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Elementary and Grammar Education in Late Medieval France
KNOWLEDGE COMMUNITIES Lynch Education in Late Medieval France Elementary and Grammar Sarah B. Lynch Elementary and Grammar Education in Late Medieval France Lyon, 1285-1530 Elementary and Grammar Education in Late Medieval France Knowledge Communities This series focuses on innovative scholarship in the areas of intellectual history and the history of ideas, particularly as they relate to the communication of knowledge within and among diverse scholarly, literary, religious, and social communities across Western Europe. Interdisciplinary in nature, the series especially encourages new methodological outlooks that draw on the disciplines of philosophy, theology, musicology, anthropology, paleography, and codicology. Knowledge Communities addresses the myriad ways in which knowledge was expressed and inculcated, not only focusing upon scholarly texts from the period but also emphasizing the importance of emotions, ritual, performance, images, and gestures as modalities that communicate and acculturate ideas. The series publishes cutting-edge work that explores the nexus between ideas, communities and individuals in medieval and early modern Europe. Series Editor Clare Monagle, Macquarie University Editorial Board Mette Bruun, University of Copenhagen Babette Hellemans, University of Groningen Severin Kitanov, Salem State University Alex Novikoff, Fordham University Willemien Otten, University of Chicago Divinity School Elementary and Grammar Education in Late Medieval France Lyon, 1285-1530 Sarah B. Lynch Amsterdam University Press Cover illustration: Aristotle Teaching in Aristotle’s Politiques, Poitiers, 1480-90. Paris, BnF, ms fr 22500, f. 248 r. Cover design: Coördesign, Leiden Lay-out: Crius Group, Hulshout Amsterdam University Press English-language titles are distributed in the US and Canada by the University of Chicago Press. isbn 978 90 8964 986 7 e-isbn 978 90 4852 902 5 (pdf) doi 10.5117/9789089649867 nur 684 © Sarah B. -
Oklahoma Arts Council Commissioned a Review of Research on the Impact of Arts Education on Student Outcomes
Amber Sharples Executive Director (405) 521-2853 [email protected] Benefits of Arts Education: A Literature Review In 2016, the Oklahoma Arts Council commissioned a review of research on the impact of arts education on student outcomes. Guiding questions: 1. What is the impact of fine arts on student performance on measures of college and career readiness? 2. To what extent is participation in fine arts associated with higher outcomes on measures of college and career readiness? Literature Review Findings Mathematics • Music instruction and fraction concepts (Courey, Balogh, Siker, & Paik, 2012) • Instrumental music and higher math assessment scores (Babo, 2004) • Exceptional music programs and deficient instrumental programs = better English and math (Johnson et al., 2006) • Exemplary music education programs = higher English and math test scores (Johnson et al., 2006) • Music ensembles and higher standardized math achievement scores (Miksza, 2010) Literature Review Findings English Language Arts • Preschool music intervention = better emergent literacy (Runfola, Etopio, Hamlen, & Rozendal, 2012) • Piano lessons, vocabulary, and understanding of the logical order of words (Prio & Ortiz, 2009) • Visual arts summer camp and reading assessment scores (Borman, Goetz, & Dowling, 2009) • Four months of music instruction = greater gains in ability to break words into sounds (Eastlund Gromko, 2005) Literature Review Findings English Language Arts (cont.) • Preschool arts enrichment and end-of-year receptive vocabulary (Brown, Benedett, & Armistead, 2010) • Drama-based instruction and reading skill improvement (Rose, Parks, Androes, & McMahon, 2000) • Drama-integrated class relative to language arts and math assessment scores. (Walker, Tabone, & Weltsek, 2011) • English language learners (ELL) more likely to pass the English language arts (ELA) examination (Peppler, Powell, Thompson, & Literature Review Findings Life and Career Skills • Arts integrated preschool = higher interest, happiness, and pride. -
