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#A9201E --- Economic schools --- Radical economics. --- Marxian economics

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Leach struggled to rid his countrymen of the persistent myth that the monks had been the schoolmasters of the pre-Reformation period in England. To accomplish his goal he embarked on a program of research and publication, based on a mass of hitherto unexplored documents, to establish the great antiquity of many of the nation's Latin schools and to show that they derived from clerical, but secular, colleges of Anglo-Saxon times. Showing this would, he hoped, eliminate the persistant belief that monks had been the school-masters of pre-Reformation England. Miner argues that previous readings of Leach, which suggest that his main concern is to take issue with the Reformation and argue that this great watershed in history was - at least with regard to education - a retrograde step rather than a great movement forward, have not taken into account the full range of his publications. The aim of the present study is thus to place both Leach's achievements and his more controversial theses in historical context. A separate chapter devoted to unpublished material from the Charity Commission reveals Leach's method of work and provides an analytic survey of opinions on his work by reviewers and historians. The author supplements Leach's lack of material on the school curriculum through descriptive analysis of grammatical manuscripts from the fourteenth and fifteenth centuries, showing the presence of an educational Christendom of which Leach was clearly unaware.

Education, Medieval --- Endowed public schools (Great Britain) --- Endowed schools (Great Britain) --- Public schools (Great Britain) --- Public schools, Endowed (Great Britain) --- Private schools --- Education --- Medieval education --- Seven liberal arts --- Civilization, Medieval --- Learning and scholarship --- Historiography. --- History --- Leach, Arthur Francis, --- Leach, A. F. --- Education, Medieval - England - Historiography. --- Endowed public schools (Great Britain) - Historiography.

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Design and Technology in Primary School Classrooms presents a comprehensive account of the development and nature of design and technology in the primary classroom from the modest beginnings in the 1980's to detailed implementation within the National Curriculum.It shows how the design/problem solving process and the knowledge, skills and understanding associated with design and technology can be developed by teachers who were previously unfamiliar with such activities. Case studies demonstrate the teaching strategies employed and illustrate in detail how children respond

Manual training. --- Design --- Technology --- Creation (Literary, artistic, etc.) --- Education, Industrial --- Industrial education --- Industrial schools --- Industrial arts --- Schools --- Training --- Vocational education --- Handicraft --- Sloyd --- Study and teaching (Elementary)

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United States --- Social conditions --- 1933-1945 --- 1945 --- -Race discrimination --- History --- 20th century --- Economic schools --- Myrdal, Gunnar

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There is discontent with how the textbooks have come to reinterpret Keynes but there is little communication between the most prominent schools of criticism. This book argues that this lack of dialogue is mistaken and damaging. A synthesis is possible as many of the arguments between them can be traced to simple misunderstandings and differences of emphasis.

Macroeconomics --- Keynes, John Maynard --- Keynesian economics --- Keynes, John Maynard, --- Keynesian economics. --- 330.47 --- AA / International- internationaal --- Post-Keynesian economics --- Schools of economics --- Keynes en zijn school --- Schools of economics. --- Keynes, John Maynard, - 1883-1946