History of Education in England Part 1
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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. -
A Critical Analysis of the Concept of Christian Education with Particular Reference to Educational Discussion After 1957
Hughes, Frederick E. (1988) A critical analysis of the concept of Christian education with particular reference to educational discussion after 1957. PhD thesis, University of Nottingham. Access from the University of Nottingham repository: http://eprints.nottingham.ac.uk/13721/1/383536.pdf Copyright and reuse: The Nottingham ePrints service makes this work by researchers of the University of Nottingham available open access under the following conditions. · Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. · To the extent reasonable and practicable the material made available in Nottingham ePrints has been checked for eligibility before being made available. · Copies of full items can be used for personal research or study, educational, or not- for-profit purposes without prior permission or charge provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. · Quotations or similar reproductions must be sufficiently acknowledged. Please see our full end user licence at: http://eprints.nottingham.ac.uk/end_user_agreement.pdf A note on versions: The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher’s version. Please see the repository url above for details on accessing the published version and note that access may require a subscription. For more information, please contact [email protected] A critical analysis of the concept of Christian Education with particular reference to educational discussions after 1957 by Frederick E. -
Changes in the Provision of Physical Education for Children Under Twelve Years
Durham E-Theses Changes in the provision of physical education for children under twelve years. 1870-1992 Bell, Stephen Gordon How to cite: Bell, Stephen Gordon (1994) Changes in the provision of physical education for children under twelve years. 1870-1992, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/5534/ 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 CHANGES IN THE PROVISION OF PHYSICAL EDUCATION FOR CHILDREN UNDER TWELVE YEARS. 1870-1992 Stephen Gordon Bell The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. A thesis presented for the degree of M.A.(Ed,) in the Faculty of Social Science University of Durham 1994 I 0 JUM 199! Abstract A chronological survey over 120 years cannot fail to illustrate the concept of changesas history and change are inter-twined and in some ways synonymous„ Issues arising from political,social,financial,religious, gender and economic constraints affecting the practice and provision of Physical Education for all children under 12 in the state and independent sectors,including those with special needs,are explored within the period.The chapter divisions are broadly determined by the Education Acts of 1870,1902,1918,1944 and 1988 to illustrate developing changes. -
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 -
The Importance of Educational History
FORUM Volume 51, Number 3, 2009 www.wwwords.co.uk/FORUM Lessons from the Past: the importance of educational history DEREK GILLARD ABSTRACT For the past twenty years, the training of teachers in England has consisted of little more than instruction in ‘delivering’ the National Curriculum. In this piece, Derek Gillard argues that there are now encouraging signs of a resurgence of interest in the history of education. He reviews the new edition of Clyde Chitty’s Education Policy in Britain, which looks at the history of education from a political perspective, and summarises the content of his own website, which is devoted to the history of Education in England. Education Policy in Britain (2nd Edn) CLYDE CHITTY London: Palgrave Macmillan 280 pages, £20.99, ISBN 978-0-230-22278-6 Education in England DEREK GILLARD http://www.dg.dial.pipex.com Voltaire described history as ‘nothing more than a tableau of crimes and misfortunes’, and Henry Ford famously said it was ‘more or less bunk’. In education, lip-service has often been paid to history’s importance in the curriculum, but it has endured a rather chequered career. After the Second World War it was often variously treated as part of social studies or integrated studies. Later, as a National Curriculum subject, it suffered interference from a variety of groups with political axes to grind, and more recently it has been effectively relegated to playing a minor part in citizenship education. The history of education itself has fared no better. For the past two decades, student teachers have spent most of their time learning how to ‘deliver’ the National Curriculum. -
Female Education in the Late Sixteenth and Early Seventeenth Centuries in England and Wales: a Study of Attitudes and Practi Ce