Oxford Government Review Number 1 / August 2016
OXFORD GOVERNMENT REVIEW NUMBER 1 / AUGUST 2016 THE TRUST ISSUE THE PITFALLS OF REFORM THE CHINESE MODEL HOW TO TACKLE A 21ST CENTURY CORRUPTION UK CIVIL SERVICE BUILDING GOVERNMENT PAYING FOR IN FRAGILE STATES POLICY SUCCESS OXFORD GOVERNMENT REVIEW NUMBER 1 / AUGUST 2016 5 CONTENTS 6 Introduction Ngaire Woods, Dean of the Blavatnik School of Government 9 Trust and Government 10 Building trust in government Bjarne Corydon & Andrew Grant 13 Corruption and the quality of government Bo Rothstein 16 Practitioner interview: Margaret Hodge Zahra Latif 17 Global Case Studies 18 The pitfalls of reform: a UK case study Ruth Dixon 21 China’s model for government reform: a Chinese case study Gerald Zhiyong Lan 24 ‘People First, Performance Now’: a Malaysian case study Hamidin Abd Hamid 27 Transforming the Civil Service for the 21st century: a UK case study Rupert McNeil 30 Strategies and Insights 31 Escaping the fragility trap: policy proposals for governments in fragile states Rafat Ali Al-Akhali 34 The crisis after the crisis: Syria’s brain drain Stefan Dercon 37 Strategies for Innovation 38 Using behavioural insights to rethink policy Eldar Shafir 41 Using behavioural science to improve the government workforce Elizabeth Linos 44 Government as collective intelligence Geoff Mulgan 47 Empowering citizens to co-create policy Victor Bekkers 50 ‘Pay for Success’ in the UK and the US Jeffrey Liebman 53 Practitioner interview: Hidehiko Yuzaki Yasushi Aoyama 54 Acknowledgements Student summaries of the panel discussions which took place at the Challenges of Government Conference 2016 can be found at www.bsg.ox.ac.uk/trust-issue 6 Oxford Government Review Introduction 7 INTRODUCTION NGAIRE WOODS DEAN OF THE BLAVATNIK SCHOOL OF GOVERNMENT n 2016, governments are in the firing line. -
Antisemitism in the Radical Left and the British Labour Party, by Dave Rich
Kantor Center Position Papers Editor: Mikael Shainkman January 2018 ANTISEMITISM IN THE RADICAL LEFT AND THE BRITISH LABOUR PARTY Dave Rich* Executive Summary Antisemitism has become a national political issue and a headline story in Britain for the first time in decades because of ongoing problems in the Labour Party. Labour used to enjoy widespread Jewish support but increasing left wing hostility towards Israel and Zionism, and a failure to understand and properly oppose contemporary antisemitism, has placed increasing distance between the party and the UK Jewish community. This has emerged under the leadership of Jeremy Corbyn, a product of the radical 1960s New Left that sees Israel as an apartheid state created by colonialism, but it has been building on the fringes of the left for decades. Since Corbyn became party leader, numerous examples of antisemitic remarks made by Labour members, activists and elected officials have come to light. These remarks range from opposition to Israel’s existence or claims that Zionism collaborated with Nazism, to conspiracy theories about the Rothschilds or ISIS. The party has tried to tackle the problem of antisemitism through procedural means and generic declarations opposing antisemitism, but it appears incapable of addressing the political culture that produces this antisemitism: possibly because this radical political culture, borne of anti-war protests and allied to Islamist movements, is precisely where Jeremy Corbyn and his closest associates find their political home. A Crisis of Antisemitism Since early 2016, antisemitism has become a national political issue in Britain for the first time in decades. This hasn’t come about because of a surge in support for the far right, or jihadist terrorism against Jews. -
Neoliberalism As a Prevailing Force on the Conditions of Teacher Education in Canada1
