Relevant bibliographies by topics / Education - History - 19th century

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education - History - 19th century'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Education - History - 19th century"

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Kulbaka, Jacek. "From the history of disabilities (16th-19th century)." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 19–37. http://dx.doi.org/10.14746/bhw.2018.38.2.

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The article presents various circumstances (social, legal, philosophical and scientific) connected with the care, upbringing and education of people with disabilities from the early modern era to the beginning of the 20th century. Particular attention was to the history of people with disabilities in the Polish lands. The author tried to recall the activity of leading educational activists, pedagogues and scientists – animators of special education in Poland, Europe and the world. The text also contains information related to the activities of educational and upbringing institutions (institutional, organisational, methodological and other aspects).
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Hart, Sue. "Women and education in 19th‐century France." Modern & Contemporary France 5, no. 1 (1997): 85–87. http://dx.doi.org/10.1080/09639489708456360.

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Tampakis, Kostas. "The unrecognized mechanism: History of science education in the 19th century." Almagest 2, no. 2 (2011): 80–101. http://dx.doi.org/10.1484/j.alma.4.1005.

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Yuldashevna, Rozimova Yorqinoy, and Abduraximova Dilfuzaxon Alievna. "From The History Of Military Education In Turkestan." American Journal of Social Science and Education Innovations 2, no. 09 (2020): 596–99. http://dx.doi.org/10.37547/tajssei/volume02issue09-90.

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This article provides information on the establishment of military education in Turkestan in the second half of the 19th century, in particular, the establishment of the Tashkent Cadet School on the basis of the Academy of the Armed Forces of the Republic of Uzbekistan and the development of military education.
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Pintassilgo, Joaquim. "Etiquette School Manuals in Portugal in the 19th Century." Paedagogica Historica 38, no. 1 (2002): 265–79. http://dx.doi.org/10.1080/0030923020380113.

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Hofmann, Michèle. "History of education in Switzerland – historic development and current challenges." Encounters in Theory and History of Education 15 (November 10, 2014): 223–37. http://dx.doi.org/10.24908/eoe-ese-rse.v15i0.5332.

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As in other countries, history of education in Switzerland is faced with a number of challenges (e.g. job cuts, questioning of the discipline’s role and function). This paper argues that the disci-pline’s current situation can only be adequately understood in light of its eventful history. In a first step this paper therefore deals with the historic development of the history of education in Switzerland. Particular focus is placed on the establishment of the history of education as a part of pedagogy at the institutions of teacher education during the first half of the 19th century and the discipline’s further development over the course of the late 19th and 20th century. In a se-cond step, this paper discusses the consequences for the discipline’s present and future that arise from its specific, historically evolved situation.
 
 DOI: http://dx.doi.org/10.15572/ENCO2014.12
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Kalinina, Elena A. "Libraries of Educations Institutions in Russia in the First Half of 19th Century." Bibliotekovedenie [Library and Information Science (Russia)], no. 4 (August 12, 2010): 96–101. http://dx.doi.org/10.25281/0869-608x-2010-0-4-96-101.

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Libraries are the integral part of cultural history of Russia. Widespread opening of school libraries in the Russian Empire began in the early 19th century. They began opening school libraries across Russia in the beginning of the 19th century. The paper aims to show the formation and development of libraries in educational institutions of Russia in the first half of the 19th century. The research is based on legislative documents regulating the functions of activity of school libraries and archival materials on the Russian history of the 19th century.
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Pashkova, Tatiana. "Teaching History to Petersburg Gymnasium Students in the First Half of the 19th Century." Voprosy obrazovaniya / Educational Studies Moscow, no. 2 (2021): 261–78. http://dx.doi.org/10.17323/1814-9545-2021-2-261-278.

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Morris, Glenn A. "Engineering education in Canada—the early years." Canadian Journal of Civil Engineering 13, no. 1 (1986): 25–32. http://dx.doi.org/10.1139/l86-004.

