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Changing Perspectives on Teaching-Learning Processes in the Post-Plowden Era.
Peer reviewed Peer reviewed
Bennett, Neville – Oxford Review of Education, 1987
Reviews research on the teaching-learning process which has developed in the 20 years since the Plowden Report. Divides studies into those which have focused primarily on teaching styles, opportunity to learn, and classroom tasks. Concludes that the Plowden model of teaching has not stood the test of time. (JDH)
Descriptors: Early Childhood Education, Educational History, Educational Philosophy, Educational Planning