By Craig Campbell, Geoffrey Sherington (auth.)
This booklet strains the decline of the general public accomplished highschool. New academic markets emphasised college range and parental selection instead of social fairness via universal education, they usually have been criticized for declining criteria. The publication additionally considers executive schooling guidelines and their neighborhood manifestations.
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Additional resources for The Comprehensive Public High School: Historical Perspectives
25 Unlike the United States, the Australian public high schools did not therefore develop out of a ‘common school’ tradition. Rather, these new high schools were highly selective, introducing a form of meritocracy into secondary education. Students qualified for them by a process of competitive examination. 26 Of great significance in the development of colonial public high schools was the emerging relationship between secondary and higher education in Australia. The Australian colonies generally followed the model of the local public examinations for schools established by Oxford and Cambridge.
Tawney, was propounding the idea of ‘Secondary Education for All’ proposing primary and secondary education as successive rather than separate stages of schooling. 45 The importance of measuring ability certainly influenced the Hadow Report (1926). Titled The Education of the Adolescent, the report sought to create debate over defining different forms of post-primary education while leaving the existing secondary schools untouched. 47 As part of the British Empire, Australia was also drawn into the discussion about national and imperial efficiency and the implications this held for educational change.
S. (Kenneth) Cunningham. 92 By the end of the 1930s ACER publications advocating educational reconstruction had begun to flow. Cunningham and another employee of the ACER, William Radford, helped sustain interest into the war years and beyond. One of Radford’s publications on the role of schooling in rural communities finally took on one of the key tenets in Australian school organizational thinking. ”93 By 1940, using somewhat primitive quantitative research techniques, another author, J. A. 94 As ACER Director, Cunningham was the major force in organizing the New Education Fellowship (NEF) conference in 1937.
The Comprehensive Public High School: Historical Perspectives by Craig Campbell, Geoffrey Sherington (auth.)