Book Cover -- Title -- Contents -- General Introduction -- Compilers' Notes -- Acknowledgments -- Primary Education: Historical Perspectives -- Introduction -- Three Traditions in English Primary Education (From Blyth, W., 1965, English Primary Education, Vol. 2, Routledge and Kegan Paul) -- The Evolution of the Primary School (From Galton, M., Simon, B. and Croll, P., 1980, Inside the Primary Classroom, Routledge and Kegan Paul) -- A Proposal to Establish Primary and Post-Primary Education (From The Hadow Report, 1926, The Education of the Adolescent, HMSO) -- Primary Education: A New Vision (From The Hadow Report, 1931, Report of the Consultative Committee on the Primary School, HMSO) -- Infant Education: The Orthodox View Repeated (From The Hadow Report, 1933, Report of the Consultative Committee on Infant and Nursery Schools, HMSO) -- A Rationale for Infant and Junior Education (From Board of Education, 1937, Handbook of Suggestions for Teachers, HMSO) -- The Formal Establishment of Primary Education (From the Education Act, 1944) -- A Report of Progress (From Central Advisory Council for Education (England), 1967, Children and Their Primary Schools, HMSO) -- Progress Refuted: The Black Papers (From Cox, C. and Dyson, A. (Eds) 1969, Fight for Education, Critical Quarterly Society, and 1970, Black Paper Three, Critical Quarterly Society) -- The William Tyndale Affair: A Cause Celbre (From Gretton, J. and Jackson, M., 1976, William Tyndale: Collapse of a School or a System?, Allen and Unwin) -- Public Debate and Official Response (From DES, 1977, Education in Schools: A Consultative Document, HMSO) -- A Brief Professional Appraisal (From DES, 1978, Primary Education in England, HMSO) -- 'Demythologising' Primary Education (From Richards, C., 1980, 'Demythologising primary education', Journal of Curriculum Studies, 12, 1).

Achievement in Primary Schools (From the Third Report of the Education, Science and Arts Committee of the House of Commons, 1986, Achievement in Primary Schools, HMSO) -- Primary Education: Evaluation and Assessment (From Bolton, E.J., 1985, 'Assessment techniques and approaches: An overview', in Better Schools: Evaluation and Appraisal, HMSO) -- Towards a National Curriculum (From DES, 1987, The National Curriculum 5 16: A Consultation Document, HMSO) -- Primary Education: Contrasting Views -- Introduction -- Liberal Romanticism -- Informal Primary Education in Action: Teachers' Accounts (From Nias, D.J., 1988, in Blyth, A. (Ed.) Informal Primary Education Today: Essays and Studies, Falmer Press) -- Criteria of a Good Primary School (From Griffin-Beale, C. (Ed.) 1979, Christian Schiller -- in His Own Words, Black) -- 'A Recognisable Philosophy of Education' (From Central Advisory Council for Education (England), 1967, Children and Their Primary Schools, Vol. 1, HMSO) -- Teaching Through the Arts (From Marshall, S., 1963, An Experiment in Education, Cambridge University Press) -- Educational Conservatism -- Putting Primary Education Back on the Right Track (From Froome, S., 1974, 'Back on the right track', Education 3 13, 2, 1) -- Our Schools: A Radical Policy (From Sexton, S., 1987, Our Schools: A Radical Policy, Institute of Economic Affairs Education Unit) -- Liberal Pragmatism -- Topic Work: Where Are We Now? (From Conner, C., 1988, Topic work: Where are we now?', Cambridge Journal of Education Newsletter, 11) -- Social Democracy -- Education for Life (From Kitwood, T. and Macey, M., 1977, Mind That Child!, Writers and Readers Publishing Cooperative) -- Educational Priority Areas (From Central Advisory Council for Education (England), 1967, Children and Their Primary Schools, HMSO) -- An Alternative Perspective.

Primary Education: Philosophical Perspectives -- Introduction -- Children's Needs (From Dearden, R., 1968, The Philosophy of Primary Education, Routledge and Kegan Paul) -- Interests and Education (From Wilson, P., 1971, Interest and Discipline in Education, Routledge and Kegan Paul) -- A Critique of Plowden's 'Recognisable Philosophy of Education' (From Peters, R.S. (Ed.) 1969, Perspectives on Plowden, Routledge and Kegan Paul) -- Plowden's 'Facts' about Children: A 'Child-Centred' Critique (From Wilson, P., 1974, 'Plowden aims', Education 3 13, 2, 1) -- 'Child-Centred' Education: A Critique (From Dearden, R., 1976, Problems in Primary Education, Routledge and Kegan Paul) -- Principles Governing the Content of Education: A Critique of Progressivism (From Bantock, G., 1980, Dilemmas of the Curriculum, Martin Robertson) -- The Beginnings of a Reformulation of 'Progressive' Education (From Armstrong, M., 1977, 'The Informed Vision: A programme for educational reconstruction', Forum, 9, 3) -- Primary Teaching: What has Philosophy of Education to Offer? (From Bonnett, M. and Doddington, D., 1990, specially written for this volume) -- Primary Education: Sociological Perspectives -- Introduction -- The Five Basic Roles of the Primary School (From Blyth, W., 1965, English Primary Education, Vol. 1, Routledge and Kegan Paul) -- Socialization into School (From Newsom, J., Newsom, E. and Barnes, P., 1977, Perspectives on School at Seven Years Old, Allen and Unwin) -- Social Class and Educational Opportunity (From Floud, J., Halsey, A. and Martin, F., 1956, Social Class and Educational Opportunity, Heinemann) -- Social Class Differences in Attainment and Ability at Seven (From Davie, R., Butler, N. and Goldstein, H., 1977, From Birth to Seven, Longman).

