DOCSLIB.ORG

School Inspection in Canterbury and East Kent 1850-1870 and 1992-2000

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
School Inspection in Canterbury and East Kent 1850-1870 and 1992-2000 School Inspection in Canterbury and East Kent 1850-1870 and 1992-2000: A Comparative Study Patrick Michael Finucane A thesis submitted in partial fulfilment for the degree of Doctor in Education (EdD) Institute of Education UDiversity of London November 2000 2 TABLE OF CONTENTS Acknowledgements 4 Abstract 5 Abbreviations 6 Chapter One INTRODUCTION 7 Aim of the Study 7 Value of the Research 9 Literature 11 Chapter Two EAST KENT: THE BACKGROUND 19 The Children and their Landscape 19 Child Labour 23 Chapter Three CHURCH, STATE and SCHOOL INSPECTION 27 Chapter Four POLICY IN TWO ERAS 35 Rationale for Reform 1850-1862 35 The Work ofthe Newcastle Commission 1858-61 and Current hra~h 38 Neo-Liberal Developments in the late Twentieth Century 44 Chapter Five CANTERBURY DIOCESAN BOARD OF EDUCATION and SCHOOL INSPECTION 52 Establishing Diocesan School Inspection 52 The Diocesan Board and the Revised Code 1862 55 Schools and Inspection: Comparative Perspectives 59 Canterbury Diocesan Board and Ofsted 63 3 Chapter Six INSPECTION TODAY: THE OFSTED EXPERIENCE 68 Context of the Research Fieldwork in the Six Schools 68 The Interviews 70 Chapter Seven SOME RESPONSES TO INSPECTION IN TWO ERAS 86 Introduction 86 Responses by the National Society 88 Reactions to Ofsted, 1993 Onwards 94 Personalities and the Media 97 Chapter Eight IN CONCLUSION 102 The Interpretive Problem 102 Political and Economic Comparisons 103 Teachers 105 Inspectors 106 Epilogue 108 Maps and Appendices Appendix 1 - Map of Kent III Appendix 2 - The establishment of the Canterbury Diocesan Board of Education 1838 and extract from prospectus 1839 112 Appendix 3 - Letter from Revd. Benjamin Smith to the Archbishop of Canterbury on the effects of the Revised Code 116 Appendix 4 - HM Inspectors' reports on the Diocesan School, Canterbury 119 Appendix 5 - Research fieldwork questionnaire, Spring 2000 123 Bibliography 126 4 Acknowledgements Space does not permit me to personally thank all the people who have assisted in this research. Suffice it to say that I am extremely grateful to them all. I am especially grateful to Susan Williams, Richard Aldrich and Peter Earley of the Institute of Education for their wise council, support and encouragement throughout. My sincere thanks are also due to Rupert Bristow, Canterbury Diocesan Director of Education for his enthusiasm and for facilitating my interview visits to schools in his 'parish'. In this respect I am greatly indebted to the six headteachers who gave so generously their time and experience. Special thanks must be extended to my family for their infinite patience, and especially my son Tom for his help in word processing and presentation of this thesis. 5 Abstract The aim of this study is to compare critically the development, operation and impact of school inspection in two historical periods. The first period 1850 to 1870, following the introduction of formal state inspection of schools is contrasted with the introduction and operation of the Office for Standards in education (Ofsted) in the years 1992 to 2000. The study examines the introduction, processes and effects of inspection in a group of Church of England infant and primary schools in Canterbury and east Kent. Its wider context is the development and implementation of school inspection policy in two eras, separated by over 150 years, and its effects on teacher professionalism. Although a gulf of time stands between the two periods, it is believed that such a comparative perspective is both valid and meaningful for a number of reasons. Inspection is a dimension of effective government and public accountability. In both eras the involvement ofthe state and its role in securing improvements in the provision of publicly funded education has been linked to the national, economic and social well being of the state. The study has involved extensive archival and empirical research, including interviews with headteachers in east Kent to learn from their experience ofthe inspection process both before and after the introduction of Ofsted. Finally, the study has set out to show that the past is clearly relevant to today. It raises the question of whether educational change is cyclical, and not a process of permanent progress. Just as the Revised Code, introduced in 1862 was to last until 1895, and then in hindsight be widely regarded as 'unenlightened', is it today possible to predict a cyclical term for the reforms of the 1980s and 1990s? Will they too have a finite span? 6 Abbreviations CDBE Canterbury Diocesan Board of Education CE Church of England DES Department for Education and Science DFEE Department for Education and Employment HCSCE House of Commons Select Committee on Education HMI Her Majesty's Inspector HMIs Her Majesty's Inspectorate KCC Kent County Council LEA Local Education Authority NC Newcastle Commission NFER National Foundation for Educational Research Ofsted Office for Standards in Education Ofstin Office