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Despite clear implications for human capital accumulation, there has been little research on the postsecondary educational experiences of students living in public housing. While there is significant and growing research exploring outcomes for public housing tenants, even in the education sphere, little of this work focuses on postsecondary outcomes and what role, if any, public housing plays in human capital accumulation. Our case study, New York City, is home to both the nation's largest urban public university system and the largest public housing authority. In this work, we use matching techniques to identify and describe the residential characteristics of students at the City University of New York. We explore how students who live in public housing developments differ from their peers in terms of characteristics associated with success in college, including demographics, neighborhood poverty, and high school preparation. We use regression techniques to test the relation between public housing reside...

These handsome volumes of over 900 pages in all give a full transcription and translation of the ‘Rex’ roll of crown pleas in the very last judicial eyre for common pleas held in Lancashire, which ...

Very few English secondary schools now include ‘Comprehensive’ in their titles, and political enthusiasm for comprehensive schools is hard to detect. According to David Skelton of Policy Exchange, politicians, like anthropologists, have often ‘investigated them, read thoroughly about them and even visited them, but they don’t really understand them’. Drawing on a variety of source materials, this article discusses the early comprehensive schools movement, the period of intensive circulars and legislation in the 1960s and 1970s and the subsequent waning of interest in comprehensive schools as a policy topic. At the heart of the discussion is a focus on politics and politicians at both the national and local levels, with close reference to some key personalities of the post-war period. It is argued that the story of comprehensive schooling in England needs more balance and that we should look to the present generation of politicians and historians to provide this.

UK-based teacher educators formed the core membership of the History of Education Society when it was founded in 1967, and they were frequent early contributors to the Society’s journals. Given these origins, one might imagine that the history of teacher education would have featured more prominently in the pages of the first 40 volumes of the journal than it has. This article identifies and discusses examples of research into teacher education that have featured in History of Education since 1972, making connections with the contexts of political, social and educational change. The influence of feminist scholarship is particularly noted and it is argued that work relating to teacher education, which peaked in the 1990s, has both reflected and shaped new methodological approaches to studying the history of education. Notwithstanding the journal’s publication of some important work, it is argued that the theme remains under-researched and, in the period ahead, it is to be hoped that interest can be re-invi...

The articles in this special issue of History of Education are based on papers given at the 2010 annual conference of the History of Education Society, held at the Garden Halls, London, on 26-28 No...

This article identifies Alec Clegg as the leading figure behind the English middle-school movement from the late 1960s. It is argued that the rise of middle schools was sustained by Clegg's astute understanding, which he transmitted to other local education authorities, that the political imperative of comprehensive reorganisation need not necessarily be at odds with the educational interests of ‘middle years’ children. The article supports the view of Gosden and Sharp in The Development of an Education Service in the West Riding, 1889–1974 that the middle-school model ‘was probably the West Riding's single greatest contribution to national education in the post-war period'.

In the United Kingdom, television for schools is 50 years old in 2007. The anniversary provides a reason to undertake an exploratory history of school broadcasting, an area that has received very little attention from historians of British education. The first part of this article examines the origins of school radio broadcasting, focusing especially upon the pioneering work of Mary Somerville, who served as the BBC’s first Director of School Broadcasting from 1929 to 1947. It is then argued that school broadcasting had a ‘good war’, enhancing its international reputation and sense of public value between 1939 and 1945. Following the conclusion of hostilities, there were high expectations that television for schools would become quickly established, but financial, technical and other practical impediments delayed the launch of services until 1957. By that time, commercial television had emerged as a rival to the BBC and it was an ITV company, Associated-Rediffusion, rather than the BBC, which won the race to broadcast the first television programmes for schools. Some significant technological and marketled changes since the 1980s are noted, but the conclusion states that the reputation of British school broadcasting remains high at the beginning of the twenty-first century.

If at the end of an average term of office it were found that a Liberal Parliament had done nothing to cope seriously with the social condition of the people, to remove the national degradation of ...

This article highlights a violent incident in the history of British student protests and outlines the judicial process that resulted. A wider consideration of student protests of the late 1960s and early 1970s, both in the UK and overseas is offered, together with some consideration of the significance of this particular case. At the time of the incident, and during the crown court and appeal hearings, the names of the defendants, of other prominent student protesters, the University proctors and witnesses who provided evidence were published in the press. It is not thought appropriate to name these persons in this article.

Many postmenopausal women are reluctant to take hormone replacement therapy (HRT) and those who do are likely to discontinue within 1 year. Setting aside the beliefs and prejudices of the prescriber, women's own perceptions of risks and benefits may influence their willingness to accept and then persevere with HRT. We conducted a systematic literature review relating women's beliefs about HRT to acceptance and adherence.Using standard guidelines for systematic search procedures, we identified 112 papers (published during 1980-2002) from databases such as Medline, PsycINFO and the NHS and Cochrane libraries.Women hold both positive and negative beliefs about HRT. Their perceptions of benefits are often countered by concerns over potential adverse effects, beliefs that are sometimes at odds with the clinical evidence. The use and discontinuation of HRT are influenced more by short-term symptom relief than by considerations of long-term benefits. Many women who refuse HRT believe that the menopause is a natural event that does not warrant 'chemical' intervention. Doctors and nurses are not used to their full capacity as an education and information resource to counter the possibility of unbalanced stories in the media.Addressing women's preconceptions about HRT should be an important part of the process of prescribing and review. Such an approach will help ensure that a woman's decision to start or continue HRT is informed by an understanding of the known risks and benefits, rather than by myths or mistaken beliefs about the menopause or HRT.