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The beginnings of engineering education in Canada, in the mid-19th century, are described. The development of engineering programs in 10 of Canada's universities is outlined. The activities of a number of pioneers in engineering education are described, and the curricula for several of the early civil engineering programs are presented. Key words: history, education, civil, engineering.
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Reese, L. "Nimble Fingers: From 19th Century New England Mills to 20th Century Global Assembly Lines." OAH Magazine of History 3, no. 3-4 (1988): 45–49. http://dx.doi.org/10.1093/maghis/3.3-4.45.

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Dissertations / Theses on the topic "Education - History - 19th century"

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Nover, Stephen Michael. "History of language planning in deaf education: The 19th century." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284155.

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This dissertation documents historical patterns of language planning activities in American deaf education during the 19th century from a sociolinguistic perspective. This comprehensive study begins in the early 1800s, prior to the opening of the first public school for the deaf in Connecticut, tracing and categorizing available literature related to the language of signs and English as the languages of instruction for the deaf through 1900. Borg and Gall's (1989) historical research methodology was employed to ensure that a consistent historical approach was maintained based upon adequate and/or primary references whenever possible. Utilizing Cooper's (1989) language planning framework, each article in this extensive historical collection was categorized according to one of three major types of language planning activities: status planning (SP), acquisition planning (AP), or corpus planning (CP). Until this time, a comprehensive study of this nature has never been pursued in the field of deaf education. As a result, language planning patterns were discovered and a number of myths based upon inaccurate historical evidence that have long misguided educators of the deaf as well as the Deaf community were revealed. More specifically, these myths are related to the belief that 19th century linguistic analysis and scientific descriptions of the language of signs were nonexistent, and that 19th century literature related to the role, use and structure of the language of signs in education was extremely limited. Additionally this study discovered myths related to the status and use of sign language in this country, the history of deaf education programs, the growth and development of oralism and its impact upon existing programs for the deaf and the employment of deaf teachers. It was also revealed that several terms used in the 19th century have been misinterpreted by educational practitioners today who mistakenly believe they are using strategies that were developed long ago. Therefore, this study attempts to 'correct the record' by using primary sources to bring to light a new understanding of the history of deaf education from a language planning perspective.
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Sliwka, Anne. "Transplanting liberal education : higher education in 19th century Bombay Presidency, India (1821-1904)." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267493.

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Drummond, Anne (Anne Margaret). "From autonomous academy to public "high school" : Quebec English Protestant education, 1829-1889." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65546.

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Cochrane, Michelle L. "Educational Opportunities Available for Women in Antebellum Texas." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5383/.

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The matter of formal education for women in the antebellum South raises many questions, especially for the frontier state of Texas. Were there schools for young women in antebellum Texas? If so, did these schools emphasize academic or ornamental subjects? Did only women from wealthy families attend? This study answered these questions by examining educational opportunities in five antebellum Texas counties. Utilizing newspapers, probate records, tax records, and the federal census, it identified schools for girls in all of the counties and found that those schools offered academic as well as ornamental subjects. Almost all of the girls who attended those schools came from privileged families. Schools were available for young women in antebellum Texas, but generally only those from wealthy families were able to attend.
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Jones, Diana Kathryn. "The relationship between religion, work and education and the influence of 18th and 19th century nonconformist entrepreneurs." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308233.

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Andrews, Matthew Paul. "Durham University : last of the ancient universities and first of the new (1831-1871)." Thesis, University of Oxford, 2016. http://ora.ox.ac.uk/objects/uuid:52d639b8-a555-48ce-8226-af71d19cb346.

