The Labour Party and Higher Education: The Nature of the Relationship

Higher education policy has rarely been a major concern of the Labour Party in the second half of the twentieth century. This article explores the reasons for this and analyses the ideological coalition of the Labour Party in the context of the Welfare State and the commitments to moderate social democratic reformism. Three strands in particular are explored: the dominance of vocational, technological and professional priorities in HE expansion; the influence of utilitarian thinking, broadly construed; and the various social purpose, equality perspectives of those on the Left of the Party. Alongside these strands, has been Labour's reluctance to adopt interventionist policies especially in relation to the so‐called elite Universities, and the persistent advocacy of ‘modernisation’. Finally, the article considers, within a context of the debate in general political analysis, the potential of the Labour Party within this period to achieve significant reform in the field of higher education, drawing inter alia on the work of Ralph Miliband.     

The Labour Party and Higher Education: 1945–51

Assessments of Labour's achievements in education in the immediate post‐war period have been largely critical, but almost exclusively focused on schools’ reform. This article in contrast considers Labour's policies for higher education, particularly universities. Three themes dominated the post‐war agenda: science and technology, expansion (and access), and appropriate models of higher education. The demands of science and technology and the conse‐quent need for expansion were the main drivers in Labour's programme. But the failure to offer a clear view of post‐war development in higher education, together with a deep‐seated ambivalence as to the role of technology and vocational education in universities, meant that plans for science, technology and expansion were only partially realised. The issue of appropriate models of higher education has bedevilled subsequent Labour governments, including the present administration, in their search for a policy for higher education.     

Teacher Assessment in the Inner City at Key Stage 1

This study examines the experience of national teacher assessment in a sample of inner‐city infant schools. In particular, it addresses the conduct of teacher assessment in the three core curriculum areas of English, mathematics and science, and modifications made for children with English as a second language and those with special educational needs. Two distinct approaches to teacher assessment emerged, with integration into classroom activities occurring in some cases, but frequently separate ‘bolt‐on’ activities being carried out. It is interesting to note that almost all the teachers used two or three standard assessment tasks instead of continuous teacher assessment to assess children’ s attainment. Teachers consistently saw time as a vital ingredient for meeting the needs of children with ‘additional educational needs’ in relation to teacher assessment. The findings are discussed in the context of recent policy developments and in terms of theoretical models of teachers’ approaches to assessment.     

Personal and Situational Factors Influencing Intrinsic Interest of Adolescent Girls in School Physical Education: a structural equation modelling analysis

This study assessed the influence of individual and contextual factors on adolescent girls’ interest in school physical education (PE). Specifically, girls (N = 700) were assessed on: (a), perceptions of their PE class climate, using the Perceived Motivational Climate Scale (PMCS, Cury et al., 1994; (b) dispositional achievement goal orientations, using the French version of the Perception of Success Questionnaire (POSQ, Durand et alM in press; and (c) the interest and competence subscales from the French version of the Intrinsic Motivation Inventory (IMI, Cury et al., 1994a). Structural equation modelling analysis, using LISREL VII, showed an excellent fit with the hypothesised model. Specifically, situational class climate was found to be more important than individual goals in influencing pupil interest in PE. However, perceived competence also influenced interest, as did a mastery goal orientation. Results are discussed in the context of theoretical propositions of goal perspectives theory and practical issues of enhancing adolescent girls’ interest in physical education.     

Adapting to Learner Attributes: experiments using an adaptive tutoring system

A composite learner model for adaptive tutoring systems has been developed, which combines a model of learner attributes with a simple overlay model of the learner's domain knowledge state. The model of learner characteristics enables several different forms of psychological and background data about the student to be taken into account, and provides a profile of the learner in terms of pedagogically useful attributes. An Adaptive Tutor Using Learner Attributes (ATULA) has been constructed, which uses the composite learner model. The system is able to select for the learner the optimal form of the learning material for the group of topics about to be presented. Experiments carried out with the adaptive tutoring system over 3 successive academic years with two disparate groups of students are described. User records collected during the experiments provide insight into the operation of the model, both at initialisation and during the student's interaction with the system. Previous users’ records also enable comparisons to be made with the result of previous experiments using a non‐adaptive system.     

