Relevant bibliographies by topics / Elementary Education Act 1870

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Elementary Education Act 1870'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Elementary Education Act 1870"

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Parker, Stephen G., Sophie Allen, and Rob Freathy. "THE CHURCH OF ENGLAND AND THE 1870 ELEMENTARY EDUCATION ACT." British Journal of Educational Studies 68, no. 5 (August 7, 2020): 541–65. http://dx.doi.org/10.1080/00071005.2020.1801985.

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Turner, Michael J. "Beresford Hope, the Church of England, and the Elementary Education Act of 1870." Journal of Anglican Studies 17, no. 2 (November 2019): 198–217. http://dx.doi.org/10.1017/s1740355319000275.

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AbstractHistorians have used a number of political, social, and other factors to explain the controversy surrounding elementary education in Victorian Britain. This article underscores the importance of religious motivations. The Act of 1870 – a significant extension of state responsibility – did not end debates about the purpose of education and the pros and cons of government involvement and religious instruction. Prominent among voluntaryists and anti-secularists was A. J. Beresford Hope, whose position offers useful insights into the educational agencies of the Church and the manner in which churchmen responded to new circumstances. This article explains Hope’s attitude and uses it to explore some of the causes and consequences of the Act of 1870. What type of schooling best suited the British people? Should it have a basis in something other than religion? How could the Church and its supporters meet the challenges posed by education reform?
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Smith, John T. "The Wesleyans, The ‘Romanists’ and the Education Act Of 1870." Recusant History 23, no. 1 (May 1996): 127–42. http://dx.doi.org/10.1017/s0034193200002181.

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The Wesleyan Church in the second half of the nineteenth century exhibited a high degree of anti-Catholicism, a phenomenon which had intensified with the ‘Romanising’ influence of the Tractarian movement in the Church of England. To many Wesleyans Roman and Anglo-Catholicism seemed synonymous and the battleground of faith was to be elementary education. The conflict began earlier in the century. When in 1848 Roman Catholic schools made application to the government for grants similar to those offered to the Wesleyans there was an immediate split in Wesleyan ranks. At the Conference in Hull in 1848 Beaumont, Osborn and William Bunting attacked their leadership. They claimed that Methodists should not accept grants in common with Catholics. Jabez Bunting, the primary Wesleyan spokesman of his age, was however rather less critical of the Roman Catholic Church than he had been previously and clearly advocated the continuation of the grant:
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Mcculloch, Gary. "COMPULSORY SCHOOL ATTENDANCE AND THE ELEMENTARY EDUCATION ACT OF 1870: 150 YEARS ON." British Journal of Educational Studies 68, no. 5 (September 2, 2020): 523–40. http://dx.doi.org/10.1080/00071005.2020.1831434.

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von Arx, Jeffrey. "Engaging the Liberal State II: Cardinal Manning and the Royal Commission of 1886." British Catholic History 35, no. 3 (May 2021): 294–315. http://dx.doi.org/10.1017/bch.2021.4.

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As Archbishop of Westminster, Henry Edward Manning had been much involved in negotiations over the Elementary Education Act of 1870 (Forster’s Act), which aimed at establishing a national system of elementary education. By the early 1880s, Manning was dissatisfied with the operation of the Act, because the secular board schools, financed from rates, had become substantial competitors with the voluntary denominational schools, which were supposed to be the backbone of the system. This established, in effect, a dual system of secular and denominational education, which Manning believed the Act had never envisioned. He lobbied for a Royal Commission to amend the Act, which Lord Salisbury granted in 1886 (the Cross Commission), with Manning as a member. In his work on the Commission, Manning was motivated by three principles, which he believed were critical for the engagement of religious bodies with the liberal state. The first was cross-denominational collaboration in support of religious education. The second was voluntarism so as to prevent state control. The third was localism as opposed to centralization, which was eventually realized with the creation of County Councils by the Local Government Act of 1888, upon whom the supervision of schools eventually devolved.
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Tenbus, Eric G. "Defending the Faith through Education: The Catholic Case for Parental and Civil Rights in Victorian Britain." History of Education Quarterly 48, no. 3 (August 2008): 432–51. http://dx.doi.org/10.1111/j.1748-5959.2008.00158.x.

