DOCSLIB.ORG

The Candidate Contrrms That the Work Submitted Is Her Own and That Appropriate Credit Has Been Given Where Reference Has Been Made to the Work of Others ABSTRACT

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Candidate Contrrms That the Work Submitted Is Her Own and That Appropriate Credit Has Been Given Where Reference Has Been Made to the Work of Others ABSTRACT THE DEVELOPMENT OF NURSERY SCHOOLS AND CHILD WELFARE POLICIES AND PRACTICES IN BRADFORD FROM THE 1890s TO THE 1950s WITH PARTICULAR REFERENCE TO THE WORK OF MIRIAM LORD RUTH MURRAY S SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY THE UNIVERSITY OF LEEDS SCHOOL OF EDUCATION JUNE 1993 The candidate contrrms that the work submitted is her own and that appropriate credit has been given where reference has been made to the work of others ABSTRACT This thesis analyses the life and work of Miriam Lord in Bradford, West Yorkshire between 1885 and the 1950s. The main investigative research for the thesis was carried out at the Bradford Archives where the voluminous collection of private papers, documents and other records which she bequeathed to the Margaret McMillan Memorial College on her death in 1968 are now domiciled and which have been ordered and collated by the archivist there. Throughout her working life Miriam Lord campaigned for nursery education: from her position as a nursery school Superintendent, through her involvement with the N ursery School Association and the Bradford branch of the Froebel Society, and not least, via the publication of written articles and the delivery of numerous public lectures. She also gained an international reputation by both working and travelling abroad, and by receiving many visiting foreign education experts at her Bradford nursery school. Principally due to parental influence Miriam Lord was a disciple of Margaret McMillan from an early age. She utilised much of Margaret McMillan's methodology in her nursery school work and imitated many of her innovations in child care. Like Margaret McMillan she was a socialist, but not a paid-up party member. She did, \ ,.•.. :.. ~~ :' >: . , : :'.-; however, have close connections witft the Independent Labour Party, a legacy handed , down by her father, Hird Lord. She also inherited from him the stamina and determination to work tffelessly for the poor and deprived of Bradford's slums, advocating the expansion of nursery education and introducing the concept of community centres as an antidote to the social and physical deprivation caused by those slums. Her final project was the establishment in Bradford of a college for the training of nursery school teachers - this was dedicated to the memory of her mentor, Margaret McMillan. Proceeding on a chronological basis and examining the background to these many activities, this thesis analyses the interaction between Miriam Lord and the developments, both in Bradford and at a national level, ·in the fields of nursery education and child welfare during the latter years of the nineteenth century and during the first half of the twentieth century. CONTENTS Page ACKNOWLEDGEMENTS INTRODUCTION 1 CHAPTER ONE: Her Formative Years - Birth to 1906 5 CHAPTER TWO: Early Professional Development 1901-1914 22 CHAPTER THREE: Further Development and Training 1914-1921 48 CHAPTER FOUR: Early Years at Lilycroft 1921-1925 78 CHAPTER FIVE: International Recognition 101 CHAPTER SIX: Return to Lilycroft 115 CHAPTER SEVEN: The Fall from Grace 147 CHAPTER EIGHT: The Immediate Aftermath 164 CHAPTER NINE: Humiliation 185 CHAPTER TEN: The 1930s - A Change of Direction 202 CHAPTER ELEVEN: The Bradford Community Centre 220 CHAPTER TWELVE: The War Years 239 CHAPTER THIRTEEN: The Margaret McMillan Memorial College 258 CONCLUSION 282 BIBLIOGRAPHY 301 ACKNOWLEDGEMENTS I should like to express my thanks to the following people:- Dr Paul Sharp and Mrs Angela Anning for their supervision and helpful guidance throughout the period during which this study was undertaken. The staff of the Brotherton and Parkinson Libraries at the University of Leeds. Miss E Wilmott and the staff of the Bradford Reference Library. Mr Ian Mason and the staff of the Bradford Archives. Mrs June Wood, Secretary, Lilycroft First School, Bradford. The staff of the Archives of Labor History and Urban Affairs, Wayne State University, Detroit, Michigan, U.S.A. Mrs Jane Read, Archivist, Froebel Institute College, London. Mr Graham Williamson, Lecturer, Bradford and Illdey Community College, Bradford. Mrs Jacky Atkinson, Librarian, Margaret McMillan Library, Bradford and Ilkley Community College, Bradford. Miss Christine Royle, General Inspector, Department of Education, Birkenhead, Wirral, Merseyside. Mrs Christine Backhouse for typing this thesis. Finally, I want to thank Sue Bailey for all the help and support, especially on the I word processor, that sh6 gave me during this study. 