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Journal articles on the topic 'Deaf children – Education – Great Britain'

Author: Grafiati

Published: 28 July 2024

Last updated: 31 July 2025

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1

Macdowall, Wendy, Kaye Wellings, Catherine H. Mercer, et al. "Learning About Sex: Results From Natsal 2000." Health Education & Behavior 33, no. 6 (2006): 802–11. http://dx.doi.org/10.1177/1090198106289003.

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To date, the focus of sex education research has tended to be on the effect of education on behavioral outcomes. There is little data on the felt needs of young people, how well they are met, and how provision might be improved. Here we report on main source of information about sexual matters, adequacy of knowledge, further needs, and preferred source of additional information, using data from a probability sample survey of people aged 16 to 44 years in Britain (Natsal 2000). A total of 11,161 participants (4,762 men and 6,399 women) were interviewed. The response rate was 65.4%. The results

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Sharma, Ashok Kumar. "The Role of the Indian Education System in Reducing Institutional Stress." JOURNAL GLOBAL VALUES XIV, S.Issue (2023): 184–89. http://dx.doi.org/10.31995/jgv.2023.v14is3.023.

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The country has a population of 140 million people and India’s GDP is still around 6.95%, compared to just 2% when it gained independence from Britain. We are expanding, but at a very steady pace. What’s the reason? Is it due to a lack of entrepreneurial skills, the government, fear of taking risks, or the younger generation? The education system of a country is an important factor that will be discussed today. This is a great thing, but there are steps we can take to accelerate our country’s growth. Stress is the wear and tear our bodies and minds experience as they try to adapt to a constant

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Mavroudoglou, Christodoulos. "Use of Multimedia and Distance Learning in Children with Special Education Needs (Deaf Children) in Greece." Journal of CIEES 3, no. 1 (2023): 19–24. http://dx.doi.org/10.48149/jciees.2023.3.1.3.

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Education is an important and integral part of society. Regarding the society of deaf students, many elements are observed that make this part of the population in a position to be investigated more and to be helped especially in the matter of education. These children are in need of aids that will cover the deficiencies created due to hearing loss. Interactive applications are an accessible and easy-to-use means to increase the quality and effectiveness of these children's learning. The education of deaf children has a long course and development. Studying the historical path of the education

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Sutton-Spence, Rachel, and Claire Ramsey. "What we should Teach Deaf Children: Deaf Teachers' Folk Models in Britain, the USA and Mexico." Deafness & Education International 12, no. 3 (2010): 149–76. http://dx.doi.org/10.1179/146431510x12708100133162.

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5

Allard, Karin, and Deborah Chen Pichler. "Multi-modal visually-oriented translanguaging among Deaf signers." Translanguaging – researchers and practitioners in dialogue 4, no. 3 (2018): 384–404. http://dx.doi.org/10.1075/ttmc.00019.all.

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Abstract Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf e

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Pavlenko, V., and L. Martynenko. "PRIMARY SCHOOLS OF GREAT BRITAIN: STAGES OF FORMATION." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(117) (June 27, 2024): 182–95. http://dx.doi.org/10.35433/pedagogy.2(117).2024.16.

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The article proves that the formation of primary education in Great Britain took place over the centuries, starting with the creation of charitable and private schools for children of poor and wealthy families in the 17th-18th centuries, the opening of industrial, religious and grammar schools at the beginning of the 19th century. The creation of a system of general compulsory primary education in Great Britain took place at the end of the 19th century – the beginning of the 20th century, which was established by government laws that provided for obligatory and free education, as well as ensur

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Volodymyr Fedorovych, CHERKASOV. "CONTENT OF EDUCATIONAL WORK IN INSTITUTIONS OF SECONDARY EDUCATION OF GREAT BRITAIN." Academis notes. Series: Pedagogical sciences 7 (April 26, 2024): 68–72. http://dx.doi.org/10.59694/ped_sciences.2024.07.068.

