In the 1990s education has become one of the major social and political questions of the day. This book has been written to provide an authoritative guide to the issues which underlie the formulation of educational policy. It stands both as a substantial historical study in its own right and as an essential background and introduction to the current educational debate.

This book explores the changing patterns of higher education in England in the twentieth century, the types of institutions and the emergence of a 'system' of education. At the same time it traces the relationship between the writer-advocates of higher education and the changing world of higher education and its contexts. There is therefore an interrelated story of higher education, the writers, their messages, their backgrounds and ideologies, the audiences they intend to address, and the impacts of the state and other external forces. It is likely to appeal to higher education academics and administrators, politicians and other policy makers, staff and students on higher degree and professional programmes. It should be read by anyone who cares about English Universities and their future.

Schools in the Middle Ages - Industrial Revolution - Girls schools - England 1900 - Handicapped children - Dame school.

This book supplies the definitive contemporary history of education policy in the late twentieth century. Some of the leading educationalists reflect on the major legislative and structural changes in the field over the last 25 years.

A Progressive Education? argues that ideas about both childhood and adolescence were transformed in English and Welsh schools after WWII. Covering the period 1918 to 1979, this book shows that by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. It has been suggested that the dominance of ‘progressive’ education after 1945 led to a backlash against permissive attitudes to pupils in both Western Europe and the United States. But British child-centred education, in alliance with developmental psychology, actually shaped a more restrictive and pessimistic image of childhood. Drawing on an extensive range of sources that illuminate teaching practice, from school logbooks to oral histories, this book will be crucial not only for historians and sociologists of modern Britain, but for education professionals and policy-makers.

A scholarly survey of the British constitution in the 20th century. Filling a gap in the history of Britain during the last 100 years, the book is a product of interdisciplinary collaboration by a group of constitutional lawyers, historians and political scientists, and draws on primary sources.

A collection of articles about British studies relating to various political issues including: totalitarianism, individualism, pluralism, political parties, elections, political institutions, public administration, nationalism, authoritarianism, and international relations.