From HORSA huts to ROSLA blocks : the school leaving age and the school building programme in England, 1943–1972

This paper examines the connections between the school building programme in England and the raising of the school leaving age (ROSLA) from 14 to 15 in 1947 and then to 16 in 1972. These two major developments were intended to help to ensure the realisation of ‘secondary education for all’ in the postwar period. The combination led in practice to severe strains in the education system as a whole, with lasting consequences for educational planning and central control. ROSLA was a key issue for the school building programme in terms of both finance and design. School building was also a significant constraint for ROSLA, which was marred by temporary expedients in building accommodation both in the 1940s with ‘HORSA huts’ and in the 1970s with ‘ROSLA blocks’, as well as by the cheap construction of new schools that soon became unfit for purpose. Together, school building needs and ROSLA helped to stimulate pressures towards centralisation of planning that were ultimately to undermine postwar partnerships in education, from the establishment of the Ministry of Education’s Architects and Building (A&B) Branch in 1948, through the Crowther Report of 1959 and the Newsom Report of 1963, to the assertion of central state control by the 1970s. The pressures arising from such investment and growth in education again became a key issue in the early twenty-first century with the Labour Government’s support for raising the participation age to 18 combined with an ambitious ‘Building Schools for the Future’ programme. The historical and contemporary significance of these developments has tended to be neglected but is pivotal to an understanding of medium-term educational change in its broader policy and political contexts

Co-operative Schools: building communities in the 21st century

The recent progress of ‘co-operative schools’ both confirms and disrupts many assumptions surrounding contemporary compulsory schooling. The term itself refers to an eclectic array of schools, both primary and secondary, of which there were, by June 2012, almost 300 in England that have adopted co-operative values, in terms of governance, pedagogy and curriculum, and come together as a movement. They have emerged from within a fissiparous ecology of education which has given rise to new schools and networks, including academy schools, converter academies, free schools, trust schools and specialised schools. In this article the author argues that these changes have all offered opportunities for co-operative alternatives to be established

Bear Facts

https://openspace.dmacc.edu/banner_news/1459/thumbnail.jp

The UCL Institute of Education

The history of the UCL Institute of Education is one of persistent renewal. Since its founding in 1902 as the London Day Training College, through its establishment as a university institute and merger with UCL, the IOE has constantly grown into new areas of learning and social research. As a locus for leadership, it has exerted influence upon the nature and direction of education nationally and internationally. Drawing upon a wide range of sources, the connections between internal history and external historical developments are sensitively teased out. The result is an elegantly written history, characterised by substantial scholarship and analysis, and enlivened by illustrations and anecdote. The pages of this book are peopled with some of the most influential, and at times controversial, figures of education, including Sidney Webb, Cyril Burt, Susan Isaacs, Sophie Bryant, Richard Peters, Basil Bernstein, Ann Oakley, Celia Hoyles and Stephen Ball. Two new chapters extend Richard Aldrich’s text to 2020. These examine the extraordinary years of growth in the early 2000s, followed by a period of consolidation, merger with UCL and subsequent expansion. The IOE is unique in successfully pursuing a world-leading research agenda while also supporting a wide range of teacher education, having an impact in London, across Britain and the world

The UCL Institute of Education

The history of the UCL Institute of Education is one of persistent renewal. Since its founding in 1902 as the London Day Training College, through its establishment as a university institute and merger with UCL, the IOE has constantly grown into new areas of learning and social research. As a locus for leadership, it has exerted influence upon the nature and direction of education nationally and internationally. Drawing upon a wide range of sources, the connections between internal history and external historical developments are sensitively teased out. The result is an elegantly written history, characterised by substantial scholarship and analysis, and enlivened by illustrations and anecdote. The pages of this book are peopled with some of the most influential, and at times controversial, figures of education, including Sidney Webb, Cyril Burt, Susan Isaacs, Sophie Bryant, Richard Peters, Basil Bernstein, Ann Oakley, Celia Hoyles and Stephen Ball. Two new chapters extend Richard Aldrich’s text to 2020. These examine the extraordinary years of growth in the early 2000s, followed by a period of consolidation, merger with UCL and subsequent expansion. The IOE is unique in successfully pursuing a world-leading research agenda while also supporting a wide range of teacher education, having an impact in London, across Britain and the world