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The article substantiates the content of the organization of educational work in secondary education institutions of Great Britain based on the analysis of research by domestic and foreign scientists, the generalization of the work experience of state and private schools, the introduction of music classes, which positively affects the formation of the personality of the future citizen and defender of general cultural and national values. On the basis of a comparative analysis of the reform of secondary education institutions in Great Britain, we tried to identify psychological-pedagogical and

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Eva Simonsen, Ann-Elise Kristoffersen, Mervyn B. Hyde, and Oddvar Hjulstad. "Great Expectations: Perspectives on Cochlear Implantation of Deaf Children in Norway." American Annals of the Deaf 154, no. 3 (2009): 263–73. http://dx.doi.org/10.1353/aad.0.0103.

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Moores, Donald F. "The Great Debates: Where, How, and What to Teach Deaf Children." American Annals of the Deaf 136, no. 1 (1991): 35–37. http://dx.doi.org/10.1353/aad.2012.0543.

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10

De Monte, Maria Tagarelli. "Life after school." ETD - Educação Temática Digital 24, no. 4 (2022): 866–81. http://dx.doi.org/10.20396/etd.v24i4.8670247.

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Most studies on D/deaf education focus on children who are in their scholar years. This follows both the trend in pedagogical studies, which have seen a great improvements in the past 40 years, and the desire/need to prepare teachers of the D/deaf to provide these children with the best possible means to face adult life. This trend is present in many countries, Italy as well, where the growing interest towards sign language is intertwined with the need to provide special needs teachers with updated information on how to teach to their students. The result is a growing interest towards all poss

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Smalley, Dagmara, and Milena Lipnická. "Process of Children’s Education at the Slovak Centres in Great Britain." New Educational Review 71, no. 1 (2023): 140–54. http://dx.doi.org/10.15804/tner.23.71.1.11.

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The study aims to present the need to improve education at Slovak educational centres in Great Britain based on respondents’ opinions. The research sample consisted of 56 members of the teaching staff, 81 parents and 37 children from 13 centres. Data were gathered by an electronic questionnaire modified for each respondent group. Data were processed in the program Štatistika, evaluated by descriptive statistics and hypotheses by inference statistics. Research results indicated the need to increase the quality of instruction, mainly in the innovation of methods, provision of didactic aids, supp

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Gates, Carmella, and David I. Kappan. "Teacher Preparation in the Education of Visually Impaired Children: A Multi-Competency Approach." Journal of Visual Impairment & Blindness 79, no. 7 (1985): 306–7. http://dx.doi.org/10.1177/0145482x8507900705.

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For more than a decade, the University of Northern Colorado has been preparing teachers of visually impaired children with full and equal competencies in both academic instruction and orientation and mobility. This dual competency approach was developed in response to needs in the sparsely populated states of the Rocky Mountain/Great Plains region. Increased emphasis on services for the deaf-blind and other multiply handicapped visually impaired children resulted in the development of an additional component of teacher training. In 1978, UNC's graduate program expanded to include a third compe

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Bochaver, K. A. "“History of Deaf-blind Children Education in Russsia”: the Outlines of Science and Great Talent in Domestic Correctional Psychology and Pedagogy." Клиническая и специальная психология 5, no. 1 (2016): 148–52. http://dx.doi.org/10.17759/cpse.2016050110.

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The review reveals the content and the directions of the non-fiction book written by a professor Basilova; this book is written about the history of teaching deaf-blind children in the Russian Empire, the Soviet Union and modern Russia. The problems of scientific and methodological supporting the deafblind children are described through the prism of a working career of the three famous domestic speech pathologists and psychologists: Ivan Sokoliansky, Augusta Yarmolenko and Alexander Meshcheryakov.

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Sundue, Sharon Braslaw. "Confining the Poor to Ignorance? Eighteenth-Century American Experiments with Charity Education." History of Education Quarterly 47, no. 2 (2007): 123–48. http://dx.doi.org/10.1111/j.1748-5959.2007.00086.x.

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In 1738, the English evangelist George Whitefield traveled to the new colony of Georgia intending to establish “a house for fatherless children.” Inspired by both August Hermann Francke, the German Pietist who had great success educating and maintaining poor orphans in Halle, and by charity schools established in Great Britain, Whitefield's orphan house and charity school, named Bethesda, opened its doors early in 1740. For years, Whitefield devoted himself tirelessly to ensuring the success of the Bethesda school, preaching throughout Britain and North America on its behalf. Whitefield's prea

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Bai, He. "Scaffolding in Language Maintenance―The Social, Linguistic, and Cognitive Perspectives on Parental Assistance in Chinese-Origin Children’s Chinese Language Education in Britain." International Journal of Linguistics 8, no. 3 (2016): 59. http://dx.doi.org/10.5296/ijl.v8i3.9600.

