This article traces the institutionalization of educational sociology as an academic field of study in Britain, arguing in particular that an official report of 1954, an academic promotion in 1967, and the birth of a specialist journal in 1980 have constituted landmarks in the process. (Author/SJL)

Investigated the utility of a hierarchical moral development model, derived from Piaget and Kohlberg, for analyzing moral attitudes expressed in the persuasive writing of 30 children, ages 7-13. Concluded that a cumulative stage theory of moral development is more appropriate than a discrete stage theory for analyzing children's writing.…

Two opposing models of man: deterministic and libertarian are outlined and contrasted, and certain selected practical and ethical consequences for the teaching of children are drawn out. Reasons are given for suggesting that the problems are especially acute for the teacher of educationally sub-normal children. (Author)

Using data from several British local education agencies, this analysis demonstrates that, when such intake variables as social background are controlled, school effects on attainment emerge; that is, students attending the "more effective" secondary schools gain a competitive edge in terms of public examination results. (Author/SJL)

In this naturalistic study of essay marking, 15 university lecturers graded an examination paper and completed the Eysenck Personality Questionnaire. A significant positive correlation was found between the marks given and the grader's lie score, indicating possible effects of staff-student interactions or social desirability on biases in grading.…

Of 14 English public and private schools surveyed, only in the case of one girls' convent school could differences between beliefs and attitudes of arts and science-preferring pupils be found. In all other cases subject specialism or preference did not affect attitude to religion or a fundamental religious belief. (Author/SJL)

Using 1976-77 data on truants aged 14 and under in Sheffield, England, this study examined characteristics of poor attenders and compared the effects on subsequent school attendance of three intervention strategies: calling parents before a school attendance board; prosecuting parents in magistrates court; or taking action through juvenile court.…

The author projects trends in teacher education in England and Wales for the 1990s, examining institutional, structural and governance changes in the Colleges of Education and curricular changes needed to match society's redefinition of the teacher's role. This article begins a theme issue with the same title. (SJL)

The author considers the need for and the problems involved with research into educational futures, emphasizing that such a task demands detailed values-inquiry. He therefore suggests that educational philosophers begin to tackle problems at the classroom level and in cooperation with empirical researchers. (Author/SJL)

Asserting that the position of England's universities in teacher training is growing less certain, the author suggests that University Schools of Education define a new role for themselves in the pursuit and dissemination of practice-oriented educational research. (Part of a theme issue on teacher education for the 1990s.) (SJL)

The authors see the strength of public sector teacher education as its flexibility and responsiveness to expressed needs. They argue that, for this strength to be available in the 1990s, certain policy decisions must be considered now. (Part of a theme issue on the future of teacher education in England.) (Author/SJL)

Examining trends in technology and learning, the author suggests that tomorrow's teachers must learn to cope with rapid change and to manage the learning environment. She considers the role of Local Education Authorities in this training. (Part of a theme issue on the future of teacher education in England.) (SJL)

Citing the success of several home programs using parents as teachers and noting that new information technologies are providing increasing educational opportunities outside the school, the author argues that teachers should be prepared for cooperative work with parents. (Part of a theme issue on the future of teacher education in England.) (SJL)

This paper concentrates upon some of the major issues which affect research and development in teacher education and attempts to suggest how these factors may influence future work in this complex field. (Part of a theme issue on the future of teacher education in England.) (Author/SJL)

The author argues that, because society is in the process of drastic change, effective programs of teacher education depend upon establishing criteria of relevance, a difficult task against the swiftly changing background of events. (Part of a theme issue on the future of teacher education in England.) (Author/SJL)