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The struggle to provide primary education for the Catholic poor in England and Wales dominated the agenda of English Catholic leaders in the last half of the nineteenth century. This effort occurred within the larger framework of a national educational revolution that slowly pushed the government into providing public education for the first time. Although state education grants at the elementary level began in 1833, lingering problems forced the government to establish a new era of educational provision with the controversial Education Act of 1870. This act created a dual education system consisting of the long-standing denominational schools operated by the different churches and new rate-supported board schools, operated by local school boards, providing no religious instruction or nondenominational religious instruction. In the closing years of the nineteenth century, the dual system grew intolerable for Catholics because local rates (property taxes) only supported the board schools and gave them almost unlimited funding while Catholic schools struggled to make ends meet on school pence and shrinking state grants, which Catholics had only had access to beginning in 1847.
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Konířová, Marta. "School Libraries in the 19th Century: Control, Support and Control Again." Acta Musei Nationalis Pragae – Historia litterarum 63, no. 3-4 (2019): 139–45. http://dx.doi.org/10.2478/amnpsc-2018-0019.

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The development of school libraries established at schools providing elementary education in the 19th century is closely related to the development of this type of schools after 1774, when the General School Rules were published. For the first time, they referred to education as a political issue and declared the interest of the state in the education of all the population. In the 1820s, a decree of the court study committee ordered district school supervisors to inspect books in school libraries and gave them the right to decide whether a particular book fits into the school library. In 1869, a new school act cancelled the supervision of the Church over schools and transferred it to the state. First, the state supported school libraries by listing them among the teaching aids that should be available for every school. In addition, a decree of the Ministry of Cult and Education encouraged the establishment of school libraries where they were still missing. Subsequently (1875), however, the ministry ordered teachers to check new books acquired by school libraries, to inspect also all the other books already deposited in the libraries and to discard all of those that were unsuitable. Ten years later (1885), new inspection of all school libraries was ordered.
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Malvankar, Alka. "Elementary School Education and the Right to Education Act, 2009." Sociological Bulletin 67, no. 2 (June 11, 2018): 220–35. http://dx.doi.org/10.1177/0038022918775503.

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In India, vide Right to Education Act, 2009, elementary school education has been made a fundamental right of children between the ages of 6 and 14 years. The objective is to achieve the goal of universal elementary education for all. The Right to Education Act, 2009, has also allocated 25 per cent places in private schools for socially disadvantaged children. In the course of assessing the social effect of Right to Education Act, 2009, existing literature has been analysed. Although India has measured great strides in enlisting school enrolment, some problems exist. An attempt has been made to elicit the state of school education in India by analysing the growth of private schools and the facts in state schools. Some suggestions have been made to improve the educational situation in schools in the given social circumstances.
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Baker, Gordon. "The romantic and radical nature of the 1870 Education Act." History of Education 30, no. 3 (May 2001): 211–32. http://dx.doi.org/10.1080/00467600010029320.

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Hirst, J. David. "Public health and the public elementary schools, 1870‐1907." History of Education 20, no. 2 (June 1991): 107–18. http://dx.doi.org/10.1080/0046760910200203.

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Dissertations / Theses on the topic "Elementary Education Act 1870"

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Chorley, Geoffrey Frank. "The emergence of Gladstone's moral monster : some aspects of undenominational religious education in England from the work of Joseph Lancaster to the passing of the Elementary Education Act of 1870." Thesis, University of Liverpool, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569568.

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In my thesis I argue that a partial solution to the religious difficulty in English education, with State involvement sufficient to pave the way for the eventual universal provision of school places, was achieved through clause 14 (2) of the 1870 Elementary Education Act (the Cowper-Temple clause) whereby a new species of undenominational religious instruction, primarily negative as regards content, was devised. I identify Henry Austin Bruce as the Cabinet member who secured the acceptance of this proposal over against W. E. Forster and his superior Earl de Grey and Ripon at the Committee of Council on Education. The Cowper- Temple amendment was closely connected to, but not identical with, the undenominationalism of the British and Foreign School Society with its concern for Sunday worship to complement the work of its day schools. It was Cowper- Temple's principle, rather than any other version of undenorninationalism such as the positive undenominationalism of content and intention associated with the failed amendments of Sir John Pakington and Jacob Bright to the 1870 Bill, or reliance on a conscience clause alone, or a secular solution, which was decisive in reaching this partial solution of the religious difficulty in education. I trace the origins of this undenominationalism in English religious education to the work of Joseph Lancaster, arguing that this mode of religious instruction was inspired by the theology of Bishop Francis Gastrell. This thesis presents original work in two main ways: first, in that, whereas other writers have written on the religious difficulty in English education in the nineteenth century, in this thesis I concentrate specifically on undenominationalism; and, second, in that I have accessed a variety of hitherto largely unresearched materials, particularly from such sources as the British and Foreign School Society archives.
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Smith, R. V. "Elementary education and Welsh society, 1870-1902." Thesis, Swansea University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.639065.

