Reviews the history of educational borrowing and exchange between England and Germany. Cites specific instances of adaptations which resulted. (JDH)

Overall, there is no trend toward the integration of pupils with special needs into ordinary schools in England. However, different results emerge for different categories of handicap. For example, there is evidence of integration for children with sensory handicaps, but children with learning difficulties and those termed maladjusted are being…

Many local education authorities in the United Kingdom have adopted the approach of staffing schools (i.e., determining the number of teachers to be allocated to schools) according to their curriculum needs--curriculum based staffing (CBS). Examined are the methods being used to implement CBS and implications of the CBS system. (RM)

This study of 15 comprehensive schools in Scotland showed that the higher the average ability level of a school, the higher was the achievement in English and arithmetic of individual pupils of different levels of ability, even after controlling for effects attributable to the pupils' individual characteristics. (Author/RM)

Results of the first year of the ongoing Confidential, Measurement-Based, Self-Evaluation Project that examines variables related to A-level English and Mathematics achievement in 10 comprehensive schools in the United Kingdom are presented. A-level results were found to be strongly predicted by teacher assessments and by prior O-level achievement…

In order to study women's social mobility in the United Kingdom, a typology of girls' schools is needed. Proposed here is a typology for girls' secondary schools before 1914. The typology preserves distinctions between public and private, boarding and day schools, and introduces subdivisions indicating academic quality. (Author/RM)

While there is a place in education for factual knowledge and useful skills, they should be recognized as of secondary value. The primary qualities that should be taught are the development of (1) moral values and attitudes and (2) critical independent thinking in a spirit of creative inquiry. (Author/RM)

Many say that the functions of education are skill development, socialization, and sorting. These objectives are contrasted with the four objectives for higher education that Lord Robbins included in his 1963 report: instruction in skills, promotion of general powers of the mind, advancement of learning, and transmission of common standards of…

Charles Carter's views on higher education are discussed, and the educational history of the university as an institution is examined. Carter views universities as a diverse set of institutions linked in a comprehensive framework to provide flexible and fair access to higher learning in the sciences and the arts. (RM)

British and U.S. preschool intervention projects are now reporting dramatic long-term follow-up findings that appear to vindicate the claim that preschool can serve as an "innoculation against failure," especially with disadvantaged children. However, important questions remain about the generalizability of these effects in other cultural…

Special education in Great Britain is expanding, as part of a restructuring of the education-training system to deal with many young people who are unable or unwilling to participate in normal education. The whole concept of special needs has become part of a rhetoric that serves little educational purpose. (Author/RM)

The history of the youth labor market in Great Britain between 1974 and 1981 is one of irony: the incongruity of an increasingly well-qualified youth set against growing unemployment and a progressive loss of opportunities for skilled work. Work qualifications are increasingly important, but the number of jobs has shrunk. (RM)

An evaluation of Peter Bryant's criticisms of Piaget shows that Piaget's work is still a suitable psychological resource for educational thinking. Piaget's constructivist theory has undergone recent revision and is, therefore, of interest to those with psychological or educational commitments to constructivism. (Author/RM)

Research by Labov dealing with everyday speech and its relation to thinking and reasoning is critiqued, and Cooper's detailed criticism of Labov's research is discussed. Researchers should pay attention to actual speech in settings that are natural, rather than using only quantitative abstractions from artificial and restricted verbal encounters.…

The mismatch between employer needs and educational response is examined, and skills and attitudes that are transferable are discussed. Employers need skills in communication, cooperation, and teamwork and positive qualities such as the will to set and meet objectives and to be innovative. (Author/RM)