1 INTRODUCTION This study is concerned with the development of nursery schools and child welfare policies and practices in Bradford from the late nineteenth century to the mid twentieth century, focusing on the work of Miriam Lord in particular. Therefore, central to the study is Miriam Lord herself. Consequently, it will frrstly be necessary to analyse the formation of her character from her earliest years, and to consider the extent and nature of her professional training prior to her appointment as the first Superintendent of a purpose­ built nursery school in 1921. In this section of the thesis, which will have a chronological structure, those people who played a dominant role in her early life will be identified and their importance assessed. They will commence with her father, Hird Lord, who as well as being a successful businessman was a founding member of the Independent Labour Party in Bradford in 1893, and will go on to include Margaret McMillan, whose work in Deptford was pivotal in the development of nursery education in this country and who was a colleague of Hird Lord in the early days of the Independent Labour Party. Later, among the influences on Miriam during this period, the roles of her headmistress at Belle Vue Higher Grade School, Sarah Beszant, and the headmistress under whom she worked for eight years at Whetley Lane Infants' School, Alice Lister, will be examined. Likewise, the scope and content of the training provided by Saffron Walden College between 1906 and 1908 and by Manchester University in 1918/1919 will also come under scrutiny. 2 Having identified and considered the personal contacts and relationships which were crucial in the development of her character, it will then be possible to place Miriam in her social and political context. Indeed, throughout the study, the interaction between her and, in particular, the political framework, both nationally and locally in Bradford, within which she had to operate will be of ongoing interest and importance. The economic, social and political factors at work in Bradford in the late Victorian and the Edwardian period which made the city pre-eminent among other provincial industrial centres in terms of social and educational reform will be highlighted, as will the social welfare changes taking place at national level. Although by the beginning of the twentieth century Victorian reformers had achieved a great deal in terms of improving the condition of the average citizen - every male householder had been enfranchised; elementary education was available for all children; wages had increased even though working hours were. tewe.r and working conditions better; advances had been made in medicine and in public health - much still remained to be done, especially in alleviating poverty caused by ill-health, old age or unemployment. The election of a Liberal government with a large majority in 1906 ushered in a period of social reform leading up to the First Wodd War. Old age pensions and labour exchanges were introduced and insurance schemes covering sickness and unemployment for some workers were provided under the National Insurance Act of 1911. Especially relevant to this thesis was the high priority taken by the welfare of children - legislation was passed to facilitate school meals, school medical inspections 3 and infant welfare clinics. De~'Pite opposition from the Conservative Party which led directly to a reduction in the power of the House of Lords under the terms of the Parliament Act of 1911, a climate was established in which a continuing expansion of public spending on the welfare of the working classes was possible. This then was the backdrop to the time when Miriam Lord, a native of a city which was already renowned for its progressive attitude in matters of public welfare, began her professional training for a teaching career. By the time that she embarked on a second period of training in 1918 the need for ongoing improvement in state-provided social welfare services had been more firmly established. This made possible the provision of nursery education in the 1918 Education Act, albeit on a permissive, discretionary basis. The momentum which led to the provision of a Welfare State after the Second World War had been created, but was consistently hindered by fmancial constraints throughout the 1920s and 1930s. The role which these constraints played in the evolution of social welfare policies during those years and the impact which they had, both on Bradford and on Miriam Lord herself, will be the theme of the major part of this study. It will begin with Miriam Lord's appointment as Superintendent of Lilycroft Open Air Nursery School and will end with the onset of World War Two by which time she had marginalised herself from mainstream education in favour of working in the voluntary sector in the wider field of social welfare. It will explore the issues which brought her into conflict with Bradford Education Committee and which transformed her from a rather naive paragon of virtue, held out 4 as an exemplary practitioner of nursery education to visiting dignitaries, into a pariah at the age of forty eight, worthy only of demotion and a probationary period of three months at a time when she had been teaching for over thirty years. Miriam Lord's own contribution to this outcome will be examined in detail, as will her subsequent reaction and resultant later career.