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<p>Since the 1950s, an increasing number of Chinese-origin children in Britain have been struggling on the edge of heritage language loss, which is involved with both British-born Chinese children and those who immigrate to Britain with their parents. How to maintain these children’s heritage language is of great concern to many Chinese communities in Britain, in particular, to Chinese parents. This essay consists of three sections: language use of Chinese-origin children in Britain, supports from Chinese parents as well as implications for Chinese parents. It chiefly focuses on the seco

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Suradi, Ahmad, and Mawardi Mawardi. "The Strategy of Forming Religious Characters on the Deaf Children: Study at Special Schools in Rejang Lebong." Al-Ta lim Journal 27, no. 1 (2020): 16–29. http://dx.doi.org/10.15548/jt.v27i1.588.

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The study aims to determine the strategy used in forming religious characters on the deaf children in Elemantary Special School. A qualitative method was used where the data taken from observation, interview and document analysis. The result showed that the learning strategy of Islamic religious education in the development of morals for children with special needs in special schools is by implementing expository strategy, adding hours of study using the habituation method. The finding also showed that the supporting factors in the learning process to form moral guidance are the involvement of

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Mostovyi, Lyubomyr. "Important aspects of the work of a educator of the deaf in the system of general secandary education." Actual problems of the correctional education (pedagogical sciences). 24 (December 30, 2024): 129–40. https://doi.org/10.32626/2413-2578.2024-24.129-140.

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In the article, the author highlights the significance and importance of the work of a sign language teacher in the system of general secondary education with children with hearing impairment. The author reveals important aspects of the specialist's work and the challenges that arise in the process of supporting children with special needs. The author notes that in the context of the development of education in Ukraine and its integration into the European space, it is especially important to provide highly qualified resource teachers who are able to work effectively with children with hearing

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Tovkanets, Anna, and Liudmila Lendel. "PRIMARY EDUCATION IN GREAT BRITAIN AT THE BEGINNING OF THE XXI CENTURY: GOALS, CONTENT AND TASKS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(52) (June 1, 2023): 214–17. http://dx.doi.org/10.24144/2524-0609.2023.52.214-217.

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The article substantiates the peculiarities of the development of primary education in Great Britain at the beginning of the 21st century. The goals and tasks of school education are defined: transfer of cultural experience (elements of cultural experience that are recognized as valuable by a significant part of society); socialization of youth (useful models (norms) of behavior and values, understanding of tasks, skills and knowledge necessary for the social roles performance); preparing for mastering a specific profession; formation of general (extracurricular) skills. In the primary educati

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Racine, Karen. "“The Childhood Shows the Man”: Latin American Children in Great Britain, 1790–1830." Americas 72, no. 2 (2015): 279–308. http://dx.doi.org/10.1017/tam.2015.4.

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In his epic poemParadise Regained(1671), John Milton has Satan observe that “The childhood shows the man/As morning shows the day/ Be famous then/ By wisdom. As the empire must extend/ So let extend thy mind o’er all the world.” As parents and as patriots, the leaders of Latin America's revolutions for independence wanted bright futures for both their children and their young nations. In many ways, the goals they set for each were the same: enhanced commercial opportunities, a political arena marked by greater freedom of speech and open debate, the rule of law, government with a strong moral c

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Dormand, L., and E. F. Shvedovskiy. "Inclusion in the work with children with autism spectrum disorders." Autism and Developmental Disorders 15, no. 3 (2017): 69–72. http://dx.doi.org/10.17759/autdd.2017150309.

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Work fellow of Federal recourse center with the support of Moscow state university of psychology and education press-office had an interview with Lorraine Dormand, the director of the Robert Ogden School for children with ASD, managed by UK’s National autistic society. Mrs. Dormand took part in the IV International scientific and practical conference «Inclusive education: continuity of inclusive culture and practice», which was held in the end of June in Moscow. Following issues were discussed: the role of inclusion in the education system of Russia and Great Britain, general impression from t

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Melnyk, Nataliya. "FEATURES OF PROFESSIONAL PREPARATION FOR PRESCHOOL IN THE GREAT BRITAIN." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 98–108. http://dx.doi.org/10.28925/1609-8595.2018(1-2)98108.