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This thesis is a study of Durham University, from its inception in 1831 to the opening of the College of Physical Science in Newcastle in 1871. It considers the foundation and early years of the University in the light of local and national developments, including movements for reform in the church and higher education. The approach is holistic, with the thesis based on extensive use of archival sources, parliamentary reports, local and national newspapers, and other primary printed sources as well as a newly-created and entirely unique database of Durham students. The argument advanced in this thesis is that the desire of the Durham authorities was to establish a modern university that would be useful to northern interests, and that their clear failure to achieve this reflected the general issues of the developing higher education sector at least as much as it did internal mismanagement. This places Durham in a different position relative to the traditional understanding of how universities and colleges developed in England and therefore broadens and deepens the quality of that narrative. In the light of the University's swift decline, and poor reputation, from the mid-1850s what were the ambitions of the founders and how did this deterioration occur? Were the critics' accusations against the University - principally that it was a theologically-dominated, inadequate imitation of Oxford, bound to the Chapter of Durham and ruled autocratically by its Warden - based on fact or prejudice? And if the critics were wrong, what were the factors that lead to the University's failings?
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Jin, Yilin, and 金以林. "The history of university education of Modern China 1896-1949 =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B44569749.

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Zhang, Jianqiao, and 張劍喬. "Marginalized women under the spotlight : Third Republic (1870-1940) schoolmistresses portrayed in French literature." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211121.

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Juxtaposing historical evidence with fiction, this thesis probes into the social marginalization of Third Republic schoolmistresses reflected in literary stereotypes. Despite their manifold representation in novels, the general stereotype is still predominant: a displeasing teacher in misery. Mostly secluded in provincial posts, they suffered not only from material indigence and burdensome teaching, but also from the hostility projected from their surroundings. Under these unfavorable circumstances, many took refuge in professional devotion and abnegation. However, they sometimes developed an ideal of heroism and self-sacrifice, which were comparable to nuns’ religious credos. Women teachers’ political portrait is often left out of literary representation. Because they could not even defend themselves and have their interests protected by superiors, political engagement would mean little to their secluded lives. Yet in the masculine Republic, women educators shouldered a political task of forming girls as qualified mothers and companions who embraced republican values. The Republic’s reinvention of the secular faith and the lay School manifested its inheritance of the Catholic legacy it strived to eradicate, best demonstrated by its imitation of a laicized religious discourse, epitomized in literature by institutrices’ spirit of martyrdom. Through their professional efforts, they came into the public sight and increased their political impact. With their pacifist ideal, militant teachers safeguarded the Republic as well as republican schooling. Above all, as a result of their continuous struggles, they shattered the image of domestic women by proving themselves to be independent and public, shaping the New Woman “prototypes” of the new century. The “vices” of new career women were evident, for their new professional identity contravened conventional norms of gender roles. It was the teaching career that gave them an anomalous sexual experience, by depriving them of their womanly roles as wives and mothers. The image of the embittered “vieille fille” thus became a target for demonization, which was presumably a cultural motive behind Colette’s writings. She arguably employed the image of schoolmistress as a vehicle for exposing a public polemic between traditional and modern views on gender roles, in the context of major social transformations especially in thought. Schoolmistresses are a metonymy of French republicanism: a republican experiment which conflicted with women’s traditional functions and undermined the inveterate masculinist order. Third Republic schoolmistresses underwent a metamorphosis from domestic to public as they acquired new social roles. While institutrice literature shares profound bonds with autobiographical accounts, many testimonies also suggest an inclination of being attached to and even governed by novels. Despite the fact that literature is fabricated upon a universe of stereotypes, many teachers spontaneously chose fictional texts as the representative of their professional voice, making these “republican mythologies” a collective autobiography which articulated institutrices’ individual career pathos to a broader audience.<br>published_or_final_version<br>Modern Languages and Cultures<br>Master<br>Master of Philosophy
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Yates, Paula. "The established church and rural elementary schooling : the Welsh dioceses 1780-1830." Thesis, University of Wales Trinity Saint David, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683276.

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Taillefer, Charles. "The legal dimensions of public education & modernity, an analysis of denominational rights and separate schools in late 19th and early 20th century Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ43329.pdf.

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Books on the topic "Education - History - 19th century"

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Educating the Royal Navy: 18th and 19th century education for officers. Routledge, 2007.