Outdoor physical education in French schools during the twentieth century

During the twentieth century, outdoor physical education (OPE) gradually integrated with the French education system. Culturally speaking, OPE had to overcome several hurdles because it promoted values such as freedom, initiative and responsibility that were deemed incompatible with the existing educational model. Beyond being a pedagogical tool, the health and welfare implications justified the existence of OPE within the school system, thus changing the meaning of those values. The question of human relations with nature truly facilitated the incorporation of OPE into French educational programmes even if the scope of its development is rather limited today. Some might regret the predominance of a kind of physical activity that conveyed values and was proven to be especially productive in terms of issues related to education, security and respect for the environment. Nevertheless, OPE physical activities found their rightful place within the school system because of the sports facet of the activities.     

Activity centers in the home: Ideas for family day care providers and parents

The home is where young children spend most of their time. Whether it is the home of the day care provider or their own home, it is the place where much of their learning takes place during their early years. Providers and parents can arrange the home environment to maximize learning for infants, toddlers, preschoolers, and school-agers. Setting up activity centers is a good way to organize space, ensure optimum learning opportunities, and facilitate supervision.Jean Billman is Professor of Early Childhood Education at Winona State University in Minnesota. She has been a center director and now directs a laboratory preschool on campus.     

Mother-daughter incest

Reports of mother-daughter incest are conspicuously absent from the extensive literature on the sexual abuse of children. When homosexual incest has been reported, the relationship usually involves father and son. In some reported cases of father-daughter incest, the mother had an active role in the sexual act. There is one reported case of grandmother-grand-daughter incest. In the present case, the victim, L., entered psychotherapy because of migraine headaches. She was a university student, struggling, ambivalently, to separate from a jealous and possessive mother. She had been involved in several homosexual affairs which had ended with L. rejecting her partner. Early in therapy, she made a self-mutilating suicide attempt. L. was the only child of an older, lower middle class couple. Father was a passive, ineffectual man, overshadowed by L. 's mother. Soon after L. was born, mother and father began sleeping in separate bedrooms. When L. was six years old, mother invited her to share her bed. L. had a room of her own, but was allowed to sleep there only when mother entertained her homosexual lover. L. recalls being extremely jealous of her mother's lover. Starting at age 8, L. recalls awakening to find mother kissing L. on the lips or fondling her breasts. L. thinks that genital fondling also took place while L. was asleep. At age 14 L. insisted that she sleep alone because she felt there was “something wrong” with her relationship with mother. After two years of psychotherapy, L. was able to separate successfully from mother. Soon after this, she rekindled a relationship with a male friend and later married. It can be difficult to distinguish a sexually exploitative mother-daughter relationship from a normal physical closeness that occurs between mothers and female children. This closeness is critical in the development of mothering behaviors in the daughter. Seductive behavior in mothers is more socially tolerated than similar behavior in male caretakers. In some cultures, mothers actively masturbate their nursing infants. In the case of L., the sexual relationship between mother and daughter parallels the patterns seen in father-daughter incest. The incest behavior occurred in the context of a deteriorated husband-wife relationship. L. was confused about whether to relate to mother as a parent or as a sex partner. Sexual contact began when the patient was pre-pubertal and consisted mainly of fondling. L's memories of this contact are vague and dreamlike, and were revealed after a substantial therapeutic relationship had been established. L's subsequent homosexual encounters were a repetition of her seduction by her mother. Less explicit maternal seductions have been implicated in the pathogenesis of female homosexuality. As more women with homosexual life-styles take on the single parenting of daughters, reports of mother-daughter incest may become more common.