for Standards in Inspection RGI Ofsted Registered Inspector SATs Standard Assessment Tests 7 Chapter 1: Introduction Aim of the Study The purpose of this study is to compare critically the operation and impact of school inspection in two historical periods. The first period 1840 to 1870 following the introduction of formal state inspections is compared with the introduction and operation of the Office for Standards in Education (Ofsted) in the years 1992 to 2000. The study traces the introduction, processes and effects of inspection in a group of Church of England schools in Canterbury and east Kent, located in the south eastern corner of England. Its broader context is the development and implementation of school inspection policy in the two eras, and its effects on teacher professionalism. The concept of inspection is not confined to today's modern state, nor to its incipient predecessor in the nineteenth-century. Although the first national government inspection of schools by Her Majesty's Inspectors of Schools (HMI) began in 1839, school and institutional inspection long precedes this date. One definition which the Oxford English Dictionary offers for 'inspection' is that of 'careful examination or scrutiny'. Indeed, within the geographical area covered in this study, the grammar school established in Faversham in the sixteenth century was subject to inspection by its 1604 rules. Under these, pupils joining the school had to be examined in the presence of the mayor of the town, and their individual competence assessed in being able to show ''whether he can say or read the book of Psalms or not and whether such child can write a legible joined hand." I In the modern state, nearly 300 years later, official inspection is no less central in seeking to assure quality in education. Since the introduction of the National Curriculum in 1988 there has been a clearly defined school curriculum, and requirements for measurable learning 'targets' through Standard Assessment Tests (SATs), together with the introduction of four defined 'key stage' standards. Ofsted inspections, in their assessment ofa school's performance, take account of the SATs attainments of individual 8 pupils. Similarly, the Revised Code of 1862 established six standards for the assessment of reading, writing and arithmetic (and plain sewing for girls), which were examined and reported on by HMIs, and grant aid awarded on the basis of success in these examinations. 2 Although a gulf of time stands between the two eras, such a comparative perspective is both valid and meaningful for a number of reasons. Firstly, inspection is a dimension of effective government and public accountability, and in both eras the involvement of the state and its role in securing improvements in the provision of public education has been linked to the national economic and social well-being of the state. In the mid-nineteenth century the corporate state was developing effective administrative and inspection systems in order to regulate and monitor the increasing complexity and demands of society in a rapidly expanding population. So too, in the 1980s and 1990s, there was a dynamic of change at work, which led to substantial educational reform including the Education Reform Act 1988, the introduction of a National Curriculum, a diminished role for local education authorities (LEAs) and, in 1992, through the establishment of Ofsted, the creation of a new framework for the inspection of schools on a national basis. Next, in both periods the objective of securing the best use of public funding was central to the debate leading to policy change. In 1862 Robert Lowe, Vice President of the Committee of Council on Education, referred to the Revised Code in terms of efficiency and cheapness. 3 In the public sector reforms of the 1980s and 1990s, a leitmotif throughout has been that of ensuring better value for money and more recently, under the Local Government Act 1999, the introduction of the concept of 'Best Value'. The study attempts to show how national policy was formulated in the two periods. Finally, there is the effect of inspection as a human activity. Inspection involves greater accountability, as well as elements of 'managerialism'. What have been the results of its operation and processes on the lives of people affected by it: pupils, teachers, managers, governors and inspectors themselves? Human judgement may well change over time and the basis for an Ofsted inspector's judgement is not likely to be similar to those of a Victorian school inspector. However human feelings and emotions, when a school or teacher is criticised or commended, are more constant over time. How 9 did these inspection processes change education, improve the curriculum, shape policy and affect the professional lives of teachers? The study is set in the context ofa group of Church of England schools in the east Kent district of the archdeaconry of Canterbury. It examines the role of the Canterbury Diocesan Board and its inspection arrangements for elementary education in the 1850s and 1860s, and its relationship with central government initiatives on inspection.
