From School Board to Local Authority

1. Auflage 2026
ISBN: 978-1-032-96219-1
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 230 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 331 g

Reihe: Routledge Revivals

First published in 1956, From School Board to Local Authority is a meticulous and exact inquiry into the events which led up to the famous Cockerton v. The School Board for London case. It suggests that the reorganization of the education system in 1902 was not primarily the result of an unexpected legal decision in 'Cockerton Judgement' rather was the outcome of a deliberate policy evolved by Morant and Gorst aimed at ending the administrative confusion which then existed. The book is based mainly on the material found on the files of the Education Department, the Science and Art Department, and the Local Government Board. It further reveals the administrative confusion and jealousies of these Departments, shown as conflicts about Higher Grade Schools, Secondary Schools, Organized Science Schools, and Evening Schools.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Eaglesham, Eric

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Pädagogik Geschichte der Pädagogik, Richtungen in der Pädagogik
• Geisteswissenschaften Geschichtswissenschaft Weltgeschichte & Geschichte einzelner Länder und Gebietsräume Europäische Geschichte

Inhaltsverzeichnis

1. Introduction 2. Uncertain foundations 3. Reluctant tyrants 4. Higher day schools (first phase) 5. Evening schools (first phase) 6. Auditor’s control of ‘elementary’ education (London, 1891–1899) 7. Audit in eclipse (London, 1891–1899) 8. Science and art expenditure and elementary schools in the provinces (1870–1900)  9. Department and school board 10. The crises 11. The argument and the judgements 12. The Cockerton acts, 1901 and 1902 13. Higher day schools (second phase) 14. Evening schools (second phase) 15. Review and conclusions

Über Autor(innen)

Eric Eaglesham was Emeritus Professor of Education at the University of Durham, UK.