Load more

Recommended publications
  • The Cultural Role of Christianity in England, 1918-1931: an Anglican Perspective on State Education
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1995 The Cultural Role of Christianity in England, 1918-1931: An Anglican Perspective on State Education George Sochan Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the History Commons Recommended Citation Sochan, George, "The Cultural Role of Christianity in England, 1918-1931: An Anglican Perspective on State Education" (1995). Dissertations. 3521. https://ecommons.luc.edu/luc_diss/3521 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1995 George Sochan LOYOLA UNIVERSITY OF CHICAGO THE CULTURAL ROLE OF CHRISTIANITY IN ENGLAND, 1918-1931: AN ANGLICAN PERSPECTIVE ON STATE EDUCATION A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF HISTORY BY GEORGE SOCHAN CHICAGO, ILLINOIS JANUARY, 1995 Copyright by George Sochan Sochan, 1995 All rights reserved ii TABLE OF CONTENTS Chapter I. INTRODUCTION • ••.••••••••••.•••••••..•••..•••.••.•• 1 II. THE CALL FOR REFORM AND THE ANGLICAN RESPONSE ••.• 8 III. THE FISHER ACT •••••••••••••••••••••••••••••••••• 35 IV. NO AGREEMENT: THE FAILURE OF THE AMENDING BILL •. 62 v. THE EDUCATIONAL LULL, 1924-1926 •••••••••••••••• 105 VI. THE HADOW REPORT ••••••••••••••••••••••••••••••• 135 VII. THREE FAILED BILLS, THEN THE DEPRESSION •••••••• 168 VIII. CONCLUSION ••••••••••••••••••••••••••••••••••••• 218 BIBLIOGRAPHY •••••••••.••••••••••.••.•••••••••••••••••.• 228 VITA ...........................................•....... 231 iii CHAPTER I INTRODUCTION Since World War II, beginning especially in the 1960s, considerable work has been done on the history of the school system in England.
    [Show full text]
  • Changes in the Provision of Physical Education for Children Under Twelve Years
    Durham E-Theses Changes in the provision of physical education for children under twelve years. 1870-1992 Bell, Stephen Gordon How to cite: Bell, Stephen Gordon (1994) Changes in the provision of physical education for children under twelve years. 1870-1992, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/5534/ 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 2 CHANGES IN THE PROVISION OF PHYSICAL EDUCATION FOR CHILDREN UNDER TWELVE YEARS. 1870-1992 Stephen Gordon Bell The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. A thesis presented for the degree of M.A.(Ed,) in the Faculty of Social Science University of Durham 1994 I 0 JUM 199! Abstract A chronological survey over 120 years cannot fail to illustrate the concept of changesas history and change are inter-twined and in some ways synonymous„ Issues arising from political,social,financial,religious, gender and economic constraints affecting the practice and provision of Physical Education for all children under 12 in the state and independent sectors,including those with special needs,are explored within the period.The chapter divisions are broadly determined by the Education Acts of 1870,1902,1918,1944 and 1988 to illustrate developing changes.