Load more

Recommended publications
  • Durham E-Theses
    Durham E-Theses The development of education in the North Ridings of Yorkshire 1902 - 1939 Jennings, E. How to cite: Jennings, E. (1965) The development of education in the North Ridings of Yorkshire 1902 - 1939, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/9965/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk Abstract of M. Ed. thesis submitted by B. Jennings entitled "The Development of Education in the North Riding of Yorkshire 1902 - 1939" The aim of this work is to describe the growth of the educational system in a local authority area. The education acts, regulations of the Board and the educational theories of the period are detailed together with their effect on the national system. Local conditions of geograpliy and industry are also described in so far as they affected education in the North Riding of Yorkshire and resulted in the creation of an educational system characteristic of the area.
    [Show full text]
  • Localism in Joseph Chamberlain's Social Politics, 1869-1895. Everett Ap Rker Hall University of Massachusetts Amherst
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1977 Localism in Joseph Chamberlain's Social Politics, 1869-1895. Everett aP rker Hall University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Hall, Everett aP rker, "Localism in Joseph Chamberlain's Social Politics, 1869-1895." (1977). Doctoral Dissertations 1896 - February 2014. 1352. https://scholarworks.umass.edu/dissertations_1/1352 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. LOCALISM IN JOSEPH CHAMBERLAIN'S SOCIAL POLITICS, 1869-189? A Dissertation Presented by EVERETT PARKER PIALL, JR. Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements of the degree of DOCTOR OF PHILOSOPHY February 1977 History (c) EVERETT PARKER HALL, JR. 1977 ALL RIGHTS RESERVED LOCALISM IN JOSEPH CHAMBERLAIN'S SOCIAL POLITICS, 1869-1895 A Dissertation Presented By EVERETT PARKER HALL, JR. Approved as to style and content by Marvin Swai^tz, Cha3.rperson of Committee n /// /, / C 1-!/ ^ /it ^ 'ranklin B. ';/ickv/ire Member Michael Wolff, Member GeraldJerald McFarland, Chairman History Department ABSTRACT OF TIIE DISSERTATION Localism in Joseph Chamberlain's Social Politics, 1869-1895 Everett Parker Hall, Jr. Ph.D., University of Massachusetts, 1977 Directed by: Marvin Swartz This dissertation analyzes the Radical career of Joseph Chamberlain in terras of the social and political context in which he operated.
    [Show full text]
  • Before New Liberalism: the Continuity of Radical Dissent, 1867-1914
    Before New Liberalism: The Continuity of Radical Dissent, 1867-1914 A thesis submitted to the University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2019 Nicholas A. Loizou School of Arts, Languages and Cultures Table of Contents: List of Figures 4 Abstract 6 Introduction 10 Research Objectives: A Revision in Politico-Religious History 10 A Historiographical Review 13 Methodology and Approach 23 1. Radical Dissent, Social Gospels and the Community, 1860-1906 28 1. Introduction 28 2. Growing Communitarianism and Religious Theology 29 3. The Importance of Radical Dissent and the Community 37 4. Nonconformity and the Urban Working Class 41 5. Nonconformity and the Liberal Party 51 6. Conclusion 56 2. Nonconformity, Liberalism and Labour 58 1. Introduction 58 2. The Significance of Nonconformity in Co-operative Class Relations 62 3. The Reform League 69 4. Nonconformity, Class and Christian Brotherhood in the Age of Gladstone 77 5. ‘That Church and King Mob’: Nonconformity, Brotherhood and Anti-Tory Rhetoric 82 6. Liberal-Labour Politics and the Late Nineteenth Century Social Turn in Nonconformity 87 7. Conclusion 93 3. Birmingham and the Civic Gospel: 1860-1886 94 1. Introduction 94 2. The Civic Gospel: The Origins of a Civic Theology 98 3. The Civic Gospel and the Cohesion of the Birmingham Corporation: 1860 – 1886 102 4. The Civic Gospel and Municipal Socialism: 1867-1886 111 5. The National Liberal Federation 116 6. The Radical Programme 122 7. Conclusion: The Legacy of Birmingham Progressivism 128 4. From Provincial Liberalism to National Politics: Nonconformist Movements 1860-1906 130 2 1.