Alberta Journal of Educational Research, Vol. 64.4, Winter 2018, 346-363 Neoliberalism as a Prevailing Force on the Conditions of Teacher Education in Canada1 Peter P. Grimmett, Ph.D. University of British Columbia This paper examines the impact of neoliberalist macro-policy and culture on the conditions and practice of teacher education in Canada. The origins and central features of neoliberalism are unpacked to show how the centrality of the nation state of liberalism has been replaced under neoliberalism by the distorted myth of a minimalist state that in reality reshapes social institutions along market lines and uses state regulation machinery to ensure that the market model is dominant to the point of diminishing the idea of the “public good.” This has made the world very unstable, leading to civil strife, political violence and an ongoing diasporization associated with trans-national migration. Within this unstable world, higher education and teacher education in Canada take place. I then turn to examining the impact of neoliberalist policy on higher education as a foreground to examining the impact of neoliberalist policy conditions on Canadian teacher education. Three themes are extrapolated to demonstrate this impact—the conflicted challenge between institutional legitimacy and professional identity that working in a higher education context presents to Canadian teacher educators; some unresolved issues of accessibility and accountability in Canadian teacher education programs; and the ways in which a commitment to social justice with its emphasis on inclusion, diversity, and multiculturalism that Canadian teacher educators name as important are frustrated and sometimes impeded. My thesis is that neoliberalism is using audit conditions of accountability to re-frame teachers’ work as an occupational relationship. -
Lesson 1 Skimming for Information Student Booklet
Student name Date Skimming for information Find sections of the text that back up my comments Objective Outcome To be able to skim read a text to get Skim texts to decide whether or not an overall impression and to find the they will be useful to me in finding main ideas specific information Introduction Try to remember the definitions of skimming and scanning. ● Skimming means looking through a text quickly for an overall impression and to identify the main ideas. ● Scanning means looking through a text quickly and picking out specific information by finding key words. Readers skim a text quickly to get an overall sense of what it is about and if it has the information that they need. Read the text below quickly, trying to identify the key words that give you an idea of what it is about. Everyone wants to be in a pop band when they are teenagers because they think they will become a celebrity and make lots of money. More pop bands fail than are successful and aspiring pop musicians need to have a back-up plan if they are going to be able to make a living for themselves. Not everyone can copy the success of Take That or Westlife – not because they do not have the necessary talent; success is more to do with how the band is marketed and promoted by their manager and the quality of the competition from other bands. If pop bands do not have that level of financial and business support, then they are less likely to be successful. -
Of Comprehensive Education: an Interview with Clyde Chitty
FORUM Volume 59, Number 3, 2017 www.wwwords.co.uk/FORUM http://dx.doi.org/10.15730/forum.2017.59.3.309 The ‘Patron Saint’ of Comprehensive Education: an interview with Clyde Chitty. Part One MELISSA BENN & JANE MARTIN ABSTRACT FORUM invited Melissa Benn and Jane Martin to interview Clyde Chitty, a brilliant and effective classroom and university teacher, one of the most well-known advocates of comprehensive education, a long-standing member of FORUM’s editorial board, and for two decades co-editor of the publication. It was Michael Armstrong who called him ‘the patron saint of the movement for comprehensive education’, in a card written to Clyde when he stepped away from regular duties with the FORUM board. In three 45-minute interviews, conducted at Clyde’s home, Clyde shared reflections with us on a working life as a teacher-researcher who notably campaigned for the