Factors Affecting Children's Performance in Primary Schools (From Central Advisory Council for Education (England), 1967, Children and Their Primary Schools, Vol. 1, HMSO) -- Policy Informed by Research: Proposals for the Establishment of Educational Priority Areas (From Central Advisory Council for Education (England), 1967, Children and Their Primary Schools, Vol. 1, HMS -- Policies and Practice in Pursuit of Equality (From Halsey, A. (Ed.) 1972, Educational Priority, Volume 1: EPA Problems and Policies, HMSO) -- Language and Educability (From Bernstein, B., 1971, Class, Codes and Control, Volume 1: Theoretical Studies Towards a Sociology of Language, Routledge and Kegan Paul) -- Continuity or Discontinuity between Home and School Experience of Language: A Critique of Bernstein's Views (From Edwards, A., 1976, Language in Culture and Class, Heinemann) -- The Sociological Study of Educational Knowledge (From Bernstein, B., 1975, Class, Codes and Control, Volume 3: Towards a Theory of Educational Transmissions, 2nd ed., Routledge and Kegan Paul) -- Visible and Invisible Pedagogies: An Introductory Overview (From Robinson, P., 1981, Perspectives on the Sociology of Education: An Introduction, Routledge and Kegan Paul) -- Control, Accountability and William Tyndale (From Dale, R. et al. (Eds) 1981, Education and the State, Vol. 2, Falmer Press) -- Teachers and Their Pupils' Home Background (From Goodacre, E., 1968, Teachers and Their Pupils' Home Background, NFER) -- Primary Education and Social Control (From Sharp, R. and Green, A., 1975, Education and Social Control, Routledge and Kegan Paul) -- Classroom Interactions and Pupils' Perceptions (From Nash, R., 1973, Classrooms Observed, Routledge and Kegan Paul) -- The Nature of Infant Education: A Sociological Perspective (From King, R., 1978, All Things Bright and Beautiful?, Wiley).

Making Sense of School (From Jackson, M., 1987, 'Making sense of school', in Pollard, A. (Ed.) Children and Their Primary Schools, Falmer Press) -- Racism and Sexism (From Davies, L., 1987, 'Racism and sexism', in Delamont, S. (Ed.) The Primary School Teacher, Falmer Press) -- Primary Education: Psychological Perspectives -- Introduction -- Psychological Traditions (From Claxton, G., 1984, Live and Learn: An Introduction to the Psychology of Growth and Change in Everyday Life, Harper and Row) -- The Implications of Piaget's Work (From Isaacs, N., 1961, The Growth of Understanding in the Young Child, Ward Lock) -- Piaget and Education (From Adibe, N., 1978, The many implications of Piaget's work for education', New Era, 59, 3) -- Piaget Revisited (From Tamburrini, J., 1982, 'New directions in nursery school education', in Richards, C. (Ed.) New Directions in Primary Education, Falmer Press) -- The Myth of Piaget's Contribution to Education (From Boyle, D., 1983, in Modgil, S. and Modgil, C. (Eds) Jean Piaget: An Interdisciplinary Critique, Routledge and Kegan Paul) -- Comprehending the Task: A Re-Examination of Piaget (From Donaldson, M., 1978, Children's Minds, Fontana) -- An Outline of the Contribution of Jerome Bruner (From Conner, C., 1989, specially written for this volume) -- Vygotsky and Education (From Britton, J., 1987, 'Vygotsky's contribution to pedagogical theory', English in Education, 21, 3) -- Common Knowledge (From Edwards, D. and Mercer, N., 1987, Common Knowledge, Methuen) -- The Technology of Teaching (From Skinner, B.F., 1968, The Technology of Teaching, Appleton-Century-Crofts) -- Behaviour Modification: Theory and Practice (From Presland, J., 1978, 'Behaviour modification: Theory and practice', Education 3 13, 6, 1).

Reception and Discovery Learning (From Ausubel, D. et al., 1978, Educational Psychology: A Cognitive View, 2nd ed., Holt, Rinehart and Winston).