    [Show full text]
  • ''Little Soldiers'' for Socialism: Childhood and Socialist Politics In
    IRSH 58 (2013), pp. 71–96 doi:10.1017/S0020859012000806 r 2013 Internationaal Instituut voor Sociale Geschiedenis ‘‘Little Soldiers’’ for Socialism: Childhood and Socialist Politics in the British Socialist Sunday School Movement* J ESSICA G ERRARD Melbourne Graduate School of Education, University of Melbourne, 234 Queensberry Street, Parkville, 3010 VIC, Australia E-mail: [email protected] ABSTRACT: This paper examines the ways in which turn-of-the-century British socialists enacted socialism for children through the British Socialist Sunday School movement. It focuses in particular on the movement’s emergence in the 1890s and the first three decades of operation. Situated amidst a growing international field of comparable socialist children’s initiatives, socialist Sunday schools attempted to connect their local activity of children’s education to the broader politics of international socialism. In this discussion I explore the attempt to make this con- nection, including the endeavour to transcend party differences in the creation of a non-partisan international children’s socialist movement, the cooption of traditional Sunday school rituals, and the resolve to make socialist childhood cultures was the responsibility of both men and women. Defending their existence against criticism from conservative campaigners, the state, and sections of the left, socialist Sunday schools mobilized a complex and contested culture of socialist childhood. INTRODUCTION The British Socialist Sunday School movement (SSS) first appeared within the sanguine temper of turn-of-the-century socialist politics. Offering a particularly British interpretation of a growing international interest in children’s socialism, the SSS movement attempted a non-partisan approach, bringing together socialists and radicals of various political * This paper draws on research that would not have been possible without the support of the Overseas Research Scholarship and Cambridge Commonwealth Trusts, Poynton Cambridge Australia Scholarship.
    [Show full text]
  • Education Act 1918
    Changes to legislation: There are currently no known outstanding effects for the Education Act 1918. (See end of Document for details) Education Act 1918 1918 CHAPTER 39 8 and 9 Geo 5 An Act to make further provision with respect to Education in England and Wales and for purposes connected therewith. [8th August 1918] 1–13 . F1 Textual Amendments F1 Ss. 1–13, 15–41, 43, 44, 46, 48–51, Schs. 1, 2 repealed by Education Act 1921 (c. 51), Sch. 7 14 . F2 Textual Amendments F2 S. 14 repealed by Education Act 1973 (c. 16), Sch. 2 Pt. I 15–41 . F3 Textual Amendments F3 Ss. 1–13, 15–41, 43, 44, 46, 48–51, Schs. 1, 2 repealed by Education Act 1921 (c. 51), Sch. 7 42 . F4 Textual Amendments F4 S. 42 repealed by Education Act 1944 (c. 31), s. 101(4)(b) and S.R. & O. 1945/255 (1945 I, p. 290) 2 Education Act 1918 (c. 39) Educational Trusts – Document Generated: 2021-03-27 Changes to legislation: There are currently no known outstanding effects for the Education Act 1918. (See end of Document for details) 43, 44. F5 Textual Amendments F5 Ss. 1–13, 15–41, 43, 44, 46, 48–51, Schs. 1, 2 repealed by Education Act 1921 (c. 51), Sch. 7 EDUCATIONAL TRUSTS 45 . F6 Textual Amendments F6 S. 45 repealed by Charities Act 1960 (c. 58), Sch. 7 Pt. I 46 . F7 Textual Amendments F7 Ss. 1–13, 15–41, 43, 44, 46, 48–51, Schs. 1, 2 repealed by Education Act 1921 (c.
    [Show full text]
  • The Constitution of the Educational Subject and the Right of Conscience
    Access To Thesis. This thesis is protected by the Copyright, Designs and Patents Act 1988. No reproduction is permitted without consent of the author. It is also protected by the Creative Commons Licence allowing Attributions-Non-commercial-No derivatives. • A bound copy of every thesis which is accepted as worthy for a higher degree, must be deposited in the University of Sheffield Library, where it will be made available for borrowing or consultation in accordance with University Regulations. • All students registering from 2008–09 onwards are also required to submit an electronic copy of their final, approved thesis. Students who registered prior to 2008–09 may also submit electronically, but this is not required. Peter William Harrison School of Education Author: ........................................................................................................................................................................... Dept: ................................................................................................................................................................. Education and the Constitution of the Subject: A History of the Present 001500700 Thesis Title: ........................................................................................................................................................................................................................... Registration No: .............................................................. For completion by all students: Submit in print
    [Show full text]
  • Room 261 University of London Senate House London, Wcie 7Hu
    n :e a c a d e .1C registrar ROOM 261 UNIVERSITY OF LONDON SENATE HOUSE LONDON, WCIE 7HU foi THE EDUCATIONAL POLICIES OF THE CONSERVATIVE PARTY, 1918-1944 Kevin Jefferys (Bedford College) Thesis submitted for the degree of Doctor of Philosophy (Ll: JLXN/! ProQuest Number: 10098489 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest. ProQuest 10098489 Published by ProQuest LLC(2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. Microform Edition © ProQuest LLC. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ABSTRACT This thesis sets out to examine the role played by the Conservative Party in the evolution of the state education system between 1918 and 1944. The early chapters provide a chronological account of ministerial policy and party attitudes towards secondary and elementary education between the wars. This is followed by assessments of the party's approach to the dual system of council and church schools, and to the problems of ' education for employment '. The manner in which Conservative education policy operated locally is then examined with particular reference to the area of London; and the arguments put forward are brought together finally by an analysis of the party's responsibility for, and reaction to, the 1944 Education Act.
