This article reviews findings from a 1975 through 1980 study called ORACLE (Observational Research and Classroom Learning Evaluation). Maintains that the data showed only partial implementation of the Plowden report recommendations. Seeks to explain the reasons for inconsistencies in implementation and offers suggestions for redefining progressive…

Maintains that the Plowden Report has been misrepresented and misinterpreted. Suggests that Plowden's inspirational qualities should not be overlooked. Concludes with a set of 12 generalizations about the status of contemporary British primary education and offers recommendations for future practice. (JDH)

States that the Plowden Report put the child at the center of the educational process. Maintains that much good came of the humanistic philosophy of the Plowden Report; that its socio-linguistic meanings related to the report's status, power, context, and timing, were benign. (Author/JDH)

Provides an account of how the main recommendations of the Plowden Report worked. Explores reasons for the misuse and misunderstanding of child-centered education. Notes recent research and primary school developments which support the Plowden recommendations. (JDH)

Notes that the concept of children's needs is central to rationales for education and attempts to unravel the basis on which children's needs are stipulated. Identifies the bases for stating children's needs as (1) basic qualities of human nature, (2) prerequisites for mental health, (3) processes of cultural adaptation, and (4) conformity with…

This article examines the concept of progress within instrumentalist theories of education. Older and more wide-spread than liberal, reconstructionist, or child-centered theories, instrumentalist theories focus on the correctness of "fit" between an educational provision and the supposed needs of the particular society. (JDH)

Introduces four categories of teaching knowledge: the "folkways of teaching,""local mores,""private views," and "teaching expertise." Analyzes the "folkways of teaching," arguing that they are known by acquaintance, through participation, and as common sense. (Author/JDH)

States that young adulthood has emerged as a new distinct stage of life. The milieu of this new life stage is characterized by unemployment, disaffection from school, and the dominance of expressive values over traditional instrumental ones. Draws five implications of these changes for education. (Author/JDH)

Contends that Great Britain's educational backwardness is now becoming a severe handicap in a world with global economic competition. States that contemporary underinvestment in education is the primary cause of the shortage of educated citizens and concludes that current efforts characterized by government cooperation with private enterprise will…

Argues that recent research on teachers' thinking about their work underestimates the complexity of teachers' verbal report data. Suggests that a closer examination of the nature of verbal reports and a more critical analysis of the models used to explore teachers' thinking is required in order to achieve conceptual advances in this research.…

Proposes a new form of educational assessment termed "standards-referenced assessment." The approach blends much of the motivation and philosophy of criterion-referenced assessment with direct and extensive use of teachers' qualitative judgments. Identifies four methods of specifying and promulgating educational standards. (Author/JDH)

This study examined the extent of variation in national certificate examinations results among all secondary pupils, schools, and Educational Authorities (EAs) in Scotland. Results showed significant differences among the 16 EAs even after controlling for the effects of pupils' family backgrounds. Socio-economic status also influenced the…

Important points of the 1982 Oxford Workshop for European and American scholars are discussed: the need for a reorganized core of scholarly concern, methods for studying those concerns, and cooperative efforts among teaching institutions in various countries. Informal networks are seen as the most promising vehicles of collaboration. (KC)

Comparative educational research and cross-national studies are described. The author suggests that such internationalism should not be the intent of university research. Rather, research universities should try to confine themselves to studying fundamental educational problems. (KC)

The question of whether educational research should be considered as a career or as an activity which those in education undertake is addressed. After considering criteria for a research career, the conclusion is that the forms of educational development are too varied to provide the basis for a research career. (KC)