Educational Documents provides a valuable introduction for students of education and others to some of the leading passages from reports which run to many thousands of pages. The main theme is the creation of an administrative framework - a genuine national education system. This in turn leads to the subsidiary themes - the relations between Church and State in public education, the training of teachers, the progressive development from elementary to primary and secondary education for all, the growth of technical education from a private to a public activity. This book was first published in 1965 and is a reissue of the fifth edition published in 1986.

The 17 Sustainable Development Goals (SDGs) have been agreed globally in an unprecedented ambitious and innovative agenda for prosperity and peace for people and planet. This book provides a roadmap for achieving the paradigm shift to achieve the SGDs from an Educational perspective.

This book addresses the inter-linked lives and fortunes of children and women in the first two decades of the twentieth century in England. This was a time of shifts in thinking and practice about children’s and women’s status, lived lives and experiences. The book provides a detailed explanation of how children experienced home, neighbourhood and elementary school; as well as discussing the impact of the women’s movement, namely its suffrage and socialist work. These two concerns are linked by the work women did about and for children. Essentially, the book explores childhood and womanhood; generation and gender; and socialism and feminism. Using existing studies on women’s work, and autobiographies and interviews about childhood, Mayall argues that women played a large part in re-thinking childhood as a special period in life, and children as participants in learning and in politics. This book will appeal to students and researchers in the fields of history, education and sociology, particularly those interested in the women’s movement, and the history of childhood.

This Dictionary provides a unique and groundbreaking survey of both the historical and contemporary interrelations between ethics, theology and society. In over 250 separately-authored entries, a selection of the world's leading scholars from many disciplines and many denominations present their own views on a wide range of topics. Arranged alphabetically, entries cover all aspects of philosophy, theology, ethics, economics, politics and government. Each entry includes: * a concise definition of the term * a description of the principal ideas behind it * analysis of its history, development and contemporary relevance * a detailed bibliography giving the major sources in the field The entire field is prefaced by an editorial introduction outlining its scope and diversity. Selected entries include: Animal Rights * Capital Punishment * Communism * Domestic Violence * Ethics * Evil * Government * Homophobia * Humanism * Liberation Theology * Politics * Pornography * Racism * Sexism * Society * Vivisection * Women's Ordination

Those working towards QTLS are required to demonstrate a critical understanding of the Further Education (FE) sector and the role of the FE practitioner. This book clearly identifies, particularly for the student teacher with no prior experience, the social, cultural and political context of the sector’s beginnings and explores how this continues to shape and constrain the sector’s status and purpose, and the role and status of its teachers. The text encourages critical thinking about possible routes for change and future development. As increasing numbers of QTLS students are being encouraged to gain part of their qualification at M level, the need for an accessible and critical sourcebook about the FE sector, such as this, is essential.

The aim of each volume of this series Guides to Information Sources is to reduce the time which needs to be spent on patient searching and to recommend the best starting point and sources most likely to yield the desired information. The criteria for selection provide a way into a subject to those new to the field and assists in identifying major new or possibly unexplored sources to those who already have some acquaintance with it. The series attempts to achieve evaluation through a careful selection of sources and through the comments provided on those sources.

Primary education is currently at the centre of political attention. Reform is constantly under consideration, though the leading proponents of reform are often far removed from the classroom and the world of hard-pressed, demoralised primary teachers. Colin Richards rectifies this by communicating the big picture of primary school culture. He takes the world of the primary school since Plowden (1967) and traces perennial and emergent issues - the issues that need to be understood in order to make a difference to the future of primary education. Through constructive criticism of the national curriculum, OFSTED, ITT and teaching methodology the book will influence and improve the understanding of policy makers, headteachers, governors and teachers and students.