The journal was first published in 1973 when it was founded by the Primary Schools Research and Development Group in the West Midlands. The first editor was Colin Richards, still a valued friend of the Association, who edited the journal for ten years and went on to a distinguished career as an HMI, writer and academic.
The first issues of the journal were concerned with topics such as: the place of discovery learning; the issue of ‘open schooling’; the role of the primary head teacher; reading; the aims of primary education; and, ‘children and their difficulties’. The original aims of the journal were to seek out the central issues and problems of education three to thirteen and subject them to scrutiny in order to improve practice through an on-going debate.
The National Executive committee of ASPE and the Board of the journal feel that Education 3-13 has subsequently contributed positively to the complex and sometimes confusing period of education over the years since it was first published. Recent decades have witnessed an increasing ‘colonisation’ of primary school education in the UK by central government which has steadily and inexorably taken control of the aims, nature, assessment and modes of delivery of the primary curriculum.
The era when teachers in schools were supervised by Local Authority and Diocesan advisors and inspectors and jointly decided on the curriculum seems now to be long gone and everyone in education is now used to a National Curriculum, national testing, Ofsted inspections, and all the other paraphernalia of a time when education seems dominated by performance and outcomes determined by external tests. Nonetheless it is clear that many dedicated teachers have sought to ameliorate the excesses of national intervention out of a continued sense of dedication to the children in their care. Recent years have also witnessed a welcome reinvigoration of interest in the creative aspects of learning and teaching.
During all of its thirty years Education 3-13 has stood as one of the few journals dedicated to the work of teachers and other professional groups working with children in the years associated with pre-school, primary and middle schools. In this sense it is an unusual and important journal that is driven by the continued desire to promote debate in order to probe the basis of research and practice and it is striking both how much and how little has changed during its existence. The power of Local Authorities may have ebbed and flowed, the role of governments in education has been magnified beyond all expectation around the world but the fundamentals of classroom life and learning have remained the same. The language may be slightly different but the topics that formed the focus for those early editions of the journal are still key areas of debate today.
The most recent editors of the journal, including Neil Simco and, most recently, Rosie Turner-Bisset and Mark Brundrett, have tried to ensure thatEducation 3-13 remains true to its origins whilst continuing to develop as one of the few journals that cross boundaries in terms of age-phase and subject. We hope that its new home with Routledge will continue to enhance its standing whilst remaining faithful to its early ideals.
We all hope everyone enjoys reading Education 3-13 and that it can play a serious role in the professional development of all who value ASPE and an organisation.
Professor Mark Brundrett
Editor of Education 3-13
Listen to the audio interview with the leading journal editor conducted by Routledge.
Professor Mark Brundrett, Editor of Education 3-13 talks about the strengths of the journal, some of the issues and concerns that have been discussed in the journal, and his aspirations for the future of the journal.
For more information please visit the Routledge Education Arena website.
Applying MacKinnon’s 4Ps to foster creative thinking and creative behaviours in kindergarten children (PDF)
Vassiliki Riga & Elena Chronopoulou
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D. Wray & J. Medwell
Outdoor Learning: pupils’ experiences and teachers’ interaction in outdoor learning (PDF)
Barbara Humberstone & Ina Stan
Reforming Ontario Early Learning: A Review (PDF)
T.G. Ryan & G. Date
Transnational Comparisons of Teacher Expectation of Mathematical Functional Ability in Early Years and Key Stage 1 pupils – A Study Undertaken in Hong Kong and England (PDF)
Professor Liz Browne & Dr Richard Wong
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