In 1965, the Department of Education and Science eliminated the Tripartite System where the grammar school was favored, the secondary modern school ignored and technical schools never materialized. The system was reorganized so that individuals were not penalized because of social background and everyone's potential could be fully developed.…

Since 1967, a series of legal actions initiated by parents and ratepayers has led to a major revision of part of the Education Act of 1944 and to judicial reinterpretation of other sections of it. (Author/IRT)

The changes taking place in education require of teachers an unprecedented professional re-orientation and growth. Much of this can be done effectively only by a collective effort within the school. Staff development, including the induction of probationary teachers, is the organizing of a systematic response to these many changes. (Author/IRT)

Discussed are three themes related to changes taking place in secondary school education in Great Britain. The themes considered are curriculum, assessment, and school organization. (RH)

Although the British educational framework produces some issues and conflicts unfamiliar to Canadians, many problems are common to both. Change is in the air and possible solutions evolved in one country may have some value for the other. (Editor)

Observation from British classrooms in the use of written language as a creative learning device with six- and seven-year-olds. (BF)

Hierarchy can accommodate professionals and professional freedom and it is capable of recognizing, nuturing, and responding to its members' needs in ways that are beyond other forms of organization. (Author)

Describes the duties of the head teacher'' in British primary schools. (SP)

Describes the history, organizational structure, educational philosophy, and degree programs of Britain's West Surrey College of Art and Design. Available from Carfax Publishing Company, P.O. Box 25, Abindgon, Oxfordshire OX14 1RW England. (AM)

Presents the results of a longitudinal study that identified changes in the organization of British secondary schools from 1969-1979. There were changes in grouping practices, grading frequency, the prefectorial system, sex differentiation, and activities. The results are explained in terms of an action approach derived from Weber. (AM)

It is clear that the development and refinement of a theory is a continuing exercise that both shapes and is shaped by parallel developments in methodology, and data collection and analysis. (Author)

The analytic framework suggests that strategies employed by teachers arise within the context of the school organization. The organization provides dilemmas and imperatives, possibilities and opportunities which explain the existence of certain strategies in the classroom. (Author/KC)

Discusses various topics such as the role of leadership of the head teacher, the needs of the school, the organization of teaching (vertical grouping, team teaching) and changes within a British school. (Author/AM)