The history of education in Britain and Ireland : changing perspectives and continuing themes

Reviewing the historiography of education provides insights into both the past and present of this growing area of research across the UK and Ireland. In the nineteenth century research reveals a close association with national identities. These were often Whig histories that celebrated the present and emphasised the progressive nature of educational development, sometimes characterised by an ‘acts and facts’ approach. From the 1960s, it is possible to identify a series of revisionist histories, which diversified further in the coming decades and morphed into the familiar patterns that we can identify today: theoretical and conceptual complexity; a concern with inequalities; an eclectic and widening interest in primary sources; a focus on schooling but moving beyond it, for instance to childhood, welfare and literacy; and a (re)discovery of new topics such as the emotions, senses and identities

Raising the participation age in historical perspective : Policy learning from the past?

The raising of the participation age (RPA) to 17 in 2013 and 18 in 2015 marks a historic expansion of compulsory education. Despite the tendency of New Labour governments to eschew historical understanding and explanation, RPA was conceived with the benefit of an analysis of previous attempts to extend compulsion in schooling. This paper assesses the value of a historical understanding of education policy. The period from inception to the projected implementation of RPA is an extended one which has crossed over the change of government, from Labour to Coalition, in 2010. The shifting emphases and meanings of RPA are not simply technical issues but connect to profound historical and social changes. An analysis of the history of the raising of the school leaving age reveals many points of comparison with the contemporary situation. In a number of key areas it is possible to gain insights into the ways in which the study of the past can help to comprehend the present: the role of human capital, the structures of education, in curriculum development and in terms of preparations for change

Cytochrome P450 induced differentially in endothelial cells cultured from different organs of Anguilla rostrata

Author Posting. © The Authors, 2004. This is the author's version of the work. It is posted here by permission of Society for In Vitro Biology for personal use, not for redistribution. The definitive version was published in In Vitro Cellular & Developmental Biology - Animal 41 (2005): 57-63, doi:10.1290/0409063.1.Endothelial cells are a structural barrier and an active regulator of many bodily processes. CYP1A activity is induced in the endothelium of teleosts and mammals exposed to lipophilic xenobiotics, such as polycyclic aromatic hydrocarbons, and can have significant consequences for endothelial functions. We exposed cultures of characterized endothelial cells from the heart, kidney and rete mirabile of the eel, Anguilla rostrata, to AhR agonists. In heart endothelial cells the maximum response (based on EROD activity) to TCDD, 113 pmol/mg-min, was at 1 nM TCDD and the peak response to βNF, 135 pmol/mg-min, was at 3 μM βNF. The maximum response to TCDD in the kidney endothelial cells is 12 pmol/mg-min at 0.3 nM TCDD. The rete mirabile capillary endothelial cells responded minimally or not at all to exposure to TCDD and βNF. Both the heart and kidney endothelial cells (but not the rete mirabile capillary cells) have a low level of EROD activity (12.7 and 5.2 pmol/mg-min respectively) in untreated or DMSO-treated cells. The robust response of the heart endothelial cells to induction and the lack of response in the rete mirabile capillary endothelial cells indicate that these cells are a good resource to use to investigate the physiological consequences of AhR agonist exposure and CYP1A induction in different areas of the vasculature.The Faculty Research Council of Fordham University provided partial support for RAG. This research was supported by NIH grant 5-P42-ES07381 and by U.S.EPA grant R827102-01-0

Context-dependent community facilitation in seagrass meadows along a hydrodynamic stress gradient

Foundation species host diverse associated communities by ameliorating environmental stress. The strength of this facilitative effect can be highly dependent on the underlying biotic and abiotic context. We investigated community level patterns of macrofauna associated with and adjacent to the marine foundation species eelgrass (Zostera marina) along a hydrodynamic stress gradient. We could demonstrate that the relative importance of this foundation species for its infaunal community increases with environmental variables associated with increasing hydrodynamic stress (depth, sand ripples formation, sediment grain size and organic content). Faunal assemblages in proximity to the Zostera patch edges, however, showed no (infauna) or negative (epifauna) response to hydrodynamic stress. Our study highlights that the facilitative outcome of a foundation species is conditional to the faunal assemblage in question and can be highly variable even between positions within the habitat.Peer reviewe