for future improvement.…

Reviews research on the teaching-learning process which has developed in the 20 years since the Plowden Report. Divides studies into those which have focused primarily on teaching styles, opportunity to learn, and classroom tasks. Concludes that the Plowden model of teaching has not stood the test of time. (JDH)

This article reviews findings from a 1975 through 1980 study called ORACLE (Observational Research and Classroom Learning Evaluation). Maintains that the data showed only partial implementation of the Plowden report recommendations. Seeks to explain the reasons for inconsistencies in implementation and offers suggestions for redefining progressive…