The English Examining Boards: Their route from independence to government outsourcing agencies

Table of Contents

INTRODUCTION : UNIQUE BODIES NEGLECTED BY THE ACADEMY.... 5

CHAPTER 1 LOCATION OF THE THESIS IN RELATION TO THE
LITERATURE...........................................................................................................11

Identifying an Absence: A survey of the literature reveals the Boards as peripheral...................11

1 The History OfEngIish Secondary Education and its Examinations............................................13

2 Assessment as the focus....................................................................................................................20

3 Education Policy and its Critiques..................................................................................................22

4 The Social Impact of Examinations.................................................................................................23

5 Additional sources.............................................................................................................................25

CHAPTER 2 FINDING A THEORETICAL FRAMEWORK, AND
CONSTRUCTING A METHODOLOGY...............................................................28

1 Finding a conceptual perspective.....................................................................................................28

2 Constructing a methodology............................................................................................................37

3 Constructing a coherent chapter structure.....................................................................................49

CHAPTER 3 LOCATING THE ENGLISH EXAMINING BOARDS IN
EDUCATION HISTORY.........................................................................................51

Prologue on the English Educational Mindset..................................................................................51

A The Origins and Development of the Independent English Examining Boards.........................64

B A golden age for educationists but not for pupils.......................................................................104

Coda: The English problem with vocational education..................................................................127

Looking beneath the narrative: what was really happening?........................................................135

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