This book focuses on race at work in the British educational system, a concern that is pertinent because education occupies a pivotal role in contemporary race politics. The study on which it is based blends school-based research with a critical reading of policy and theory. The experiences of teachers in real schools show that schools can…

The Graded Objectives in Modern Languages (GOML) approach has contributed to the reform and development in the teaching of modern languages in the United Kingdom during the past 10 years. The introduction of shorter-term goals has revolutionized the way in which many teachers think about what should be taught to their students, and how it should…

This paper is based upon the findings of four major research projects. The first project (1986-88) explored issues of good practice, accreditation, and progression in information technology (IT) education and training for teenagers between the ages of 12 and 20. The second project produced the National Curriculum documents. A consensus resulted…

This paper addresses the role of information technology (IT) in the new national curriculum for England and Wales. The role of IT is framed by a discussion of translating policy into practice. To this end, four broad issues are addressed: assessment, progression, resources, and staff development. Improving teacher support to facilitate the…

Educationists and teachers sought to develop forms of curricular provision which would be more appropriate to the economic, social and, indeed, political conditions of the twentieth century. Bridging of the gap between the theory and practice of education by convincing teachers of the importance of developing a theoretical underpinning to their…

Analyzes interviews with primary school practitioners about the implementation of the English/Welsh National Curriculum. Finds long-term trends are influenced by a conflict between shortage of time and demands of good practices. Discusses changes from child-focused to standard curriculum, from local to standard assessment, and similar issues. (CFR)

Reflects the experience of teachers who attended a course on managing change. They used their new knowledge to introduce change in their own teaching or their own departments. Successful change implementation requires agreement on the change target(s), starting with a small, manageable target, and monitoring of the resulting change. (one…

Discusses a comparative study of elementary school teachers in England and France that preceded the implementation of the National Curriculum in English schools. Reports differences in teaching methods, classroom organization, and teacher student relationships between the two countries. Concludes that greater focus on professional autonomy by…

Presents conflicting views of New Zealand's schooling from teachers' perspectives and examines some of the reforms and reflections of New Zealand's educators. Discusses some of the implications for U.S. schooling. (BB)

Discusses British ideology, accountability, and teacher education improvement. Recent proposals for restructuring of teacher education do not acknowledge existing changes resulting from government initiatives and internal course reform following National Curriculum requirements. The paper recommends stressing course quality and content as…

Britain's 1988 Education Reform Act mandates increased centralization (through a national curriculum and testing program) and greater managerial decentralization and competition between schools. This article discusses the role of the central government Department of Education and Science in requiring local education authorities to implement local…

Briefly reviews presentations from the Invitational Conference on Curriculum (Washington, DC, June 10, 1993), on "Hidden Consequences of a National Curriculum." None of the five presenters saw a national curriculum as the solution to the nation's educational problems. Also addressed is the need for programs acknowledging perspectives of…

Traces educational reform related to history education in Great Britain since the first Margaret Thatcher administration. Outlines the work of the History Working Group and two competing approaches to the study of history. Describes how conservative forces rejected pluralistic history in favor of traditional nationalist-based history. (CFR)

Whereas university education departments in the United States enjoy a sophisticated interrelationship with state and federal government, the English educational system is hampered by two potentially competing paradigms of school leadership development-one university and "academic," the other national and competency-based. Lessons for…

Argues that the conscious originating motives for both market-oriented and uniform standards approaches to improving the quality of teacher education may not guarantee the effects of such policies in the real world of real schools, noting that such reforms may have dangerous consequences unless efforts are situated within an honest analysis of…