Bringing Froebel into London's Infant Schools: The Reforming Practice of Two Head Teachers, Elizabeth Shaw and Frances Roe, from the 1890s to the 1930s

Autor/in	Read, Jane
Titel	Bringing Froebel into London's Infant Schools: The Reforming Practice of Two Head Teachers, Elizabeth Shaw and Frances Roe, from the 1890s to the 1930s
Quelle	In: History of Education, 42 (2013) 6, S.745-764 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2013.820847
Schlagwörter	Educational Change; Elementary School Teachers; Teacher Leadership; Play; Learning Activities; Teaching Methods; Foreign Countries; Women Faculty; Professional Recognition; Kindergarten; Core Curriculum; Student Centered Curriculum; Educational Philosophy; Educational History; United Kingdom (London) + Suchen Sie Ihr Suchwort? Bildungsreform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerfunktionsstelle; Spiel; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Frauenakademie; Weibliche Gelehrte; Kerncurriculum; Bildungsphilosophie; Erziehungsphilosophie; History of education; Bildungsgeschichte
Abstract	This article explores how infant school reform took hold in London's schools from the 1890s to the 1930s through examination of the work of two Froebelian head teachers, Elizabeth Mary Shaw and Frances Emily Roe. In contrast to teacher-led rote-learning methods and rigid discipline they implemented play-based activities drawing on children's interests and introduced visits for nature study and projects. The research draws on logbooks, published accounts, reports of HMIs, local authority inspectors and school managers, and witness evidence submitted by Shaw and Roe for government reports. The data suggest that their work reflects developments in the educational experimentation which marked the period and demonstrates women's agency in challenging conventional conceptions of infant teaching and expanding conceptions of educational spaces. The article illuminates how reform was disseminated and shows that as a result of their success both women achieved high professional status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10