Pre-figurative practice and the educational leadership of Sir Alec Clegg in the West Riding of Yorkshire,England (1945–1974)

ABSTRACT

This article recalls a time when local government infrastructure was strong and a Chief Education Officer's (CEO) vision could be realised across a region, in Clegg's case the West Riding of Yorkshire, one of the largest of the pre-1974 counties in England. It is timely to revisit Clegg's educational leadership and practice from 1945 to 1974, as a valuable source of learning, and challenge to the current ideologically-informed policy rhetoric which has undermined the framework of democratic educational decision-making. The authors identify four possible areas to learn from Clegg's work. Firstly, the need for CEOs or their modern-day equivalents or successors, to consider their potential as political and community leaders; secondly, Clegg's leadership style prefigures some of the recent discussion about the leadership of public services in uncertain times; thirdly a re-evaluation of administration and bureaucracy; and lastly the need for supportive partnerships to enable schools to thrive.     

Humanism,modernism and designing education: exploring progressive relations between Australia,New Zealand and the West Riding of Yorkshire 1930s–1970s

Abstract

This article takes as a starting point the career of Sir Alec Clegg, Chief Education Officer for the West Riding of Yorkshire (1945–1974), and traces his professional connections with educationists in Australia and New Zealand. In exploring the nature of global exchanges between educators, artists, architects and designers in the decades immediately before and after the Second World War, the intertwining of modernism and progressivism is critically explored in the wider contextual frame of the Arts and Crafts Movement. The notion of increasing the humanity of the classroom occupied the efforts of a constellation of individuals caught up in the desire to redesign schooling in ways that would regenerate democratic relations of living in the post-war world. It is suggested that a common thread connected those concerned to strengthen democracy through combining progressive and modernist attitudes with the potent legacy of the Arts and Crafts Movement.     

1-1型钾盐水溶液在25 ℃及全浓度范围内的活度系数的拟合计算

对 1-1型钾盐水溶液应用 Clegg-Pitzer半经验热力学方程进行计算 .在 2 5℃及全浓度范围内 ,分别求出 8种单一电解质水溶液 ( KF,KCl,KBr,KI,KOH,KNO3 ,KCl O3 ,KBr O3 )的 WH2 O,KX,UH2 O,KX及 BKX参数 ,同时 ,计算出 8个溶度积常数 .还对 9种双盐饱和水溶液 ,计算出各自的 WKXY,UXY及 QH2 O,KXY参数 .计算结果通过了 F检验     

Refugees and evacuees: enhancing historical understanding through Irish historical fiction with Key Stage 2 and early Key Stage 3 pupils

This article explores the use of historical fiction as a means of undertaking a historical enquiry into the experiences of refugees and evacuees with Key Stage 2 and 3 pupils. The authors reflect on the reasons why people have come to Britain before focussing on specific circumstances associated with World War 2. This is undertaken through the use of two historical fiction novels set in Ireland. The choice of an Irish context is intended to challenge Anglo centric notions of the past. The authors also examine differing opinions over the validity of the place of historical fiction in history lessons and make a strong case for its inclusion. Specific teaching and learning approaches, together with teacher and pupil responses are considered. The novels chosen focus on an Irish dimension which also reflects the authors' work with the Ireland in Schools Project.     

What price hyacinths? An appreciation of the work of Sir Alec Clegg 1

Creativity is seen as important to society by the current Prime Minister and the Department for Education and Skills and is present in curriculum documents applying from birth to 16 years old but with various shades of meaning. Unfortunately, the term creativity is used in English education and the larger society without a clear definition. The author argues that for creativity to truly underpin education there needs to be an agreed definition of creativity.