universal provision of comprehensive state education. In this article, which comprises Part One of the interviews (Part Two will appear in the spring 2018 number of FORUM), Clyde’s unshakeable conviction that education has the power to enhance the lives of all is illustrated by plentiful examples from his work-life history. Clyde Chitty grew up in London just after the Second World War during the glory days of radio, for which he remains nostalgic. As a child, he loved all the popular series on Children’s Hour and other familiar programmes such as ‘Dick Barton – Special Agent’, and he is still a huge fan of ‘The Archers’. Clyde passed his 11-plus and was educated at a single-sex direct grant grammar school in Hammersmith between 1955 and 1962. -
Durham E-Theses
Durham E-Theses The development of secondary education in county Durham, 1944-1974, with special reference to Ferryhill and Chilton Richardson, Martin Howard How to cite: Richardson, Martin Howard (1998) The development of secondary education in county Durham, 1944-1974, with special reference to Ferryhill and Chilton, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/4693/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 ABSTRACT THE DEVELOPMENT OF SECONDARY EDUCATION IN COUNTY DURHAM, 1944-1974, WITH SPECIAL REFERENCE TO FERRYHILL AND CHILTON MARTIN HOWARD RICHARDSON This thesis grew out of a single question: why should a staunch Labour Party stronghold like County Durham open a grammar school in 1964 when the national Party was so firmly committed to comprehensivization? The answer was less easy to find than the question was to pose. -
Z675928x Margaret Hodge Mp 06/10/2011 Z9080283 Lorely
Z675928X MARGARET HODGE MP 06/10/2011 Z9080283 LORELY BURT MP 08/10/2011 Z5702798 PAUL FARRELLY MP 09/10/2011 Z5651644 NORMAN LAMB 09/10/2011 Z236177X ROBERT HALFON MP 11/10/2011 Z2326282 MARCUS JONES MP 11/10/2011 Z2409343 CHARLOTTE LESLIE 12/10/2011 Z2415104 CATHERINE MCKINNELL 14/10/2011 Z2416602 STEPHEN MOSLEY 18/10/2011 Z5957328 JOAN RUDDOCK MP 18/10/2011 Z2375838 ROBIN WALKER MP 19/10/2011 Z1907445 ANNE MCINTOSH MP 20/10/2011 Z2408027 IAN LAVERY MP 21/10/2011 Z1951398 ROGER WILLIAMS 21/10/2011 Z7209413 ALISTAIR CARMICHAEL 24/10/2011 Z2423448 NIGEL MILLS MP 24/10/2011 Z2423360 BEN GUMMER MP 25/10/2011 Z2423633 MIKE WEATHERLEY MP 25/10/2011 Z5092044 GERAINT DAVIES MP 26/10/2011 Z2425526 KARL TURNER MP 27/10/2011 Z242877X DAVID MORRIS MP 28/10/2011 Z2414680 JAMES MORRIS MP 28/10/2011 Z2428399 PHILLIP LEE MP 31/10/2011 Z2429528 IAN MEARNS MP 31/10/2011 Z2329673 DR EILIDH WHITEFORD MP 31/10/2011 Z9252691 MADELEINE MOON MP 01/11/2011 Z2431014 GAVIN WILLIAMSON MP 01/11/2011 Z2414601 DAVID MOWAT MP 02/11/2011 Z2384782 CHRISTOPHER LESLIE MP 04/11/2011 Z7322798 ANDREW SLAUGHTER 05/11/2011 Z9265248 IAN AUSTIN MP 08/11/2011 Z2424608 AMBER RUDD MP 09/11/2011 Z241465X SIMON KIRBY MP 10/11/2011 Z2422243 PAUL MAYNARD MP 10/11/2011 Z2261940 TESSA MUNT MP 10/11/2011 Z5928278 VERNON RODNEY COAKER MP 11/11/2011 Z5402015 STEPHEN TIMMS MP 11/11/2011 Z1889879 BRIAN BINLEY MP 12/11/2011 Z5564713 ANDY BURNHAM MP 12/11/2011 Z4665783 EDWARD GARNIER QC MP 12/11/2011 Z907501X DANIEL KAWCZYNSKI MP 12/11/2011 Z728149X JOHN ROBERTSON MP 12/11/2011 Z5611939 CHRIS -
Play and No Work? a 'Ludistory' of the Curatorial As Transitional Object at the Early
All Play and No Work? A ‘Ludistory’ of the Curatorial as Transitional Object at the Early ICA Ben Cranfield Tate Papers no.22 Using the idea of play to animate fragments from the archive of the Institute of Contemporary Arts, this paper draws upon notions of ‘ludistory’ and the ‘transitional object’ to argue that play is not just the opposite of adult work, but may instead be understood as a radical act of contemporary and contingent searching. It is impossible to examine changes in culture and its meaning in the post-war period without encountering the idea of play as an ideal mode and level of experience. From the publication in English of historian Johan Huizinga’s Homo Ludens in 1949 to the appearance of writer Richard Neville’s Play Power in 1970, play