Drawing extensively upon local authority records and private papers, this article argues that the post-Second World War drive for comprehensive education was a grass roots initiative. A diverse gro...

This article discusses the historical relationship between educational studies and British teacher education. Following a brief introduction it provides an overview of initial teacher training (ITT) developments since 1952, the launch date of the BJES, before tracing the rise of educational studies and its so-called ‘foundation disciplines’. The fourth section discusses a range of criticisms levelled against the teach-ing of educational studies within ITT programmes. Examples of discon-tent voiced by student teachers, higher education personnel and the New Right are considered in the light of changing attitudes and policies towards British ITT. It is argued that the attack upon the theoretical aspects of educational studies has been more sustained - and has had more impact - in England than in other parts of the UK. The article draws conclusions in respect of education as an academic subject, the current state of the foundation disciplines, the place of educational studies within teacher education program...

This paper is based on presentation given at the 2nd World Congress on the Aging Male, Geneva, Switzerland, February 2000

This paper examines the significance of a rediscovered medieval map (Public Record Office, MPCC 7) of part of the Fenlands of eastern England, previously dated to the mid‐sixteenth century but now recognized as mid‐fifteenth century. The map portrays realistically two important monastic churches, Sempringham Priory and Spalding Priory, which did not survive the Reformation and for which no other contemporary representations are known to exist. Documentary evidence suggests that the map was made at Spalding Priory to record rights to pasture animals in Pinchbeck Fen, and that it passed to the Duchy of Lancaster at the dissolution of the monasteries.

Within the field of history of education, Roy Lowe, now Professor of Education at the University of Wales, Swansea and President of the UK History of Education Society, has for many years been a key player at both the national and international levels. As an officer of the International Standing Conference for the History of Education in the 1980s Lowe built upon the foundations laid by his predecessor and mentor, Brian Simon. He and Simon played vital roles in creating international networks that have, undoubtedly, advanced the status and scope of the discipline. Lowe has also raised the profile of British scholars working in the field. During the late 1980s and early 1990s his dynamic editorship rejuvenated the journal History of Education, which became more international and inclusive, both in terms of content and methodology. His own contribution to scholarship has been considerable and wide-ranging. His writings have included historical studies of school architecture (Seaborne & Lowe, 1971 and 1977), English primary and secondary schools (Lowe, 1987a and 1989), English higher education (Lowe, 1987b) and education in the Second World War (1992). Having been one of the first historians to dip a toe into-and then retreat, unimpressed, from-the murky waters of postmodernity (Lowe, 1996), he has now published a sequel to his 1988 study, Education in the Post-War Years (Lowe, 1988). The title of Lowe's latest volume, Schooling and Social Change, is somewhat misleading. The scope of the book extends beyond primary and secondary schooling to consider developments in post-compulsory further and higher education, though adult education is disappointingly overlooked. Against a backdrop that begins with Labour's 1964 election victory under Harold Wilson and ends with Margaret Thatcher's departure from politics in 1990, Lowe's chapters are arranged thematically. This organisational approach sensibly ensures that the book complements, rather than imitates, the fourth and final volume of Brian Simon's classic Studies in the History of Education (Simon, 1991), which is more strictly chronological in approach. In terms of their political perspective, however, both writers emphasise the powerful and enduring influence of social class upon educational opportunity during a period when many hoped that social justice would diminish the influence of elitism. Readers familiar with Education in the Post-War Years will immediately notice that Schooling and Social Change is altogether more argumentative. It also draws upon a

(1998). Education as a University Subject in England: An Historical Interpretation. Paedagogica Historica: Vol. 34, History of Educational Studies, pp. 121-138.

Between 1945 and 1951 the Emergency Training Scheme produced around 35,000 teachers, selected mainly on the grounds of personality rather than paper qualifications and trained in just one year. Most of these teachers subsequently found posts in primary or secondary modern schools, where many enjoyed successful careers. Without this scheme, the raising of the school leaving age to 15 and the 1944 Education Act's promise of ‘secondary education for all’ would both have been greatly delayed. Of the published accounts of the scheme, most focus upon notions of ‘challenge’ and ‘response’, without confronting the important associated issue of professional dilution. Drawing upon a range of previously unused evidence, this paper offers a revisionist view.

This chapter begins by noting that British schools and their curricula have historically served as instruments of cultural transmission. The perceived social and cultural advantages of a grammar school education are discussed, but consideration is also given to children's experiences in lower-status secondary modern schools.By the 1960s, the notion of differentiated secondary schools, offering contrasting curricular opportunities had become increasingly unpopular and a drive for non-selective comprehensive education began. Associated with the comprehensive school movement were a small number of individuals and groups who sought to transform society and create a common culture. However, more conservative forces tended to be dominant and it is argued that, in England, especially, vestiges of secondary school selection remained part of the “reformed” comprehensive “system” of the late 1960s and 1970s. Mindful of the important distinction drawn by Harvey Siegel in this volume, it is suggested that comprehensi...

(1994). Recent work on lists of common law records in the Public Record Office. The Journal of Legal History: Vol. 15, No. 2, pp. 163-174.

1 This paper arises out of a research project entitled ‘When a Society Changes its School System: The Introduction of Comprehensive Schools in Great Britain’, being jointly prosecuted by Duke University, North Carolina and the University of Leicester. I am grateful to the Spencer Foundation, Chicago for generously sponsoring the project. Thanks are also due to Mr P. Morrish, Sub‐Librarian (Special Collections) and Mr M. Davies of the Brotherton Library, University of Leeds for their invaluable assistance.