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The article is devoted to the analysis of the concept meaning «qualification» in the European scientific terminology, analyzes its contextual peculiarities. It is distinguished that what is meant by qualification requirements is characterized by documents certifying the qualification of a teacher in European countries, as well as the terminology «qualified preschool teacher» in the context of the European dimension of higher education is explained. The author outlines the analysis of peculiarities of pre-school teachers’ qualifications in the UK. Among the key competencies of the pre-school te

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SANAGI, Tomomi. "The Significance of Charity Organisation Society in Education for Children with Physical Disabilities in Great Britain." Japanese Journal of Special Education 34, no. 2 (1996): 21–32. http://dx.doi.org/10.6033/tokkyou.34.21.

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23

Barrero, Narciso, and Miguel María Reyes. "Programa “Aventura y fantasía”: un diseño metacognitivo de comprensión lectora para alumnos de Educación Secundaria Obligatoria y Deficientes Auditivos en integración." REOP - Revista Española de Orientación y Psicopedagogía 11, no. 20 (2014): 199. http://dx.doi.org/10.5944/reop.vol.11.num.20.2000.11330.

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RESUMENEn este artículo se describe un diseño de orientación metacognitiva para la lectura en primer Ciclo de Educación Secundaria Obligatoria. El trabajo está enfocado desde una perspectiva de integración curricular y atención a la diversidad. Se analiza con el mayor detalle posible el estado de la cuestión en la investigación metacognitiva de la lectura aplicada a alumnos normooyentes y con déficit auditivo.ABSTRACTA description of metacognitive design for reading in the first cycle of obligatory secondary education an be found in this article. The work is focoussed on a curricular integrati

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Cano, Sandra, Leandro Flórez-Aristizábal, César Collazos, Habib Fardaoun, and Daniyal Alghazzawi. "Designing Interactive Experiences for Children with Cochlear Implant." Sensors 18, no. 7 (2018): 2154. http://dx.doi.org/10.3390/s18072154.

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Information and Communication Technologies (ICTs) have grown exponentially in the education context and the use of digital products by children is increasing. As a result, teachers are taking advantage of ICTs to include mobile devices such as Tablets or Smartphones inside the classroom as playful support material to motivate children during their learning. Designing an interactive experience for a child with a special need such as a hearing impairment is a great challenge. In this article, two interactive systems are depicted, using a non-traditional interaction, by the following stages: anal

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Chevelіuk, Marianna. "THE LANGUAGE EDUCATION IN PRIMARY SCHOOL IN GREAT BRITAIN AT THE BEGINNING OF THE SECOND HALF OF THE TWENTIETH CENTURY." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 246–49. http://dx.doi.org/10.36550/2415-7988-2020-1-191-246-249.

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In public schools, the English language has long been subordinated to the classics. The first schools for the poor focused on teaching children to read the Bible. Later, they aimed to teach them the minimum skills of reading, writing, and encryption that would suit them for modest and rewarding employment in the short term before they went to work. Spoken language plays a central role in learning. By talking to their children, parents help them find words to express their needs, feelings and experiences. With the help of language, children can turn their active reaction to the environment into

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Behl, Diane D., and Gary Kahn. "Provider Perspectives on Telepractice for Serving Families of Children who are Deaf or Hard of Hearing." International Journal of Telerehabilitation 7, no. 1 (2015): 3–12. http://dx.doi.org/10.5195/ijt.2015.6170.

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Telepractice to deliver remote Part C early intervention (EI) services to families in their home is a rapidly-growing strategy under the Individuals with Disabilities Education Act (IDEA) to meet the needs of infants and toddlers who are deaf or hard of hearing. A survey was completed within a “learning community” comprised of staff from EI programs that were implementing telepractice to learn about their specific implementation strategies and challenges they faced. Twenty-seven individuals representing 11 programs responded. The results showed great variability in hardware and software, with

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Kozubovska, I., and Zh. Mylian. "FAMILY WORK IN THE BRITISH SYSTEM OF SOCIAL AND LEGAL DEFENSE OF ADOLESCENTS." Norwegian Journal of development of the International Science, no. 111 (June 26, 2023): 71–75. https://doi.org/10.5281/zenodo.8091909.

