Focuses on Thomas Hobbes, an English political philosopher who argued that the solution to civil disorders lay in a sovereign authority backed with force. Argues that education should be seen at the center of Hobbes's project of rescuing society from the disorders threatening civilization throughout 17th-century Europe. (CMK)

Compares provision for and the practice of craft education in England (and Wales) and Japan. Focuses on craft within the national curriculum subject of art at the lower secondary level, and on art teachers' perceptions of its educational value and the factors impacting delivery of craft education. (Contains 34 references.) (Author/SV)

Schooling is always a moral practice. It takes place in specific contexts where social regulation is justified by reference to ethical codes and their specific values. Teachers' work is constituted by these values. Teachers act morally, steering practice in particular directions. The task is, however, never simple. In a context where the…

Discusses how empathy is promoted in the United Kingdom's National Curriculum. Notes that the concept is ambiguous, especially as it is used in the subject of history. Describes how this concept impedes planning, teaching, and assessment. Suggests that understanding how children reason is more productive that making assumptions about how they…

Examines differences in attitudes between boys and girls after 5 years of modern language study through interviews with 75 students, 12 language teachers, and 2 headteachers. The significance of teacher personality and classroom practice emerged clearly from student interviews. Findings are discussed in the context of the British national…

Proposes to explore some of the origins of ideas that form the "official" music curriculum in England and suggests ways in which the impetus for development can be sustained. Believes that historical research in music education is central to illuminating the difficulties and strengths of current practice. (CMK)

Directing a publicly funded project can present a number of challenges to researchers in reconciling their own philosophy with the expectations of their funders. This paper explores those dilemmas in the context of a four year project funded by the British Government to explore strategies to raise boys' achievement. It reflects on the underlying…

Findings are reported from a study by Her Majesty's Inspectorate in Great Britain, which concluded that providers of services for special needs students are not prepared for implementing the National Curriculum, local management of schools, and other challenges. The study's findings concerning special education in ordinary and special schools,…

The background of practice and ideology that led to the national curriculum and national assessment in England and Wales is traced, along with the development of national assessment policy. The breakdown, which has resulted in teachers who refuse to conduct the prescribed testing, is described. (SLD)

The 2002 restructuring of the national curriculum in all Japanese public elementary and secondary schools includes a reduction and reallocation of instructional hours, and the addition of a new "integrated studies" course, with an emphasis on more individualized, cross-curricular thematic projects. This reform comes at a time when a…

India's national policy for education and national curriculum for elementary and secondary education focus on equality of educational opportunity, improvement of schools and teaching methods, increased vocational secondary education, and multicultural sensitivity. Prospects for implementation are discussed. The structure of the Indian school…

Analysis of the first government inspections of Jewish schools in England by the Office for Standards in Education (OFSTED) shows mismatches between the schools' declared aims for Jewish Studies, and their practices, as well as problems in the teaching of Hebrew. (SLD)

Noting that the number of Samoan children in New Zealand receiving early childhood education in their heritage language has been increasing rapidly, this study examined the way the transition to primary school was organized for Aoga Amata (early childhood centers) children. Participating in the interview study were 39 parents, 14 teachers, 14…

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)

Contends that criticism of progressive pedagogical methods may be creating an ideologically neutral orthodoxy of primary school practice in Great Britain. Expresses caution about this development by defending principles underlying progressive education. Argues for the development of child-centered teaching methods within the National Curriculum.…