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Under a regional shadow: Colonial education policy in 19th Century Orissa. Progressive Publishers, 2008.

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The Irish school of medicine: Outstanding practitioners of the 19th century. Town House, 1988.

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Iden, Ronald. "Unwillingly to school": A Victorian education : South Bersted Church School in the 19th century. R. Iden, 1997.

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Fictions of female education in the nineteenth century. Routledge, 2009.

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Religion and the public schools in 19th century America: The contribution of Orestes A. Brownson. Paulist Press, 1996.

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Carlo, Boncompagni di Mombello. Educazione, scuola e politica nelle "memorie autobiografiche" di Carlo Boncompagni: Con l'edizione critica delle "Memorie". Vita e pensiero, 1999.

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Hardie, D. Dare M. A Passion for Nature: 19th-century Naturalism in the Circle of Charles Alexander Johns. Patten Press, 2008.

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Classical humanism and the challenge of modernity: Debates on classical education in 19th-century Germany. De Gruyter, 2015.

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Welch, David. The social construction of Franco-Ontarian interests towards French language schooling, 19th century to 1980's. s.n, 1988.

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Book chapters on the topic "Education - History - 19th century"

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Ringer, Fritz. "Theories of History and of Education in Germany and France During the 19th Century." In Methodology of the Social Sciences, Ethics, and Economics in the Newer Historical School. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-59095-5_19.

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Abosch, Sara. "III. “GOOD JEWS AND CIVILIZED, SELF-RELIANT ENGLISHMEN:” Crafting Anglo-Jewish Education in the 19th Century." In New Directions in Anglo-Jewish History, edited by Geoffrey Alderman. Academic Studies Press, 2019. http://dx.doi.org/10.1515/9781618110558-004.

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Nilsson, Anders, and Lars Pettersson. "11. The State or the People? Government Policies and Popular Movements in Education and Training in 19th century Swedish Agriculture." In Rural History in Europe. Brepols Publishers, 2008. http://dx.doi.org/10.1484/m.rurhe-eb.4.00057.

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Hall, Robert A. "19th-Century Italian." In The History of Linguistics in Italy. John Benjamins Publishing Company, 1986. http://dx.doi.org/10.1075/sihols.33.11jal.

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Driel, Lodewijk van. "19th-Century Linguistics." In The History of Linguistics in the Low Countries. John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/sihols.64.10dri.

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Roberts, Adam. "Early 19th-Century SF." In The History of Science Fiction. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-56957-8_6.

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Vannatta, Seth. "The 19th Century and History." In Conservatism and Pragmatism. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137466839_4.

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Gallarotti, Giulio M. "The 19th century conferences." In A History of International Monetary Diplomacy, 1867 to the Present. Routledge, 2021. http://dx.doi.org/10.4324/9781315732435-3.

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Green, Michael D., and Theda Perdue. "Native-American History." In A Companion to 19th-Century America. Blackwell Publishers Inc., 2007. http://dx.doi.org/10.1002/9780470998472.ch16.

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Kay, A. Barry. "Landmarks in Allergy during the 19th Century." In History of Allergy. S. KARGER AG, 2014. http://dx.doi.org/10.1159/000358477.

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Conference papers on the topic "Education - History - 19th century"

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Ismail, Amnah Saay, B. Jalal, M. Md Saman, and Wan Kamal Mujani. "19th Century Pahang Islamic Scholars in 'A History of Pahang'." In 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iceemr-17.2017.49.

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NECHITA, Constantin. "DECLINE HISTORY OF OAKS IN 20TH CENTURY FOR ROMANIAN EXTRA-CARPATHIAN REGIONS." In 19th SGEM International Multidisciplinary Scientific GeoConference EXPO Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgem2019/3.2/s14.087.

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Rifin, Fathizaki, Mohd Mahzan Awang, Abdul Razaq Ahmad, and Shakila Che Dahalan. "Issues and Challenges in 21st Century Learning of History Education." In THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY. Redwhite Pres, 2019. http://dx.doi.org/10.32698/gcs.0171.