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<strong>Abstract</strong> This article deals with the problem of work with families in Great Britain. It is a part of social and legal defense of adolescents in modern British society. Social policy of Great Britain is directed to the creation of the appropriate conditions for the successful education of all children in all families. Different family programs are realized and different social services take part in this work. Special attention is paid to the important role of schools with parents. <strong>Анотація</strong> В статті розглядаються питання роботи з родиною у Великій Британії. Наго

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Ignaczak, dr Paweł. "Dla prywatnej rozrywki i służby publicznej. Rysunek amatorski Adama Kazimierza, Izabeli z Flemingów i Adama Jerzego Czartoryskich / For Private Enjoyment and Public Service. Amateur Drawing of Adam Kazimierz, Izabela née Fleming and Adam Jerzy Czartoryski (Summary)." Rozprawy Muzeum Narodowego w Krakowie/Papers of the National Museum in Krakow 13, no. 13 (2025): 22–41. https://doi.org/10.52800/rmnk13.a2.

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Amateur drawings by Adam Kazimierz, Izabela née Fleming and Adam Jerzy Czartoryski played functions assigned to this type of work in the main centers of European amateurism – France and Great Britain. The invitation of J.P. Norblin to Poland, in 1774, as a teacher of drawing for the children of Adam Kazimierz and Izabela showed their belief in modern educational ideas, that were also present in the Cadet Corps program. Drawing, a useful skill, became an element of the education of a responsible citizen. Adam Jerzy Czartoryski learned to draw not only under the guidance of Norblin, but also dur

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Shevchenko, Yuliia M., Svitlana M. Dubiaha, Valentyna D. Melash, Tetyana V. Fefilova, and Yulia О. Saenko. "The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils." International Journal of Higher Education 9, no. 7 (2020): 207. http://dx.doi.org/10.5430/ijhe.v9n7p207.

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The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial in

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Wilson, Marilyn. "MAKING SENSE OF A NEW WORLD: LEARNING TO READ IN A SECOND LANGUAGE.Eve Gregory. London: Chapman, 1996. Pp. 197. $25.95 paper." Studies in Second Language Acquisition 20, no. 3 (1998): 427–29. http://dx.doi.org/10.1017/s0272263198243063.

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Eve Gregory's book fills a void in literacy education for bilingual students. This text provides solid theory, useful resources, and practical teaching suggestions for literacy development in a second language for young children. Describing the multilingual, multicultural complexity of early schooling in Great Britain, Gregory provides a strong rationale for her views of early literacy training, both formal and informal, for “emergent bilinguals”—children who are “the first generation in their family to receive formal schooling in the new country, who do not speak the language of the host coun

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Litichenko, Olena, and Olena Kovalenko. "PROVIDING EARLY CHILDHOOD EDUCATION WITH PROGRAMS: UKRAINIAN AND EUROPEAN EXPERIENCE." Educological discourse 33, no. 2 (2021): 221–35. http://dx.doi.org/10.28925/2312-5829.2021.2.15.

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The article presents the results of theoretical study of normative documents of early childhood education of Ukraine and European Union countries; the opinion of authoritative scientists on the issue of providing early childhood education of Ukraine is examined. Attention is focused on the fact that the qualitative development of preschool children depends on the ability of teachers to ensure the individual development of each child, so the issue of creating a quality education program is especially relevant. Based on the analysis of discussion issues related to the providing early childhood e

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Syzdykbayeva, А. "ASSESSMENT OF THE QUALITY OF ADDITIONAL EDUCATION OF CHILDREN IN SCHOOL CONDITIONS (EXPERIENCE OF KAZAKHSTAN)." BULLETIN Series of Pedagogical Sciences 72, no. 4 (2021): 271–78. http://dx.doi.org/10.51889/2021-4.1728-5496.31.