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This work considers the issue of Elementary Education in Welsh society from the passing of the Forster Education Act in 1870 to the Balfour Act of 1902. The debate that occurred in Wales during the passage of the Bill is considered, with particular reference to the views of the nonconformist denominations and Liberal politicians. The response to the Act was further illustrated by the referenda that took place to determine whether or not School Boards should be established in Welsh parishes, referenda that resulted in a complex pattern emerging throughout Wales in which economic and personal considerations often conflicted with party or denominational loyalties. These conflicts were further in evidence in those occurrences when elementary education emerged as an issue in the local politics of Wales, considerable tensions emerging between the need to provide an education system and, on the other hand, limit expenditure and rate demands. The educational improvements that took place during this period are studied as well as the continuing prevalence of conservatism in teaching methods and a lack of resources. The changing attitude towards the Welsh language is examined, particularly the developing rift between the views of enlightened opinion and education policy makers on the one hand, and the attitudes of parents, teachers and members of local authorities on the other. The arguments over religious instruction are explained, particularly those between the advocates of secular education and those calling for the provision of a non-denominational form of religious instruction.
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Smith, Robert. "Schools, politics and society : elementary education in Wales, 1870-1902 /." Cardiff : University of Wales press, 1999. http://catalogue.bnf.fr/ark:/12148/cb37115068j.

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Zelinger, Camille J. "Empowered or Impaired? The California Parent Empowerment Act vs. Palm Lane Elementary." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1798.

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In 2010, California passed the California Parent Empowerment Act allowing parents to become directly involved and take a stand against their children’s underperforming public schools. This thesis is an ethnographic case study of the motivation of Anaheim’s Hermosa Village Parents to trigger the transformation of their underperforming public school, Palm Lane Elementary, into a public issued charter school. It will be one of the first publications to capture the individualized stories of Anaheim Elementary School Parents, their motivations, experiences and trials in their fight against the Anaheim Elementary School District in order to obtain high-quality education for their children. This thesis paper will present the complexities of the conflict by discussing the following: a brief history of charter schools, the evolution and legality of the California Parent Empowerment Act, and the development of conflicting interests between Palm Lane Elementary Parents and the Anaheim Elementary School District. Lastly, it will expose the conflict’s current status and larger political implications.
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Swarbrick, M. A. "The Roman Catholic interest in State aided elementary and secondary education in England and Wales from the Education Act of 1902 to the Education Act of 1936." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355844.

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O'Brien, Eileen Marie. "Women in history: A vanishing act." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/762.

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Candal, Cara Stillings. "Delivering the promise: how an international perspective can improve education policies for disadvantaged youth." Thesis, Boston University, 2009. https://hdl.handle.net/2144/31963.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
An important component of President Johnson's War on Poverty, Title I of the Elementary and Secondary Education Act of 1965 represented government's first legislative acknowledgement of the educational challenges that children who live in poverty face. The original and abiding goal of Title I is to meet the special educational needs of disadvantaged students by providing supplementary funding to the schools that serve them; this funding purchases additional programming and resources that should, in theory, enable disadvantaged students to achieve at levels comparable to their more privileged peers. Despite its noble intent, more than forty years of research on the effects of Title I shows that it has had, at best, little effect on the achievement of disadvantaged students and, at worst, no effect at all. In an effort to determine why Title I has not measurably impacted the achievement of disadvantaged students, this research turns to the international community to understand similar policies employed in other countries. After classifying and describing the most common international policies for targeting financial and other resources to disadvantaged youth, the author attempts to link, via regression analysis, three different models of targeting funding and resources to student outcomes on the 2003 Programme for International Student Assessment (PISA) examination. Citing a lack of sufficient data to establish a relationship between prevalent models and student level outcomes on PISA, the author goes on to present case studies of the policies in place in three different countries, each of which represents a particular model of targeting funding and resources to disadvantaged students. The three case studies focus on The Netherlands, England, and Spain. Drawing from an analysis of policy documents and survey and interview data, each case study describes 1) how a particular international model of targeting resources looks in implementation and 2) the extent to which policies employed within each model align with documented best practices for the education of disadvantaged students. The research concludes with an assessment of what the United States can learn from each of the countries studied and with a comprehensive set of recommendations for the reauthorization of Title I.
2031-01-02
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Newton, Doris Elizabeth Candler. "Perceptions of Georgia elementary school principals in relation to education reform and the A+ Education Reform Act of 2000." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/beth%5Fc%5Fnewton/newton%5Fbeth%5Fc%5F200508%5Fedd.pdf.