    [Show full text]
  • Teachers' Pension Systems in Great Britain
    UNITED STATES BUREAU OF EDUCATION BULLETIN, 1913. NO. 34 WHOLE NUMBER 544 TEACHERS' PENSION SYSTEMS IN GREAT BRITAIN BY RAYMOND W. SIES Proicsoor of Educational Admiolstration. School of Education. Uniaeniry of Pittsburgh CONTENTS. Pao. Letter of transmittal 5 Pr1'ace 7 Chapter I. Introduction 9 II. Pensions under the Committees of Council on Education. 18 III. Pensions by voluntary agencies 27 IV. Tenure of office 29 V. Pensions under thesact of 1898 33 VI. Disablement pensions under the national insurance act of 1911 48 VII. Separate pension systems in Scotian(' 51 VIII. Local pension systems 80 IX. Conclusions 71 Bibliography 85 Index 87 3 LETTER OF TRANSMITTAL DEPARTMENT OF THE BUREAU OF EDUCATION, Washington, September 25, 1915. Sint: There is in the United States an increasing interest in pen- sions for teachers.In several cities and States some form of pension system has been adopted.Public opinion on this subject is, however, by no means unanimous. Many doubt the wisdom or justice of extending to one class of public servants a consideration and help withheld from another class.Others doubt the justic& or economic wisdom of all pensions except for the unfortunate and helpless who would, without this form of help, be left to suffer in poverty or to bereme an unjust burden for relatives and friends.There is also doubt as to the justice of rewarding the few at the expense of the many, as must be the case when pensions are granted to those who have taught for a given number of years or who have reached a speci- fied age, °and are withheld
    [Show full text]
  • Conditions of Service for Secondary Schoolmasters in England and Wales, 1891-1951, with Specific Reference to the Work of the Assistant Masters Association
    CONDITIONS OF SERVICE FOR SECONDARY SCHOOLMASTERS IN ENGLAND AND WALES, 1891-1951, WITH SPECIFIC REFERENCE TO THE WORK OF THE ASSISTANT MASTERS ASSOCIATION. by GE01-1-REY WALKER Thesis submitted for the degree of Doctor of Philosophy in the Faculty of Education, University of London Institute of Education. 1995 Abstract This thesis examines to what extent and by what means the Assistant Masters Association (AMA) was able to influence provision in relation to conditions of service for the secondary schoolmaster in England and Wales in the 60-year period from the AMA's foundation in 1891. A thematic approach is adopted with chapters devoted to the specific issues of tenure, salaries, superannuation, registration and training. Within each chapter there is a necessary concentration on the earlier period of the AMA's history when the impetus to create acceptable conditions of service was at its most imperative. The thesis draws upon much previously unused material from the Assistant Masters Archive, lodged at the University of London Institute of Education Library. The study builds upon and extends the earlier research of Baron, Tropp and Gosden, and provides an alternative interpretation to the more recent work of Lawn, Ozga, Grace, and others, which presents the behaviour of organized teachers in terms of employer- employee conflict. The strike, confrontational stratagem and the coercion of its membership are seen as alien to the AMA's philosophy. The AMA's participation with Joint Four, and its interaction with other teacher unions, are fully explored. The significant contribution of the AMA to enhanced provision across the spectrum of teacher employment is shown to be primarily the result of the Association's persistent, professional dialogue with government - both central and local - via carefully researched data and targeted argument.
    [Show full text]
  • The Education Bill of 1906 for England and Wales As It Past in the House of Commons. Bulletin 1906, No. 1
    [ Whole Number 360 DEPARTMENT OF_ THE INTERIOR—BUREAU OF EDUCATION. BULLETIN. NO. 1, 1906. ANNA TGLMAN SMITH Of the :Bureau of Education. Second Edition. WASHINGTON: GOVERNMENT PRINTING OFFICE. V; ~ . 1907. BULLETIN OF THE BUREAU OF EDUCATION. 1906. No. 1. The Education Bill of 1906 for England and Wales, as it past the House of Commons. By Anna Tolman Smith, of the Bureau of Education, pp. 39. No. 2. German views of American education, with particular reference to industrial development. Collated from the Reports of the Royal Prussian Industrial Com¬ mission of 1904. By Wm. N. Hailmann, Professor of the History and Philosophy of Education, Chicago Normal School, pp. 55. No. 3. State school systems: Legislation and judicial decisions relating to public education, October 1, 1904, to October 1, 1906. By Edward C. Elliott, Associate Professor of Education in the University of Wisconsin. (In press.) [ Whole Number 360 DEPARTMENT OF THE INTERIOR—BUREAU OF EDUCATION, - j BULLETIN. NO. 1, 1906. THE EDUCATION BILL OF 1906 FOR ENGLAND AND WALES AS IT PAST THE HOUSE OF COMMONS. j ANNA TOLMAN SMITH, Of the Bureau of Education. U ill ,A6 1906-08 Bulletin (United States Bulletin TABLE OF CONTENTS. Page. Letter of transmittal. 5 Principal dates in the history of the system of popular education in England....... 6 Origin and general progress of the bill. 7 Historic antecedents. 8 Origin of the denominational or voluntary school system.. 8 The elementary education act, 1870. 8 Progress of board schools. 9 The strain on voluntary schools. 10 The new central authority. 10 The law of 1902.
