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The 'Patron Saint' of Comprehensive Education: an interview with Clyde Chitty. Part One
作者：MELISSA BENN , JANE MARTIN
来源：[J].FORUM, 2017, Vol.59 (3), pp.309-324Symposium
摘要：FORUM invited Melissa Benn and Jane Martin to interview Clyde Chitty, a brilliant and effective classroom and university teacher, one of the most well-known advocates of comprehensive education, a long-standing member of FORUM's editorial board, and for two decades co-editor of t...
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    'Mantle of the Expert' as a Route to Irresistible Learning and Transformative Teaching
    作者：LUKE ABBOTT
    来源：[J].FORUM, 2017, Vol.59 (3), pp.423-432Symposium
    摘要：This article is an attempt to re-imagine the professional positioning of schooling, learning and teaching by offering an account of approaches adopted by 'Mantle of the Expert' practitioners.
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      Literacy Learning in the Twenty-first Century: how much have we learnt?
      作者：MARGARET M. CLARK
      来源：[J].FORUM, 2017, Vol.59 (3), pp.483-493Symposium
      摘要：Languages differ in the way that speech and meaning are represented in written form: in English, the correspondences are variable. Thus, in learning to read in English there is need for an approach that combines alphabetic decoding and a mastery of sight vocabulary. Teaching chil...
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        Editorial. Against Segregated Education
        作者：PATRICK YARKER
        来源：[J].FORUM, 2017, Vol.59 (3), pp.305-308Symposium
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          It's All About the Teacher: why that 'truth' might not be all that it seems
          作者：LORNA SHIRES
          来源：[J].FORUM, 2017, Vol.59 (3), pp.477-482Symposium
          摘要：This article explores the contextual detail behind a widely used quotation about the differing impact of teachers. It finds that it originates from a single paper in the USA, and that it is unclear how the quotation arises from a very specific data set from a very specific contex...
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            Checklists for Learning: when, why and how to pay attention
            作者：JOHN BLANCHARD
            来源：[J].FORUM, 2017, Vol.59 (3), pp.433-444Symposium
            摘要：This article gives an overview of the author's book Inside Teaching: how to make a difference for every learner and teacher (Routledge, 2017), and focuses on how checklist processes can be used to help clarify and guide purposes and ways of working. The intention is to be systema...
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              Mabel Barker, Unknown Heroine
              作者：MARY JANE DRUMMOND
              来源：[J].FORUM, 2017, Vol.59 (3), pp.471-477Symposium
              摘要：An account of the life of Mabel Barker, teacher, rock climber and pioneer outdoor educator.
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                Labour and the Grammar Schools: a history
                作者：DEREK GILLARD
                来源：[J].FORUM, 2017, Vol.59 (3), pp.381-395Symposium
                摘要：This article outlines the Labour Party's attitude to selective secondary education from the creation of the party in 1900 to the present day. It notes early calls for comprehensive schools; seeks to explain why the post-war Attlee government was so committed to the tripartite sys...
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                  The Politics of Blocking Equality Reforms in Education: a study of organised interests in England, 1965 2010
                  作者：SUSANNE WIBORG
                  来源：[J].FORUM, 2017, Vol.59 (3), pp.395-412Symposium
                  摘要：This article investigates how vested interests, particularly the teacher unions, responded to the British Labour government's school reforms designed to increase educational equality. Two significant reforms introduced to this end were Circular 10/65 on comprehensive education an...
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                    A World We Never Had: the forgotten quest for a comprehensive school curriculum
                    作者：MIKE DAVIES
                    来源：[J].FORUM, 2017, Vol.59 (3), pp.361-372Symposium
                    摘要：Recently the spectre of increased selection has raised much attention, frequently associated with 'fairness' linked to a meritocracy - reminding us of the tension between the principles of equality of opportunity and access as the key driver of the comprehensive school as against...
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