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The article discusses the system of additional education for children in the Republic of Kazakhstan. In the study, additional education is considered as part of the lifelong education system aimed at developing the creative abilities of children, meeting their individual and academic needs, as well as organizing their free time. Purpose: theoretical substantiation of additional education for children and development of recommendations on the mechanisms for its improvement in school conditions. Results. 15 schools of the Almalinsky district of the city of Almaty took part in the survey. The sam

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Bobeshko, A. V. "Polish emigration to Great Britain: social structure and adaptation challenges." Гуманитарные и юридические исследования 11, no. 1 (2024): 20–30. http://dx.doi.org/10.37493/2409-1030.2024.1.2.

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Introduction. The article is devoted to a relevant and little-studied issue in Russian historiography. Most of the studies of domestic authors consider the reasons for the emigration of Polish citizens to Great Britain and the influence of this process on the demographic situation in the country. The social profile of emigrants and their adaptation to the new sociocultural environment have not been adequately reflected in the works of Russian authors. Materials and Methods. In the process of working on the topic the author applied the principles of historical anthropology. Materials of analyti

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Parsons, Sarah, Ann Lewis, Ian Davison, Jean Ellins, and Christopher Robertson. "Satisfaction with educational provision for children with SEN or disabilities: a national postal survey of the views of parents in Great Britain." Educational Review 61, no. 1 (2009): 19–47. http://dx.doi.org/10.1080/00131910802684755.

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Kettemann, Bernhard. "How effective is CALL in ELT?" ReCALL 7, no. 1 (1995): 49–53. http://dx.doi.org/10.1017/s0958344000005103.

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Recently the NCET (National Council for Educational Technology) published a survey of the results of various studies on the evaluation and effectiveness of computer assisted teaching in Great Britain.1 This survey lists several positive effects of computer assisted teaching in a wide variety of educational applications. These range from increased motivation and eagerness to learn by disturbed or handicapped children to an increase in the performance of good learners by e.g. training analytic and divergent thinking.

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Nthuku, Purity Karegi, Dr Tarsilla Kibaara M, and Dr Timothy Kinoti M’Ngaruthi. "Parental Involvement Influence on Education Participation for Learners with Hearing Impairments in Special Public Primary Schools in Meru and Isiolo Counties- Kenya." Journal of Education 4, no. 3 (2024): 32–50. http://dx.doi.org/10.70619/vol4iss3pp32-50.

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Globally need for education, as a measure of one's ability to function fully in today's society, is an important motivator for efforts to achieve the highest level of education in the world. The persistent under achievement of deaf students in Kenyan schools is of great concern as evidenced by final average scores in their formative and summative scores in their assessments. This study aimed to find out how parental involvement influences education participation for learners with hearing impairment. The study was guided by Maslows theory of motivation in learning. A phenomenological research d

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H.K, Shankaramurthy, and Sushma R. "A SURVEY ON SPECIAL NEEDS STUDENTS OF GOVERNMENT AND PRIVATE AIDED SECONDARY SCHOOLS IN DAKSHINA KANNADA DISTRICT." International Journal of Advanced Research 10, no. 01 (2022): 815–20. http://dx.doi.org/10.21474/ijar01/14111.

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India is democratic country, here every child has right to get education. They have the right to receive all type of education according to their needs and capacity, whether that capacity is small or great. Our democratic principle states that all children have equal right to learn whether they are below average, average, bright, dull, retarded, blind, deaf, crippled, delinquent and emotionally disturbed in their capacities to learn. Equal opportunity indicates two things â€“one equality of access to school education and second one equality of success in school. Every society has value to give

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Smith, A. J., and J. B. Thomas. "A Survey of Psychological Support for Children with Emotional and Behavioural Difficulties in Special Schools in Great Britain." Educational Psychology 13, no. 2 (1993): 119–31. http://dx.doi.org/10.1080/0144341930130203.

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Konrad, Franz-Michael. "Early Childhood Education." History of Education Quarterly 49, no. 2 (2009): 238–40. http://dx.doi.org/10.1111/j.1748-5959.2009.00200.x.

