In the End is the Beginning

摘要: Educational policy makers and practitioners in England have devoted a great deal of energy over the last forty years to attempts combat educational inequalities. The comprehensive schooling movement 1960s 1970s (DES 1965), culminating abolition tripartite system most parts country, was bold endeavour, aimed at opening up opportunities for children from different social classes challenging fallacy fixed ability potential (Chitty 2004; Hart et al. 2004). At same time, vigorous debate about forms appropriate innovative pedagogy (Stenhouse 1970; Beddis 1974), curricula (Beck 2003) grouping (Simon 1998) took place, as protagonists ideal sought ensure that selective would not be reconstructed within schools.