    [Show full text]
  • English Education Act of 1918 the Fisher Bill'
    ENGLISH EDUCATION ACT OF 1918 THE FISHER BILL’ I HISTORICAL BACKGROUND AND FORECAST OF THE BILL ASTLY,-or rather firstly, and as the preliminary of all,-would ‘Idthere not be a Minister of Education? Minister charged to get this English People taught a little, at his and our peril! Minister of Education; no longer dolefully embayed amid the wreck of moribund ‘religions,’ but clear ahead of all that; steering free and piously fearless, towards his divine goal under the eternal stars!-0 Heaven, and are these things forever impossible, then? Not a whit. To-morrow morning they might all begin to be, and go on through blessed centuries realizing themselves, if it were not that-alas, if it were not that we are most of us insincere persons, sham talking-machines and hollow windy fools ! Which it is not ‘impossible’ that we should cease to be, I hope?” Thus complained and counseled Thomas Carlyle in his “New Down- ing Street” Latter-Day Pamphlet of 1850. Many of the accompanying recommendations to his countrymen could hardly be given serious consid- eration, and in these more immediate latter days his voice may no longer carry far; but when he called for a “Minister of Education” he was anticipating a future call of the “immeasurable Democracy,” whose “rising everywhere monstrous, loud, blatant, inarticulate as the voice of Chaos,” he himself had in an earlier pamphlet so loudly and articulately deplored. Eighteen years later, in 1868,Matthew Arnold proposed a revolution- ary scheme for public education in England, placing “at the apex of the
    [Show full text]
  • Arthur Balfour - Wikipedia
    2/22/2020 Arthur Balfour - Wikipedia Arthur Balfour Arthur James Balfour, 1st Earl of Balfour, KG, OM, PC, FRS, FBA, DL The Right Honourable (/ˈbælfər, -fɔːr/,[1] traditionally Scottish /bəlˈfʊər/;[2][3] 25 July 1848 – 19 March The Earl of Balfour 1930) was a British Conservative statesman who served as Prime Minister of the KG OM PC FRS FBA DL United Kingdom from 1902 to 1905. As Foreign Secretary in the Lloyd George ministry, he issued the Balfour Declaration in 1917 on behalf of the cabinet. Entering Parliament in 1874, Balfour achieved prominence as Chief Secretary for Ireland, in which position he suppressed agrarian unrest whilst taking measures against absentee landlords. He opposed Irish Home Rule, saying there could be no half-way house between Ireland remaining within the United Kingdom or becoming independent. From 1891 he led the Conservative Party in the House of Commons, serving under his uncle, Lord Salisbury, whose government won large majorities in 1895 and 1900. An esteemed debater, he was bored by the mundane tasks of party management. In July 1902 he succeeded his uncle as Prime Minister. In domestic policy the Irish Land Act 1903, which bought out most of the Anglo-Irish land owners, helping to remove a major obstacle to settling the Irish problem. The Education Act 1902 had a major long-term impact in modernising the school system in Prime Minister of the United Kingdom England and Wales and provided financial support for schools operated by the Church of England and by the Catholic Church. Nonconformists were outraged In office and mobilized their voters, but were unable to reverse it.
    [Show full text]
  • The Legacy of Anglo-American Textualism
    The Legacy of Anglo-American Textualism By John James Magyar, BA, JD, LLM St. Edmund’s College, University of Cambridge 6 November 2018 This dissertation is submitted for the degree of Doctor of Philosophy The Legacy of Anglo-American Textualism by John J. Magyar Summary: Textualism is the doctrine of statutory interpretation propounded by a small group of US federal court judges, including the late Justice Antonin Scalia. Whilst the doctrine has attracted a great deal of scholarly attention, few have considered its historical development. In this dissertation, textualism is analysed in order to uncover the core principles and sets of rules from which it is comprised. Then, the development of these principles and sets of rules is traced back through the treatises on statutory interpretation published in England and America in the Victorian era, which were well-known to and frequently cited by Justice Scalia. Textualism is revealed to be an Anglo-American doctrine that emerged over the course of the nineteenth century; and it was made explicit in the treatises on statutory interpretation, which developed via a transatlantic scholarly dialogue. The doctrine fell out of favour in the US as the nineteenth century drew to a close; and around the same time, the rule prohibiting recourse to legislative history, a core feature of textualism, became subject to significant judicial challenge in England. The matter was resolved by a landmark decision in 1906, after which time the doctrine became firmly entrenched in England until approximately the 1980s. Textualism’s long tenure in England demonstrates how a doctrinal common law theory typical of the late Victorian era persisted for more than a century despite variations in judicial application of the rules from which the doctrine is comprised, criticism from within the legal community, and significant social change over time.
