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Like many other authors, Briffault recognises the immense contribution of Muslims to civilisation and its influence on the European renaissance. Unlike most other authors, however, Briffault realises that such a contribution was stimulated, motivated and guided by a “new spirit.” Insufficient attention, however, has been given to the source and roots of this “new spirit,” which emerged suddenly and powerfully in the Seventh Century initially among the Arabs who were not known for any significant contribution to science and technology. Nor was the sandy, mostly arid Arabia known as a centre of learning and research.

This article attempts to describe the Scottish approach to integrated care, covering historical background, policy context, progress towards implementation and current issues.

The purpose of this paper is to explore the professional dilemmas of historians of education in the USA.

This paper uses historiographical analysis.

While some aspects of both “prophet” and “fool” cultural archetypes fit some historians of education, neither archetype is a useful model for discussing the possible professional positions and roles of new scholars. Instead, “border-crossing” is an appropriate metaphor for new scholars in the history of education.

This manuscript addresses a topic of concern to many historians of education in multiple countries. It moves beyond material concerns of intellectuals to discuss the cultural archetypes that may be at play.

The paper seeks to show that marketing and psychology literature can shed light on why investors exhibit preferences for certain price ends. The perspective adopted is that the stock market is a marketplace in which investors, as consumers, buy and sell (i.e. exchange) financial products such as stocks.

The paper analyzes trading data from the stock exchanges to empirically test propositions about investor behavior vis‐à‐vis certain price ends of interest derived from the marketing and psychology literature.

Investors, as consumers, favor price‐ends of 0 and 5 more than price‐ends of 9, in that they trade more frequently and more aggressively at these price ends. Further, even price ends of 0 are favored more than odd price ends of 5.

The results of the study shed light on how the cognitive bias of the consumer thwarts the otherwise efficient functioning of the financial market.

The paper uses market‐level data to gain insights into the cognitive process of the individual investor, in addition to teasing out specific biases that have not been identified earlier in the literature. It extends the study of consumer behavior to non‐traditional, but consequential, marketplaces such as the stock market.

The purpose of this paper is to encourage historical research on the educational work of Catholic Sisters in Australia which includes the Sisters’ perspectives.

Reflecting on the experiences of research projects which sought Sisters’ perspectives on their lives and work – from archival, oral and narrative sources – the authors discuss challenges, limitations and ethical considerations. The projects on which the paper is based include: a contextual history of a girls’ school; a narrative history of Sisters in remote areas; an exploration of Sisters’ social welfare work in the nineteenth century, and a history of one section of a teaching order from Ireland.

After discussing difficulties and constraints in accessing convent archives, issues in working with archival documents and undertaking a narrative history through interviews the authors suggest strategies for research which includes the Sisters’ voices.

No one has written about the processes of researching the role of Catholic Sisters in Australian education. Whilst Sisters have been significant providers of schooling since the late nineteenth century there is a paucity of research on the topic. Even rarer is research which seeks the Sisters’ voices on their work. As membership of Catholic women’s religious orders is diminishing in Australia there is an urgent need to explore and analyse their endeavours. The paper will assist researchers to do so.

The purpose of this paper is to explore Australian educators’ work with “other people’s children” (OPCs) (Delpit, 2006) from the informal education market of the 1840s to the mass education market in contemporary times.

The paper is structured as a narrative about the expansion of the educational state and the concomitant development of technologies of inclusion and exclusion. Snapshots of various educators’ work with “OPCs” are woven into the narrative.

Notwithstanding contemporary efforts to “confront educational disadvantage” and an ever increasing array of technologies with which to differentiate students, OPCs remain on the margins of Australian education.

This paper is a unique look at Australian educators’ work with “OPCs” over the past 175 years.

The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling.

The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works.

As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail.

This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.

The purpose of this paper is to scrutinize the avowedly progressive curriculum delivered in the 1930s at the Enmore Activity School. Through this examination it delineates a gap in Australia between the theoretical formulations of progressive education and school practice. The study of this curriculum is used to locate historical trends and influences that aided or hindered the application of progressive education in Australia during the 1930s.

Through a review of the archival and historical literature on the curriculum at the Enmore Activity School the paper defines the ways progressive education was understood in Australia at that time.

The analysis reveals that Enmore delivered a type of progressive education Tyack dubs “administrative progressivism” in a programme that remained essentially orthodox. Yet although an authentically progressive curriculum proved elusive at Enmore the school did, by example, influence several later curriculums.

This close up study provides insights into how central tenets of progressive education were understood, accepted, or rejected at the local level in Australia in the 1930s. It offers fresh perspectives on contemporary educational debates about progressive education.