FEMALE EDUCATION IN THE LATE SIXTEENTH AND EARLY SEVENTEENTH CENTURIES IN ENGLAND AND WALES: A STUDY OF ATTITUDES AND PRACTI CE Thesis submitted for the degree of Doctor of Philosophy: January 1996 Caroline Mary Kynaston Bowden Institute of Education, University of London \ 2 ABSTRACT OF THESIS This thesis provides a study of attitudes and practice in respect of female education in England and Wales in the late sixteenth and early seventeenth centuries. It begins with a review of primary and secondary sources, and throughout draws substantially upon personal documents consulted in collections of family papers covering a wide geographical area. These documents, it is argued are broadly representative of gentry families. Chapter Two examines the education of daughters; Chapter Three the role of women in marriage; Chapter Four motherhood. Each of these chapters examines the links between education and the roles girls and women fulfilled. Throughout these three chapters, contrasts and comparisons are drawn between prescriptive advice and practice. Chapter Five considers the difficult issue of standards in the education of girls and women, while the final chapter examines some of the outcomes of education in terms of women as intermediaries in informal power networks, estate and farm managers and educational benefactors and founders. The thesis draws conclusions in respect of the importance of education in permitting the developing role of women in both private and public spheres and examines the reasons for such changes. It also challenges existing theories regarding the differences between Catholic and Protestant attitudes to girls' education. A substantial appendix listing some 870 educated and literate women of the period is provided, both to demonstrate the major sources for this study and to provide a basis for future research. -
Education System in the Uk
EDUCATION SYSTEM IN THE UK Across the UK there are five stages of education: early years, primary, secondary, Further Education (FE) and Higher Education (HE). Education is compulsory for all children between the ages of 5 (4 in Northern Ireland) and 16. FE is not compulsory and covers non-advanced education which can be taken at further (including tertiary) education colleges and HE institutions (HEIs). The fifth stage, HE, is study beyond GCE A levels and their equivalent which, for most full-time students, takes place in universities and other HEIs and colleges. Early Years Education In England since September 2010, all three and four year olds are entitled to 15 hours of free nursery education for 38 weeks of the year. Early Years education takes place in a variety of settings including state nursery schools, nursery classes and reception classes within primary schools, as well as settings outside the state sector such as voluntary pre-schools, privately run nurseries or childminders. In recent years there has been a major expansion of Early Years education and childcare. The Foundation Stage which was first introduced in September 2000, and covered children’s education from the age of 3 to the end of the reception year, when children are aged 5. The Early Years Foundation Stage (EYFS) came into force in September 2008, and is a single regulatory and quality framework for the provision of learning, development and care for children in all registered early years settings between birth and the academic year in which they turn 5. The EYFS Profile (EYFSP) is the statutory assessment of each child’s development and learning achievements at the end of the academic year in which they turn 5. -
Higher Education Funding Reforms: a Comprehensive Analysis of Educational and Labor Market Outcomes in England
DISCUSSION PAPER SERIES IZA DP No. 11083 Higher Education Funding Reforms: A Comprehensive Analysis of Educational and Labor Market Outcomes in England Ghazala Azmat Stefania Simion OCTOBER 2017 DISCUSSION PAPER SERIES IZA DP No. 11083 Higher Education Funding Reforms: A Comprehensive Analysis of Educational and Labor Market Outcomes in England Ghazala Azmat Sciences Po, CEP (LSE) and IZA Stefania Simion University of Edinburgh and CEP (LSE) OCTOBER 2017 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No. 11083 OCTOBER 2017 ABSTRACT Higher Education Funding Reforms: A Comprehensive Analysis of Educational and Labor Market Outcomes in England This paper investigates the impact of changes in the funding of higher education in England on students’ choices and outcomes. -
The Right to Education in England
The Right to Education in England Alternative Report to the Committee on Economic, Social and Cultural Rights September 2008 CONTENTS Foreword…………………………………………………………………………….2 Executive Summary………………………………………………………………...................3 Introduction………………………………………………………………………..11 Availability of education…………………………………………………………………………..13 No right to education for children held in custody………………………13 Children in immigration detention………………………………………...17 Lack of provision for children with special educational needs and disabilities…………………………………………………………………...19 Alternative provision for children not in school………………………….21 Access to education……………………………………………………………..26 Discrimination in access to education and educational outcomes for particular groups of children………………………………………….26 High rates of exclusion……………………………………………………37 Wide-spread bullying in schools…………………………………………40 Acceptability of education………………………………………………………44 Lack of participation of children in education…………………………...44 Content of education………………………………………………………47 Adaptability of education……………………………………………………….50 Inclusion: children with SEN in mainstream schools………………….50 Conclusion…………………………………………………………………………52 FOREWORD This report was prepared by the Children’s Legal Centre – an independent national charity aimed at promoting children’s rights in the UK and worldwide. The Children’s Legal Centre has particular expertise in the area of education law, being one of the leading providers of education law advice and casework in England. Owing to the Centre’s particular expertise -
