Patterns of Control

Reforming West-European Schools

Bibliographic Data

ID5633671
AuthorsBob Moon (corresponding author)
Year1990
Volume41
Issue3
Pages423
Publication date1990-09-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBritish Journal of Sociology (JOURNAL)
Journal identifiersISSN: 0007-1315 • E-ISSN: 1468-4446
PublisherJSTOR (PUBLISHER)
DOI10.2307/590966
OpenAlexW2316257295
LanguageEN
Citations received1
References cited8

In Britain, as in all European countries, educational reform has featured prominently in the development and evolution of social policies. In the immediate post-war period the task of reconstruction, the requirements of the rapidly expanding school population and the pressure to establish free and compulsory secondary education contributed a first phase of renewal. In the 1950s the democratization of schooling and the reform of institutional structures provided a second focus for social enquiry and, frequently, for legislative action. In the following decade interest moved to the content and curriculum of schooling. Numerous highly publicized subject based reform projects, designed to usher in an age of modernization through new and liberalized approaches to pedagogy, received widespread attention. They also attracted extensive funding from governmental and non-governmental sources. The outcomes were often controversial and, in the economic climate of the 1 970s, few projects were implemented in the form originally envisaged. More recently very different approaches to curriculum reform on a national scale have evolved with the implementation of centrally directed highly inter

Control (management · Economics · Management · Regional science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms

Tools

Open DOISci-Hub