The theme of this study is the enormous gap between the theory and the practice of primary education in the years between the two World Wars when the primary schools were slowly emerging from the elementary, all-age school tradition. The theory is in this case represented principally by the 1931 report of the Consultative Committee of the Board of Education entitled The Primary School, and the practice is related mainly to the situation at that time within the schools of the South East Midlands. The local and national records which have been consulted have not been used merely to provide a description of what was going on in the schools but also to answer two questions fundamentally related to the theme of the study. The first question is "Why was the 1931 Hadow Report apparently so 'child-centred' and progressive'?" The second question is "What was the truth regarding contemporary school practice, and, if schools failed to seize opportunities for educational change, what were the underlying reasons for that fai1ure?" The study includes a comparatively brief consideration of the effects, if any, of the Second World War upon primary school practice, and of post-war developments. The concluding chapter is followed by appendices containing evidence which it was felt desirable to record in accessible and permanent form, but which in most cases was too extensive to be incorporated in the main text.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:374306 |
| Date | January 1986 |
| Creators | Funnell, K. J. |
| Publisher | University of Nottingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.nottingham.ac.uk/14372/ |
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