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As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and

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Митрофанова, О. В., С. В. Пискунова, and П. Ю. Наумов. "The Concept of Family Education: Attempting to Individualize Education." Психолого-педагогический поиск, no. 4(64) (February 21, 2023): 61–73. http://dx.doi.org/10.37724/rsu.2022.64.4.007.

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Индивидуализация в полной мере характеризует на сегодняшний момент лишь две формы получения общего образования: семейное образование и самообразование. Семейное обучение, утвердившееся в Австралии, Австрии, Бельгии, Дании, Великобритании, Италии, Португалии, США, Японии и других странах, развивается и в России. События 2020 года выступили катализатором данного процесса. Ставший массовым исход из школы требует от педагогической науки теоретических и практических разработок, которые смогут помочь родителям организовать дома полноценное обучение детей. Разработанная в статье концепция семейного о

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Berveno, О. М. "About the museum I.I. Mechnikov in Dvorichna." Shidnoevropejskij zurnal vnutrisnoi ta simejnoi medicini 2020, no. 2b (2020): 38–40. http://dx.doi.org/10.15407/internalmed2020.02b.038.

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Due to the fact that in 2020 the whole world celebrates the 175th anniversary of the birth of I.I. Mechnikov, in order to preserve and promote the spiritual culture of Slobozhanshchina and to create a chronicle of unknown pages of the history of our region that is the small motherland of the great scientist, a number of events have been held. At the initiative of Dvorichna Children and Youth Creativity Center in 2015 the museum “Our great countryman I.I. Mechnikov — the Citizen of the World “ was established and a strategic plan for its development was developed. In the process of researches a

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Aubrey, Carol. "Responses of School Psychologists* in Two Contrasting Socio-Cultural Contexts (France and Great Britain) to Integration of Handicapped Pupils in the Ordinary School Setting." School Psychology International 7, no. 1 (1986): 27–34. http://dx.doi.org/10.1177/014303438600700104.

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The aim of the study was to examine published professional communications by psychologists in France and Great Britain on a topical issue — integration — during the year of 1983, as a reflection and comparison of present status, practice and current ideologies. British psychologists, secure in their central legal involvement in the assessment procedures of the new 1981 Education Act, did not raise integration of handicapped children in the ordinary school as an issue. A theme running through their literature was the issue of integrating assessment/intervention-type procedures of applied behavi

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Jeder, Daniela. "Pedagogy of diversity in teacher training." Journal of Education, Society & Multiculturalism 3, no. 2 (2022): 236–43. http://dx.doi.org/10.2478/jesm-2022-0029.

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Abstract The present work outlines a series of arguments that support the need for awareness and involvement of teacher trainers in the development of competences for diversity from the stage of initial training. The work also proposes an analysis of knowledge, skills, attitudes of a cognitive, social, emotional nature, self-knowledge capacities, ethical values, etc. as structured ensembles that can be dynamically trained for the purpose of training and developing the competences for diversity of teachers. A sequential presentation of the Professional Standards for teachers from Romania, Great

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Smith, John T. "The Priest and the Elementary School in the Second Half of the Nineteenth Century." Recusant History 25, no. 3 (2001): 530–42. http://dx.doi.org/10.1017/s003419320003034x.

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The Report of a Select Committee in 1835 gave the total of Catholic day schools in England as only 86, with the total for Scotland being 20. Catholic children had few opportunities for day school education. HMI Baptist Noel reported in 1840: ‘very few Protestant Dissenters and scarcely any Roman Catholics send their children to these [National] schools; which is little to be wondered at, since they conscientiously object to the repetition of the Church catechism, which is usually enforced upon all the scholars. Multitudes of Roman Catholic children, for whom some provision should be made, are

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Міхно, Олександр. "FOREIGN BIOGRAPHICAL DICTIONARIES OF EDUCATORS: CREATION CONCEPTS AND CONTENT FEATURES." Інноватика у вихованні, no. 17 (June 15, 2023): 68–78. http://dx.doi.org/10.35619/iiu.v1i17.522.