Investigating School Leadership at a Time of System Diversity, Competition and Flux
The University of Manchester Research Investigating school leadership at a time of system diversity, competition and flux Link to publication record in Manchester Research Explorer Citation for published version (APA): Courtney, S. (2015). Investigating school leadership at a time of system diversity, competition and flux. Citing this paper Please note that where the full-text provided on Manchester Research Explorer is the Author Accepted Manuscript or Proof version this may differ from the final Published version. If citing, it is advised that you check and use the publisher's definitive version. General rights Copyright and moral rights for the publications made accessible in the Research Explorer are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. Takedown policy If you believe that this document breaches copyright please refer to the University of Manchester’s Takedown Procedures [http://man.ac.uk/04Y6Bo] or contact [email protected] providing relevant details, so we can investigate your claim. Download date:27. Sep. 2021 Investigating school leadership at a time of system diversity, competition and flux A thesis submitted to the University of Manchester for the degree of PhD in the Faculty of Humanities 2015 Steven John Courtney School of Environment, Education and Development, Manchester Institute of Education List of contents Abstract ..................................................................................................... -
SCHOOL SYSTEM in the UK England Education in England May Differ from the System Used Elsewhere in the United Kingdom . Basicall
SCHOOL SYSTEM IN THE UK England Education in England may differ from the system used elsewhere in the United Kingdom . Basically, there are two systems: one covering England, Wales and Northern Ireland and one covering Scotland. The two education systems have different emphases. Traditionally the English, Welsh and Northern Irish system has emphasised depth of education whereas the Scottish system has emphasised breadth. Thus English, Welsh and Northern Irish students tend to sit a small number of more advanced examinations and Scottish students tend to sit a larger number of less advanced examinations. It should be noted that local English practice can vary from this general picture although Scottish practice is well nigh universal. Education in Wales Nowadays education in Wales differs slightly from the system used in England. The statutory national key stage tests in Wales were, until 2000, the same as in England and were managed by the School Curriculum and Assessment Authority (SCAA). In 2000, the National Assembly for Wales took responsibility for these tests in Wales, at which point they were developed by test agencies on behalf of the Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru (ACCAC), whilst the tests in England were developed for the Qualifications and Curriculum Authority (QCA). In 2002, the Welsh Assembly decided to cease the tests at Key Stage One. Instead, optional teacher assessment materials were provided to schools in 2003 for use in English, mathematics and Welsh . These had been adapted from materials that had originally been developed by the National Foundation for Educational Research (NFER) and the other test agencies to be used as statutory assessment materials for 2003. -
Post-War Developments in Music Education
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Institute of Education EPrints Post-war developments in music education: an investigation of music education policy and practice, as implemented within three local education authorities during the period, 1944-1988 Pauline Adams Institute of Education University of London Doctor of Philosophy 2013 I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Word count (exclusive of bibliography): 81,652 i Abstract In recent times there has been a resurgence of interest in the history of music education, which has opened up new opportunities for the re-interpretation of both established and changing philosophies, pedagogies and practices. Historical research into music services within LEAs is still a fertile area for investigation. This thesis brings new arguments and evidence to bear upon an under-researched and emerging area of study. The focus of this particular investigation emerged from the author’s earlier research into the history of the Inner London Education Authority (ILEA) music service, the findings of which revealed three interrelated factors underpinning its development: funding and commitment, strong leadership, and the ‘London’ factor. These earlier research findings prompted further questions leading to the conception of the rationale and focus for this thesis. The first was to ask if government reports, and the ensuing initiatives they fuelled, had led to other LEAs developing their approaches to state music education in similar or parallel ways and at similar rates, and the second was to examine the role that individuals played in steering the direction of music education within the different authorities.