Maintains that the Plowden Report has been misrepresented and misinterpreted. Suggests that Plowden's inspirational qualities should not be overlooked. Concludes with a set of 12 generalizations about the status of contemporary British primary education and offers recommendations for future practice. (JDH)

The history of access to secondary education and movements toward sexual equality in education in Great Britain between World Wars I and II are covered. The major questions raised in this period were: "Who is capable of, or eligible for, secondary education?" and "What secondary education system is most desirable?" (IS)

Examines the conceptual framework of sponsored and contest mobility originated by Ralph H. Turner to illuminate student educational mobility in the British and U.S. educational systems in 1960. Concludes that today entry into U.S. higher education is determined by demand rather than ability but entry into the British higher education system is…

School diversity in the UK is not a new phenomenon. However, recent reforms to "modernise" the secondary school system towards greater diversity of provision, primarily in England, needs to be explored in more detail. The article begins by proposing three phases in the development of state-funded school diversity and provision between…

Offers an introduction to the theme articles in this special issue on the Plowden Report, a British government report which advocated a child-centered, experiential approach to primary education. (JDH)

Considers the criticism that recent reforms involving school choice and diversity do not adequately address issues of educational equity in Great Britain. Outlines a series of three reforms that could make the system more equitable given the assumption that school choice is desirable. Examines and criticizes these assumptions. (MJP)

Discusses the central thesis of Torsten Husen's book, "The School in Question." Husen maintains that the postindustrial society appreciates outstanding abilities above all and relies on the school system to determine these abilities. Negative effects of reduction of inequalities in schooling are also discussed. (KC)

Identifies four issues that will shape the future of U.S. elementary and secondary education: (1) decentralized governance of schools; (2) education of all students and level of achievement; (3) opportunity for educational equality; and (4) cultural diversity and ethnicity. (CFR)

Discusses changes in British attitudes toward education from emphasizing social engineering and an equal right to education to a cost-effective approach. Sets out educational goals of independence and the ability to do useful work and to enjoy life by participating in it. Discusses special needs students and the safety net for children from poor…

States that the Plowden Report put the child at the center of the educational process. Maintains that much good came of the humanistic philosophy of the Plowden Report; that its socio-linguistic meanings related to the report's status, power, context, and timing, were benign. (Author/JDH)

Compares access to higher education in Great Britain with other nations in Europe, in North America, and Australia. Concludes that Britain is behind Germany and Sweden but continues to make progress. Includes a table comparing college graduation rates in 20 nations. (CFR)

Provides an account of how the main recommendations of the Plowden Report worked. Explores reasons for the misuse and misunderstanding of child-centered education. Notes recent research and primary school developments which support the Plowden recommendations. (JDH)

Explores the myth that female children perform poorly in school. Claims that teachers use negative language in evaluation of females, regardless of performance; thus legitimatizing the exclusion of females and supporting patriarchy. Discusses problems of women in academia and concludes that the empowerment of women threatens male academic…

Argues educational ideology is geographically and historically specific by comparing London and Tyneside activist teachers' views concerning antiracist ideology. Identifies contradictions within contemporary teaching practices and contends that dominant liberal-educationalism has co-opted antiracism. In contrast to predominantly White Tyneside,…

Reviews educational research on social class, gender, and ethnic bias. Argues that constructing assessment instruments is a complex task, involving social and political assumptions as well as technical expertise. Calls for additional research on the impact of assessment on self-esteem and other issues related to test bias. (CFR)