Ivor Morrish – författare

First published in 1971, The Background of Immigrant Children offers a deeper understanding of the diversity and richness of the customs, cultures, and religious convictions of the minority groups in a multiracial society. Ivor Morrish argues that in order to go beyond the mere tolerance of the other groups, it is becoming one of the important functions of the teacher to assist in the development of social awareness in his pupils and this must include a sympathetic involvement in the cultural ideas and outlook of groups from all over the world. This book is an attempt to introduce the teacher in training to three of the main coloured immigrant groups in Britain (West Indians, Indians, and Pakistanis), and to some of the problems that culture contact poses. This book will be a useful resource for scholars and researchers of education, multiculturalism, sociology, and social anthropology.

First published in 1971, The Background of Immigrant Children offers a deeper understanding of the diversity and richness of the customs, cultures, and religious convictions of the minority groups in a multiracial society. Ivor Morrish argues that in order to go beyond the mere tolerance of the other groups, it is becoming one of the important functions of the teacher to assist in the development of social awareness in his pupils and this must include a sympathetic involvement in the cultural ideas and outlook of groups from all over the world. This book is an attempt to introduce the teacher in training to three of the main coloured immigrant groups in Britain (West Indians, Indians, and Pakistanis), and to some of the problems that culture contact poses. This book will be a useful resource for scholars and researchers of education, multiculturalism, sociology, and social anthropology.

First published in 1972, this book aims to provide an introduction to the teacher, or teacher in training, to society and its relationship to education. Although very much a product of its time rather than an instructive text for teachers in the 21st century, this work will be of interest to those studying the evolution of the study o

First published in 1967, this book suggests that educational problems should not, and indeed cannot, be solved in isolation, but that we need to bring all our disciplines and resources to bear upon them. It explores in turn philosophical, psychological and sociological approaches to educational theory and examines great thinkers such as Plato, R

First published in 1972, this book aims to provide an introduction to the teacher, or teacher in training, to society and its relationship to education. Although very much a product of its time rather than an instructive text for teachers in the 21st century, this work will be of interest to those studying the evolution of the study o

First published in 1967, this book suggests that educational problems should not, and indeed cannot, be solved in isolation, but that we need to bring all our disciplines and resources to bear upon them. It explores in turn philosophical, psychological and sociological approaches to educational theory and examines great thinkers such as Plato, R

Originally published in 1970, this volume provides a survey of the wide field of the development of education since 1800.

The book is structured as follows:

English Elementary Education, the Development of Primary Education, English Secondary Education

Independent, Private and Public Schools, Technical and Technological Education, The Universities, Teacher Training, Further and Adult Education, The Youth Services

Johann Friedrich Herbart (1776-1841), Friedrich Froebel (1782-1852), Froebelianism and Montessori, John Dewey (1859-1952).

Originally published in 1970, this volume provides a survey of the wide field of the development of education since 1800.

The book is structured as follows:

English Elementary Education, the Development of Primary Education, English Secondary Education

Independent, Private and Public Schools, Technical and Technological Education, The Universities, Teacher Training, Further and Adult Education, The Youth Services

Johann Friedrich Herbart (1776-1841), Friedrich Froebel (1782-1852), Froebelianism and Montessori, John Dewey (1859-1952).

In recent years teachers have realized that change has become a permanent factor on the educational scene and therefore its operation or mechanism must not just be accepted, or even rejected, but above all understood. This book presents an approach towards some real understanding of educational changes and innovations. A number of mechanisms and processes are discussed and analysed in an attempt to present some sort of overview of the agents involved in change, an analysis of the major characteristics of resisters and innovators, an account of the traits and functions of innovative institutions and a description of three particular models which delineate the way in which change occurs. In the final section of the text attention is given to some contemporary educational innovations, and some suggestions provided for dealing with problems involved in their evaluation.

In recent years teachers have realized that change has become a permanent factor on the educational scene and therefore its operation or mechanism must not just be accepted, or even rejected, but above all understood. This book presents an approach towards some real understanding of educational changes and innovations. A number of mechanisms and processes are discussed and analysed in an attempt to present some sort of overview of the agents involved in change, an analysis of the major characteristics of resisters and innovators, an account of the traits and functions of innovative institutions and a description of three particular models which delineate the way in which change occurs. In the final section of the text attention is given to some contemporary educational innovations, and some suggestions provided for dealing with problems involved in their evaluation.