    [Show full text]
  • The Road to 1944
    The Road to 1944 - the history of the development of education in south and south west Wales in the lead up to the wartime Education Act, and its implementation in the years that followed. Mary-Lyn Patricia Jones, (MPhil, M.A., B. Ed). Director of Studies: Dr Jeremy Smith, Second Supervisor: Professor Stephen Parker, Advisor: Dr Andrew Reynolds. Submitted to the University of Wales Trinity Saint David in partial fulfilment for the Degree of Doctor of Philosophy. University of Wales Trinity Saint David 2016 Abstract This thesis is principally concerned with the period between the two Education Acts of 1918 and 1944 and as such, builds on and contributes to the history of education in Wales. Although a number of studies1 have examined aspects of Welsh education there has not been a strong focus on its development during the interwar years. This particular period is generally regarded as one ”untouched by significant research.”2 In spite of this neglect, it was an extremely interesting period, and one when the service was faced with grave difficulties: austerity during the depression years, and severe disruption caused by evacuation during the Second World War. The period culminates with the serious negotiations which preluded the Education Act 1944, which was the only major piece of social legislation to be pass onto the statute books during the war years.3 The study is set against overarching national education legislation and considers how this affected implementation in south and south west Wales. The research differs from previous studies in that it focuses on a neglected period in the history of education in Wales.
    [Show full text]
  • Title: What Is the Point of Homework and Should Schools Set It? Name
    Title: What is the point of homework and Should schools set it? Name: Wendy Edwards This is a digitised version of a dissertation submitted to the University of Bedfordshire. It is available to view only. This item is subject to copyright. WHAT IS THE POINT OF HOMEWORK AND SHOULD SCHOOLS SET IT? Wendy Edwards A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of Education April 2017 83446 words ABSTRACT The research on homework since the 19th century in the United Kingdom (UK) shows that there are considerable issues to be addressed in this area. Governments have discussed it and the media have reported on it and it is still a contentious issue for schools and homes alike. This study shows that there has been very little change in the issues surrounding homework for over a hundred years and that no political party in office will take a stand on it. Even though schools would like to see a change in policy it is not on the government agenda. The study worked with six secondary schools in one town over a fixed time period to collect information to discuss some of those questions being asked around the issues related to homework. The literature review looked at documents dating back to 1880 when similar questions were being asked about the relevance of "keeping in" and in 1881 "home lessons" was a newspaper article. A teacher training manual in 1885 contained a chapter on home lessons and those advantages and disadvantages described in the book are very similar to the advantages and disadvantages described in 2004.
    [Show full text]
  • Download Date 01/10/2021 20:55:01
    Skipton-in-Craven, 1865 to 1914. A study of urban growth in a small textile town. Item Type Thesis Authors Jackson, Kenneth Christopher Rights <a rel="license" href="http://creativecommons.org/licenses/ by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by- nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http:// creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>. Download date 01/10/2021 20:55:01 Link to Item http://hdl.handle.net/10454/5514 University of Bradford eThesis © University of Bradford. This work is licenced for reuse under a Creative Commons Licence. SKIPTON-IN-CRAVEN, 1865 TO 1914 Volume 1 of 2 K. C. JACKSON PhD UNIVERSITY OF BRADFORD 2011 SKIPTON-IN-CRAVEN, 1865 TO 1914 A study of urban growth in a small textile town Volume 1 of 2 Kenneth Christopher JACKSON submitted for the degree of Doctor of Philosophy School of Lifelong Education and Development University of Bradford 2011 Abstract _____________________________________________________________ Kenneth Christopher JACKSON Title: SKIPTON-IN-CRAVEN, 1865 TO 1914 Keywords: Skipton, urban growth, textile, town The catalyst for the urban growth of Skipton during the formative period of the modern town between 1865 and 1914 was indigenous investment and organisational change in cotton textiles in the aftermath of the Cotton Famine. Railway investment also played an important, although lesser part. The process was facilitated notably by the relaxation of policy on land tenure by the principal landowner and by the work of a well managed local authority.
    [Show full text]