    [Show full text]
  • Durham E-Theses
    Durham E-Theses THE PROVISION OF NURSERY EDUCATION IN ENGLAND AND WALES TO 1967 WITH SPECIAL REFERENCE TO NORTH - EAST ENGLAND BELL, JOHN,ROBERT How to cite: BELL, JOHN,ROBERT (2011) THE PROVISION OF NURSERY EDUCATION IN ENGLAND AND WALES TO 1967 WITH SPECIAL REFERENCE TO NORTH - EAST ENGLAND, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/1401/ 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 2 THE PROVISION OF NURSERY EDUCATION IN ENGLAND AND WALES TO 1967 WITH SPECIAL REFERENCE TO NORTH - EAST ENGLAND A thesis submitted by John Robert Bell in the School of Education of the University of Durham for the Degree of Doctor of Philosophy 2011 Abstract ‘The Provision of Nursery Education in England and Wales to 1967 with special reference to North- East England’ by John R.
    [Show full text]
  • Morris, Carpenter, Wilde, and the Political Aesthetics of Labor
    Victorian Literature and Culture (2004), 601–616. Printed in the United States of America. Copyright C 2004 Cambridge University Press. 1060-1503/04 $9.50 MORRIS, CARPENTER, WILDE, AND THE POLITICAL AESTHETICS OF LABOR By Ruth Livesey IN JUNE 1885 a group of radical intellectual Londoners gathered for the evening at that hub of nineteenth-century free thought, the South Place Institute. The event was organized by the Socialist League, a revolutionary socialist organization which counted William Morris, Eleanor Marx, and Edward Aveling as its most prominent members at that point in time. But this was no ordinary meeting. There were no lectures and no debates, just popular songs and dramatic recitations that had been carefully rehearsed by the membership in order to entertain for the cause. William Morris drafted a poem for the occasion, urging these “Socialists at Play” to cast their “care aside while song and verse/Touches our hearts.” Play, however, was not to lull the audience into a “luxurious mood”: War, labour, freedom; noble words are these; But must we hymn them in our hours of ease? We must be men (Morris 1885) Morris’s address reminded his audience that their political beliefs permeated both work and play. The members of the Socialist League should structure their leisure like warriors awaiting the call to arms: “Amidst their ballad sings the trumpet voice;/About the sheep-cotes girt for war they go.” The revolution was so self-evidently imminent for these socialists in the fraught mid-1880s that like Morris’s imagined medieval warriors they needed to display a readiness for struggle in all aspects of their lives and let “the cause cling”: About the book we read, the song we sing, Cleave to our cup and hover o’er our plate, And by our bed at morn and even wait.
    [Show full text]
  • Gateways a Newsletter of the Waldorf Early Childhood Association of North America Fall/Winter 2005, Issue 49
    Gateways A Newsletter of the Waldorf Early Childhood Association of North America Fall/Winter 2005, Issue 49 Table of Contents Letter from the Editor by Stephen Spitalny 2 Early Childhood Teaching and the Etheric by Cynthia Aldinger 3 Research On Learning Difficulties in the Early Years by Ewout Van-Manen 5 Therapeutic Puppetry by Suzanne Down 13 Conferences Overview of the International Kindergarten Conference, 2005 by Jan Coles 14 Review of the Logos Conference by Heather Porter 19 Transitions The Beginnings of our Waldorf Early Childhood Movement by Susan Howard 21 An Interview with Margret Meyerkort by Janni Nicol 25 Birthday Homage for Margret Meyerkort 27 Remembering Joyce Schild by Kim Hunter, Susanne Schonthaler and Marjorie Thatcher 29 Practical Aspects Building Community through the Advent Garden by Joyce Gallardo 29 The Day Dusty Gnome Took a Nap 31 Storms, Floods and Devastation The Flood at Sophia’s Hearth by Joyce Gallardo 32 Lessons from a Hurricane by Heidi Anne Porter 33 A Report from the Hill School 35 Book Reviews In a Nutshell by Nancy Foster 36 Eurythmy for the Young Child by Estelle Bryer 37 Calendar of Events 38 1 From the Editor Stephen Spitalny Dear Readers, wonder, “How did they think of that?” I am In recent months there have been various refreshed and renewed in my work through my powerful expressions of nature’s strength. Many connection to WECAN. And out of that people’s lives and livelihoods have been affected. enthusiasm and gratitude, I ask you, the reader, What a poignant reminder that we live on the to consider your connection to WECAN.