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Gluchman, Vasil. "ETHICS AND EDUCATION IN THE SLOVAK HISTORY OF THE 18TH CENTURY." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/22/s09.062.

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Wiyanarti, Erlina. "Labor Transformation in Javanese Society in the 19th – Century." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007096502640268.

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Tleubekova, G. "Late 19th – early 20th century European travelers account of the nomadic people of Central Asia." In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-07-2020-05.

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Pérez-Moreno, Lucía C., and Luis Miguel Lus-Arana. "LEARNING ABOUT RENAISSANCE ARCHITECTURE IN THE XXI CENTURY. INTEGRATING HISTORY, THEORY, AND DESIGN." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0551.

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Stansfield, Billy, and William B. Ouimet. "HISTORY, MAPPING, AND PHYSICAL PROPERTIES OF 18TH – 19TH CENTURY RELICT CHARCOAL HEARTHS IN EASTERN CONNECTICUT." In 54th Annual GSA Northeastern Section Meeting - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019ne-328410.

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Korotaeva, Ye V. "Typologies of Educational Interactions: From Last Century to the Digital Age." In International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200509.028.

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Kaname, Mariko. "Considering the Drawing Education for Children during the 19th Century to the 20th Century in England." In 2nd International Conference of Art, Illustration and Visual Culture in Infant and Primary Education. Editora Edgard Blücher, 2012. http://dx.doi.org/10.5151/edupro-aivcipe-30.

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Reports on the topic "Education - History - 19th century"

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Halych, Valentyna. SERHII YEFREMOV’S COOPERATION WITH THE WESTERN UKRAINIAN PRESS: MEMORIAL RECEPTION. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11055.

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The subject of the study is the cooperation of S. Efremov with Western Ukrainian periodicals as a page in the history of Ukrainian journalism which covers the relationship of journalists and scientists of Eastern and Western Ukraine at the turn of the XIX-XX centuries. Research methods (biographical, historical, comparative, axiological, statistical, discursive) develop the comprehensive disclosure of the article. As a result of scientific research, the origins of Ukrainocentrism in the personality of S. Efremov were clarified; his person as a public figure, journalist, publisher, literary critic is multifaceted; taking into account the specifics of the memoir genre and with the involvement of the historical context, the turning points in the destiny of the author of memoirs are interpreted, revealing cooperation with Western Ukrainian magazines and newspapers. The publications ‘Zoria’, ‘Narod’, ‘Pravda’, ‘Bukovyna’, ‘Dzvinok’, are secretly got into sub-Russian Ukraine, became for S. Efremov a spiritual basis in understanding the specifics of the national (Ukrainian) mass media, ideas of education in culture of Ukraine at the end of XIX century, its territorial integrity, and state independence. Memoirs of S. Efremov on cooperation with the iconic Galician journals ‘Notes of the Scientific Society after the name Shevchenko’ and ‘Literary-Scientific Bulletin’, testify to an important stage in the formation of the author’s worldview, the expansion of the genre boundaries of his journalism, active development as a literary critic. S. Yefremov collaborated most fruitfully and for a long time with the Literary-Scientific Bulletin, and he was impressed by the democratic position of this publication. The author’s comments reveal a long-running controversy over the publication of a review of the new edition of Kobzar and thematically related discussions around his other literary criticism, in which the talent of the demanding critic was forged. S. Efremov steadfastly defended the main principles of literary criticism: objectivity and freedom of author’s thought. The names of the allies of the Ukrainian idea L. Skochkovskyi, O. Lototskyi, O. Konyskyi, P. Zhytskyi, M. Hrushevskyi in S. Efremov’s memoirs unfold in multifaceted portrait descriptions and function as historical and cultural facts that document the pages of the author’s biography, record his activities in space and time. The results of the study give grounds to characterize S. Efremov as the first professional Ukrainian-speaking journalist.
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