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The article considers foreign experience in creating biographical dictionaries of educators. The table presents 8 dictionaries published in Australia, Great Britain, Italy and the USA in 1978-2021. The content of each dictionary is analyzed according to the following parameters: number of authors, structure, number and volume of articles, distribution of articles by gender, scheme of biographical article, availability of appendices. It has been found that the dictionaries published in the 1970s and 1990s in the Great Britain and the USA were created according to the established scientifi

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Kamolov, Bakhtiyor Kh, and Saodat U. Sulaymonova. "ANALYSIS OF FOREIGN SOURCES ON THE FORMATION OF ENVIRONMENTAL AWARENESS IN PRIMARY SCHOOL STUDENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 11 (2021): 18–23. http://dx.doi.org/10.37547/pedagogics-crjp-02-11-07.

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The formation of a positive attitude to environmental awareness in the individual, the study of the population's demand for environmental knowledge is one of the most important issues of the leading countries today. The theoretical analysis shows that the following aspects are a priority in the practice of leading foreign countries in the field: In developed countries such as the United States, Great Britain, France, Finland, Norway, Japan, the issue of environmental education for children from primary school age is considered. Education is an effective tool in the fight against poverty, savin

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Kakhnych, Volodymyr. "Formation of legal education at the University of Lviv and universities of Great Britain in the middle of the XVII–XIX centuries." Law Review of Kyiv University of Law, no. 1 (May 5, 2021): 41–45. http://dx.doi.org/10.36695/2219-5521.1.2021.06.

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the middle of the 17th – 19th centuries. The author shows the peculiarities of the formation of legal education at the highlights universitiesthat nowadays hold leading positions in the world recognition, namely, Oxford, Cambridge, Melbourne and others. Therefore,their experience for the University of Lviv is extremely necessary. It shows that legal education was possible for the wealthy, but in theUK they managed to find a way to attract talented young people with different social statuses to get a legal education.In Great Britain between 1846 and 1855, the movement for the reform of legal ed

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Л., А. Штефан, та В. Бекетова Ю. "СТАНОВЛЕННЯ ТЕОРІЇ ТА ПРАКТИКИ ПРАВОВОГО ВИХОВАННЯ УЧНІВ ВЕЛИКОЇ БРИТАНІЇ". Теорія та методика навчання та виховання, № 42 (14 грудня 2017): 241–52. https://doi.org/10.5281/zenodo.1116001.

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<em>The article analyzes the </em><em>factors that contributed to the formation of students’ human rights education in Great</em><em> Britain from the 11th century to the 1940s of the 20th century. It was established that the leading factors were as follows: the establishment of the first universities in </em><em>Oxford and Cambridge; the Renaissance thinkers’ philosophical treatises; the</em><em> scientific reflections of the philosophers of the Enlightenment; the achievements of the representatives of the philosophical and pedagogical thought of the nineteenth century; the substa

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Stepanova, V. V. "LABOR LEGISLATION IN RUSSIA AND GREAT BRITAIN IN THE LATE 19TH - EARLY 20TH CENTURIES: COMMON AND DIFFERENT FEATURES (ON THE EXAMPLE OF CHILD LABOR LAWS)." Vestnik Bryanskogo gosudarstvennogo universiteta 07, no. 04 (2023): 153–60. http://dx.doi.org/10.22281/2413-9912-2023-07-04-153-160.

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The focus of this study is labor legislation in Russia and Great Britain. The period of the late XIX - early XX centuries became a time of transition of new labor standards, which had both positive and negative consequences for the working class, but at the same time reflected interests of big capital. The laws discussed in the article (the Russian law «On minors working in factories, factories and manufactories», the English law «Factory and Workshop Act 1878» and others) haven’t only historical, but also social significance, since they raise important issues of ensuring rights of children an

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Roguska, Agnieszka, Rafał Roguski, and Anna Madej. "The education of Polish children deported to the USSR and evacuated to the near and Middle East during World War II." Przegląd Wschodnioeuropejski 15, no. 1 (2024): 31–41. http://dx.doi.org/10.31648/pw.10177.

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The text describes fragmentary education gained by children deported from the territory of Poland occupied by the Soviet Union to the forced labour camps and kolkhozes. They were subsequently evacuated from the USSR to Iran and other countries controlled by Great Britain. The release of such a large group of people from Gulag camps and places of isolation was an unprecedented situation in the Soviet system, and the presence of such a large number of civilians along the regular military units being formed at the time was unexampled in history. The authors illustrate education methods and condit

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