    [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]
  • Education Act, 1944
    to londucat. Act, 1944. 7 & 8 GEO. 6. CH. 31. ARRANGEMENT OF SECTIONS. PART I. CENTRAL ADMINISTRATION. Section. i. Appointment of Minister in charge of education and estab- lishment of Ministry of Education. 2. Transfer of property and functions to Minister and con- struction of Acts and documents. 3. Seal and acts of Minister. 4. Central Advisory Councils. 5. Annual report to Parliament. PART II. THE STATUTORY SYSTEM OF EDUCATION. LOCAL ADMINISTRATION. 6. Local education authorities. THE THREE STAGES OF THE SYSTEM. 7. Stages and purposes of statutory system of education. PRIMARY AND SECONDARY EDUCATION. Provision and Maintenance of Primary and Secondary Schools. 8. Duty of local education authorities to secure provision of primary and secondary schools. 9. County schools, voluntary schools, nursery schools, and special schools. IO. Requirements as to school premises. ii. Development plans as to primary and secondary schools. 12. Local education orders with respect to primary and secondary education. 13. Establishment and discontinuance of county and voluntary schools. CH. 31. Education Act, 1944. 7 & 8 Gvo. 6. Section. 14. Restrictions on discontinuance of voluntary schools by managers and governors. 15. Classification of voluntary schools as controlled schools, aided schools, or special agreement schools. 16. Transfer of county and voluntary schools to new sites, and substitution of new voluntary schools for old ones. Management of Primary Schools and Government of Secondary Schools. 17. Constitution of managers and governors and conduct of county schools and voluntary schools. 18. Managers of primary schools. 1g. Governors of secondary schools. 20. Grouping of schools under one management. 21. Proceedings of managers and governors of county and voluntary schools.
    [Show full text]
  • Key Topics in Education
    ROUTLEDGE . TAYLOR & FRANCIS Key Topics in Education A Chapter Sampler www.routledge.com/education Contents 1.What is feedback? From: Visible Learning Feedback, by John Hattie, Shirley Clark 2. Think right From: Great Minds and How to Grow Them, by Wendy Berliner, Deborah Eyre 3. Awareness and knowledge about the mind From: Growing Minds, by Andreas Demetriou, George Spanoudis 4. Pervasive Misunderstandings About Learning: How They Arise, and What We Can Do From: Understanding How We Learn, by Yana Weinstein, Megan Sumeracki, Oliver Caviglioli 5. Theories and theorists From: Early Childhood Studies, by Jane Johnston, Lindy Nahmad-Williams, Ruby Oates, Val Wood 6. The Idea of Evolution From: Evolution of the Learning Brain, by Paul Howard-Jones 20% Discount Available You can enjoy a 20% discount across our entire range of Routledge books. Simply add the discount code F010 at the checkout. Please note: This discount code cannot be combined with any other discount or offer and is only valid on print titles purchased directly from www.routledge.com. Valid until 31st December 2019. www.routledge.com/education CHAPTER Copyright Material - Taylor & Francis 1 What is feedback? This chapter summarizes the key points about the nature and development of feed- back thinking by educators and academics, laying the foundation for the related issues to be explored throughout the rest of this book. The subsequent chapters are closely tied to the life of a teacher and a student in the day to day structure of lessons, as outlined in the introduction: culture, learning strategies, in lesson feedback and post- lesson feedback.
    [Show full text]