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Selected Works

Learning, Curriculum and Life Politics: the selected works of Ivor F. Goodson

Long Waves of Educational Reform

FOOTNOTE

This chapter works with a notion of historical periods because these patterns emerge so consistently from the data. Whilst aware of Fischer's work or the ‘fallacy of periodization’, here the data seems to override any concerns about historical over interpretation (see Fischer 1970). 

References

Aronowitz, S., & Giroux, H., 1991, Postmodern Education: Politics, Culture and Social Criticism (Minneapolis: University of Minnesota Press).

Bell, D., 1973, The Coming of Post-Industrial Society (New York: Basic Books).

Board of Education for the City of London, 1963, Annual Report of the Board of Education for the City of London (London: Board of Education).

Board of Education for the City of London, 1960-70, Minutes of the Board of Education for the City of London (London: Board of Education).

BURKE, P., 1993, History and Social Theory (Cornell University Press: New York). 

Committee on Aims and Objectives of Education in the Schools of Ontario, 1968, Living and Learning: The Report of the Committee on Aims and Objectives of Education in the Schools of Ontario (Toronto: Newton).

Cuban, L., 1984, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman).

Denzin, N., 1991, Images of Postmodern Society: Social Theory & Contemporary Cinema (London: Sage).

Febvre, L., 1925, A Geographical Introduction to History (New York: Alfred Knopf).

Fischer, David Hackett, 1970, Historicans' fallacies: Toward a logic of historical thought (New York Harper & Row).

FONTVIEILLE, L., 1990, Education, Growth & Long Cycles: The Case of France in the 19th & 20th Centuries, pp. 317 – 335. In TORTELLA, G., (ed) Education and Economic development since the Industrial Revolution (Generalitat valenciana, Valencia). 

Freeman, C. and Louçã, 2001, As Time Goes By: From the Industrial Revolutions to the Information Revolution (Oxford & New York: Oxford University Press).

Fullan, M., 1999, Change Forces: The Sequel (London: Falmer Press).

Fullan, M., 2000, The return of large-scale reform. In The Journal of Educational Change, 1(1), 5-28.

Giddens, A., 1991, Modernity and Self-Identity: Self and Society in the Late Modern Age (Stanford, CA: Stanford University Press).

Gidney, R.D., 1999, From Hope to Harris: The Reshaping of Ontario’s Schools (Toronto: University of Toronto Press).

Gilbert, V.K., 1972, Let Each Become: An Account of the Implementation of the Credit Diploma in the Secondary Schools of Ontario (Toronto: Faculty of Education, University of Toronto).

Goodman, P., 1964, Compulsory Mis-Education (New York: Vintage).

Goodson, I., 1994, Studying Curriculum: Cases and Methods (Buckingham: Open University Press).

GOODSON, I., 2005, Professional Knowledge/Professional Lives …..

Hargreaves, A., 1994, Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age (New York: Teachers’ College Press).

Hargreaves, A., 2003, Teaching In The Knowledge Society (New York: Teachers’ College Press).

History of Education Vol. 27, Issue 3, 1998 in British History of Education Journal.

HOBSBAWM, E., 1994, The Age of Extremes. The Short Twentieth Century 1914 – 1991 (London: Michael Joseph).

Journal of Historical Sociology, (1988 to present) (Blackwell Publishing: Oxford & Malden, MA).

Kondratiev, N., 1923, Some Controversial Questions Concerning the World Economy and Crisis (Answer to Our Critiques). In L.F. Fontvieille’s edition of Kondratiev’s works (1992) (pp. 493-543). Paris: Economica.

Lieberman, A. (ed.), 1995, The Work of Restructuring Schools (New York: Teachers College Press).

Lloyd Trump, J., 1959, Images of the Future (Urbana-Illinois: Committee on the Experimental Study of the Utilization of Staff in the Secondary School). 

Lyotard, J. (Ed.), 1984, The Postmodern Condition: A Report on Knowledge (Minneapolis: University of Minnesota Press).

McCULLOCH, G., 1995, Essay review of Changing Teachers, Changing Times, by A. Hargreaves, British Journal of Sociology of Education, 16 (1), 113-117.

Meyer, J., & Rowan, B., 1978, The structure of educational organizations. In J. Meyer & W. Marshall et al. (Eds.), Environments and Organizations: Theoretical and Empirical Perspectives (San Francisco: Jossey-Bass) pp. 78-109.

Murphy, J., 1990, The educational reform movement of the 1980's: A comprehensive analysis, In J. Murphy (ed.), The reform of American public education in the 1980s: Perspectives and cases (Berkeley, CA: McCutchan). 

Murphy, J., 1991, Restructuring schools: Capturing and assessing the phenomena (New York: Teachers College Press).

Perez, C., 1983, Structural Change and the Assimilation of New Technologies in the Economic and Social System, Futures, 15, 357-375.

Silberman, C., 1970, Crisis in the Classroom (New York: Random House).

Stamp, R., 1982, The Schools of Ontario, 1876-1976  (Toronto: University of Toronto Press).

The Word, 1969. 28 May.

Tyack, D., & Hansot, E., 1992, Learning Together: A History of Coeducation in American Public Schools  (New York: Russell Sage). 

Tyack, D. & Tobin, W., 1994, The ‘Grammar’ of Schooling: Why Has it Been so Hard to Change? American Educational Research Journal, 31(3), 453-479 Fall.

Westbury, I., 1973, Conventional classrooms, ‘open’ classrooms and the technology of teaching. In Journal of Curriculum Studies, 5(2), 99-121.

Wright Mills, C., 1959, The Sociological Imagination (London: Oxford University Press).

Young, M., 1988, The Metronomic Society: Natural Rhythms and Human Timetables  (London: Thames & Hudson).

Young, M., & Schuller, T., (eds), 1988, The Rhythms of Society  (London & New York: Routledge).

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  • Date of publication: 15/09/2005
  • Number of pages (as Word doc): 272
  • Publisher: Routledge
  • Subject:
    Curriculum Studies, Narrative Theory
  • Available in:
    English
  • Appears in:
    Learning, Curriculum and Life Politics: the selected works of Ivor F. Goodson
  • Number of editions: 1
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  • Price of book: £27.99
  • ISBN: 978-0-415-35220-8
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