was used to signify an enduring and repressed part of human life that had the power to unite and oppose, nurture and destroy in equal measure.1 Play, as related by Huizinga to freedom, non- instrumentality and irrationality, resonated with the surrealist roots of the Institute of Contemporary Arts (ICA) in London and its attendant interest in the pre-conscious and unconscious.2 Although Huizinga and Neville did not believe play to be the exclusive preserve of childhood, a concern for child development and for the role of play in childhood grew in the post-war period. As historian Roy Kozlovsky has argued, the idea of play as an intrinsic and vital part of child development and as something that could be enhanced through policy making was enshrined within the 1959 Declaration of the -
Mrs. Thatcher's Return to Victorian Values
proceedings of the British Academy, 78, 9-29 Mrs. Thatcher’s Return to Victorian Values RAPHAEL SAMUEL University of Oxford I ‘VICTORIAN’was still being used as a routine term of opprobrium when, in the run-up to the 1983 election, Mrs. Thatcher annexed ‘Victorian values’ to her Party’s platform and turned them into a talisman for lost stabilities. It is still commonly used today as a byword for the repressive just as (a strange neologism of the 1940s) ‘Dickensian’ is used as a short-hand expression to describe conditions of squalor and want. In Mrs. Thatcher’s lexicon, ‘Victorian’ seems to have been an interchangeable term for the traditional and the old-fashioned, though when the occasion demanded she was not averse to using it in a perjorative sense. Marxism, she liked to say, was a Victorian, (or mid-Victorian) ideo1ogy;l and she criticised ninetenth-century paternalism as propounded by Disraeli as anachronistic.2 Read 12 December 1990. 0 The British Academy 1992. Thanks are due to Jonathan Clark and Christopher Smout for a critical reading of the first draft of this piece; to Fran Bennett of Child Poverty Action for advice on the ‘Scroungermania’ scare of 1975-6; and to the historians taking part in the ‘History Workshop’ symposium on ‘Victorian Values’ in 1983: Gareth Stedman Jones; Michael Ignatieff; Leonore Davidoff and Catherine Hall. Margaret Thatcher, Address to the Bow Group, 6 May 1978, reprinted in Bow Group, The Right Angle, London, 1979. ‘The Healthy State’, address to a Social Services Conference at Liverpool, 3 December 1976, in Margaret Thatcher, Let Our Children Grow Tall, London, 1977, p. -
Case Study of the English Early Childhood Education and Care System
e Early h l Case Studies na of E A atio ar Trn ly d te Ch In il dh v o o d a E d u n c a t io t n a a n d g C a r e e S y s t e m s EvolvingResponsive a HarmonizedIntegrated Policymaking and Hybrid andUniversal Implementation:System of ECEC: Maintaining the Reform Momentum RespectingEarlyAFrom Careful Childhood Equality Children Balancing to Services:and Equity ActFamilies Using Data for Improvement HongSingaporeAustraliaEnglandFinland Kong Integrated and Universal Early Childhood Services: Using Data for Improvement A Case Study of the English Early Childhood Education and Care System Professor Kathy Sylva, Grace Murkett, and Beatriz Melendro October 5, 2018 CopyrightÓ 2018 Teachers College All rights reserved International Case Studies of Innovative Early Childhood Systems: England Contents Executive Summary 1 Part 1 Introduction 11 Chapter 1: Study Overview .......................................................................................................... 12 Rationale and Goals ................................................................................................................... 12 Study Architecture ..................................................................................................................... 14 Methodology ............................................................................................................................... 20 Data Collection, Analysis, and Validation................................................................................ 24 Definitions and Abbreviations