Halsall / King The Comprehensive School

Guidelines for the Reorganization of Secondary Education
1. Auflage 2014
ISBN: 978-1-4831-5357-5
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 258 Seiten, Web PDF

The Comprehensive School: Guidelines for the Reorganization of Secondary Education focuses on the main issues basic to the reform of secondary education as part of the move toward comprehensivization in schools. These issues concern the less able and the culturally disadvantaged children; the streaming/non-streaming controversy; guidance and counseling; and the curriculum. This book has 10 chapters; the first of which provides an overview of the comprehensive movement in education and the concept of the common school, as well as the effects of reorganization on academic standards. The discussion then turns to the controversy concerning streaming and non-streaming in the comprehensive school; how to educate at the secondary level children who are less able and/or are culturally deprived; and the importance of vocational guidance and counseling. The chapters that follow explore issues associated with the curriculum and general school policy in the light of the school's aims and its function in society; the problem of size of school; and the nature and scope of secondary school curriculum. This book concludes by assessing the relative advantages and disadvantages of different types of reorganized school. Educators and policymakers with an interest in comprehensive education will find this book extremely helpful.

Autoren/Hrsg.

Halsall, Elizabeth

King, Edmund

Inhaltsverzeichnis

1;Front Cover ;1
2;The Comprehensive School: Guidelines for the Reorganization of Secondary Education;4
3;Copyright Page;5
4;Table of Contents;8
5;Foreword;10
6;Chapter 1. The Comprehensive Movement;12
6.1;The Common School;15
6.2;Relevance of Research;18
6.3;Effects of Comprehensivization;19
7;Chapter 2. Streaming and Non-streaming in the Comprehensive School;21
7.1;A. Research on Streaming and Non-streaming;22
7.2;B. The Approach to Unstreaming;29
8;Chapter 3. Cultural Deprivation and the Comprehensive School;31
8.1;A. The Achievements and Failures of the Secondary Modern School;31
8.2;B. The Nature of the Problem;32
8.3;C. Motivation and the Deprived Child;40
8.4;D. Purely Cognitive Development;50
8.5;E. Some Final Comments;52
9;Chapter 4. Reorganization and the Guidance and Counselling Movement;56
9.1;A. Vocational Guidance;57
9.2;B. Personal and Educational Counselling;65
9.3;C. Practice in Other Countries in Counselling;71
9.4;D. The Effects of Counselling;72
9.5;E. General Trends in Guidance and Consulting;73
9.6;F. The Future of Counselling in Britain;75
10;Chapter 5. The Secondary School Curriculum;76
10.1;A. The Nature and Scope of the Curriculum: an Historical Survey;76
10.2;B. The Pupils;80
10.3;C. The Cultural Values of Technology;84
10.4;D. Implications for the Curriculum;86
11;Chapter 6. Size of School: Non-Curricular Aspects;94
11.1;A. Non-curricular Aspects of Size: Morale and Participation;95
11.2;B. Other Non-curricular Aspects of Size;106
12;Chapter 7. Size of School: Its Effect Upon Curriculum and Achievement;117
12.1;A. Curriculum;117
12.2;B. Theoretical Analysis of Timetabling;119
12.3;C. Existing Small Comprehensive Schools in Rural Areas;121
12.4;D. Conclusion;126
12.5;E. Achievement and Outcomes;127
12.6;F. School Size and Costs;131
12.7;G. Synoptic Evidence;132
12.8;H. Conclusion;132
13;Chapter 8. The Large School: Offsetting Its Disadvantages;134
13.1;A. Systems of Decentralization in the U.S.A.;135
13.2;B. Systems of Decentralization in Britain;139
13.3;C. Prelude to a More Detailed Analysis of Decentralization;143
13.4;D. A Detailed Analysis of Current Decentralization Practices;144
13.5;E. Implications for the Design of New Large Schools;152
13.6;F. Implications for Existing Large Schools;155
13.7;G. Conclusion;156
13.8;H. Communication;157
13.9;I. Conclusion;162
14;Chapter 9. The Small School: Offsetting Its Disadvantages;164
14.1;A. Administrative Measures;166
14.2;B. Non-administrative Measures;171
14.3;C. Conclusion;183
15;Chapter 10. The Relative Advantages and Disadvantages of Different Forms of Comprehensive Reorganization;185
15.1;A. Criteria of Evaluation;186
15.2;B. Conclusions;208
15.3;C. Some Further Comments;209
15.4;D. The Future;212
16;Select Bibliography;214
17;Appendix I: Current Guidance and Counselling Techniques Used in the U.S.A.;224
18;Appendix II: Timetable Allocation for a Three-form Entry Comprehensive School (Mixed);226
19;Appendix III: A More Generalized Curriculum for the Fourth and Fifth Years;233
20;Appendix IV: Charted Basic Movement Patterns Relating to a Variety of Comprehensive School Situations;234
21;Index;246