The lack of educational provision for the majority towards the and of the 19th century attracted the attention of education policy-makers who wished to remedy the situation. This overview draws on unpublished sources to describe and analyse the crucible years for 20th-century English education.
The role of women in policy-making has been largely neglected in conventional social and political histories. This book opens up this field of study, taking the example of women in education as its focus. It examines the work, attitudes, actions and philosophies of women who played a part in policy-making and administration in education in England over two centuries, looking at women engaged at every level from the local school to the state. Women, Educational Policy-Making and Administration in England traces women's involvement in the establishment and management of schools and teacher training; the foundation of the school boards; women's representation on educational commissions, and their rising professional profile in such roles as school inspector or minister of education. These activities highlight vital questions of gender, class, power and authority, and illuminate the increasingly diverse and prominent spectrum of political activity in which women have participated. Offering a new perspective on the professional and political role of women, this book represents essential reading for anybody with an interest in gender studies or the social and political history of England in the nineteenth and twentieth centuries.
Author: Ian C. Copeland
Publisher: Upfront Publishing
Release Date: 2002
Over the past 120 years, successive governments have failed to make inroads into the problem of the substantial minority of pupils in our schools with poor literacy and/or numeracy skills. Ian Copeland examines the root causes of this failure and explains
Release Date: 2005
Genre: American literature
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"Included in this book: Letter formation practice ; word practice ; sentence practice ; sentences and short paragraphs about cross-curricular topics ; alphabet tongue twister take-home booklet" --Cover.
In this unique work some of today's greatest educators present concise, accessible summaries of the great educators of the past. Covering a time-span from 500 BC to the early twentieth century each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of their impact and influence, a list of their major writings and suggested further reading. Together with Fifty Modern Thinkers on Education, this book provides a unique reference guide for all students of education.
Author: Hugh Redwald Trevor-Roper
Publisher: Liberty Fund Inc.
Release Date: 2001-03-01
The Crisis of the Seventeenth Century collects nine essays by Trevor-Roper on the themes of religion, the Reformation, and social change. The Civil War, the Restoration, and the Glorious Revolution in England laid the institutional and intellectual foundations of the modern understanding of liberty. Trevor-Roper's essays uncover new pathways to understanding this seminal time. In his longest essay, "The European Witch-craze of the Sixteenth and Seventeenth Centuries, " Trevor-Roper points out that "In England the most active phase of witch-hunting coincided with times of Puritan pressure--the reign of Queen Elizabeth and the period of the civil wars--and some very fanciful theories have been built on this coincidence. But...the persecution of witches in England was trivial compared with the experience of the Continent and of Scotland. Therefore...[one must examine] the craze as a whole, throughout Europe, and [seek] to relate its rise, frequency, and decline to the general intellectual and social movements of the time...." Neither Catholic nor Protestant emerges unscathed from the examination to which Trevor-Roper subjects the era in which, from political and religious causes, the identification and extirpation of witches was a central event.
Author: Katia Pizzi
Publisher: Peter Lang
Release Date: 2010
Genre: Social Science
Cities are both real and imaginary places whose identity is dependent on their distinctive heritage: a network of historically transmitted cultural resources. The essays in this volume, which originate from a lecture series at the Institute of Germanic & Romance Studies, University of London, explore the complex and multi-layered identities of European cities. Themes that run through the essays include: nostalgia for a grander past; location between Eastern and Western ideologies, religions and cultures; and the fluidity and palimpsest quality of city identity. Not only does the book provide different thematic angles and a variety of approaches to the investigation of city identity, it also emphasizes the importance of diverse cultural components. The essays presented here discuss cultural forms as various as music, architecture, literature, journalism, philosophy, television, film, myths, urban planning and the naming of streets.
There is an extraordinary gap in the published history of schooling in the twentieth century. Nowhere is the voice of the teacher, telling his or her own story, extensively to be heard. This book, drawing not only upon the official documentary record, but also upon the previously untapped recollections of more than 100 former classroom teachers, aims to fill this gap. In Becoming Teachers, the nation's teachers from more than half a century ago tell what twentieth century education has looked like and felt like from their side of the classroom. The book concentrates particularly on the years between the end of the First World War and the passing of the landmark 1944 Education Act. All of the former state school teachers whose testimony stands at the centre of the book began their teaching careers in this period, and most completed the bulk of their classroom teaching in these years. Oral testimony is set alongside more conventional documentary sources and thematic analysis and individual life histories are brought together. In this respect, the work will break new ground in terms of its methodological approach as well as in terms of its substantive historical concerns.