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Thesis (Ed.D.M.A.)--Georgia Southern University, 2005.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 174-190) and appendices.
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Bagworth, Hazel Joy. "The role of agents, visitors and inspectors in the development of elementary education c.1826-c.1870." Thesis, Brunel University, 1998. http://bura.brunel.ac.uk/handle/2438/5470.

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This thesis is an analytical examination of the inspectorates established by the British and Foreign School Society and the Anglican National Society between c. 1826-1870. Its aim is to demonstrate the important role their officials played in the development of a nation-wide system of elementary education in England and Wales. The thesis is divided into six chapters. The Introductory Chapter places the study in context by considering the concept of inspection in the nineteenth century. It examines 'state' inspectorates other than those for education, school inspection abroad and the long tradition of visitation and inspection by the Established Church. Chapter Two considers the appointment and development of HMIs between 1840-1870, providing an essential foundation and context for the subsequent chapters. Chapter Three examines the BFSS system of inspection. All aspects of this branch of the Society's work are considered including the reasons for the establishment of an inspectorate, the social backgrounds of the men appointed, the work they carried out and their changing and developing roles during this period. It not only reveals their important contribution to the work of their Society but also to national educational developments. Chapter Four focuses on the National Society's system of inspection and visitation. It considers the development of a three tier system during the 1840s with centrally appointed Inspectors, Diocesan Inspectors and Organising Masters. The issues central to the National Society's Inspectors' reports are also considered in detail. Chapter Five assesses the contribution made by the BFSS and National Society officials to the establishment of other school inspectorates. It then offers final analysis in Chapter Six on the significance of the work of the Agents and Inspectors of the two major Societies, not only for their respective organisations, but also for the development of nineteenth century elementary education.
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Phipps, Michelle R. "Precalculus and ACT: A Quantitative Study of Five Tennessee High Schools." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3393.

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The purpose of this study was to determine if students scored significantly higher on the ACT after taking precalculus than they had scored on the ACT prior to taking precalculus. The researcher investigated whether there is an increase, not only in ACT composite scores, but also in ACT math subtest scores after high school students completed a precalculus course. The researcher also investigated differences regarding gender, socio-economic status, and race. Five Tennessee high schools from four counties and five different districts were used in this study. The study involved 208 participants and covered a span of three years. The findings indicated a significant difference in mean ACT composite and mathematics subtest scores for students after completing precalculus. The data were also compared by gender, race, and socioeconomic status for students who completed precalculus. The data indicated a significant difference in ACT composite scores for students completing a precalculus course regardless of gender or socioeconomic status.
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Books on the topic "Elementary Education Act 1870"

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Kovačević, Slobodan. Grahovski bukvar 1870-2010. Grahovo: Odbor za obilježavanje 140 godina školstva u Grahovskom kraju, 2010.

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Thivend, Marianne. L'école républicaine en ville: Lyon, 1870-1914. Paris: Belin, 2006.

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Crubellier, Maurice. L' école républicaine, 1870-1940: Esquisse d'une histoire culturelle. Paris: Editions Christian, 1993.

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Reading lives: Reconstructing childhood, books, and schools in Britain, 1870-1920. New York: St. Martin's Press, 1997.

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Reading lives: Reconstructing childhood, books, and schools in Britain, 1870-1920. Basingstoke: Macmillan, 1997.

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The making of the backward pupil in education in England, 1870-1914. London: Woburn Press, 1999.

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Kwaasteniet, Marjanne de. Denomination and primary education in the Netherlands (1870-1984): A spatial diffusion perspective. Amsterdam: Koninklijk Nederlands Aardrijkskundig Genootschap, 1990.

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Harris, Logan A. Elementary and secondary education act: Background and issues. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Robert, Smith. Ymneilltuaeth, radicaliaeth ac addysg elfennol yng Nghymru, 1870-1902. Aberystwyth: Canolfan Uwchefrydiau Cymreig a Cheltaidd Prifysgol Cymru, 1998.

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Geist oder Mechanik: Unterrichtsordnungen als kulturelle Konstruktionen in Preussen, Dänemark (Schleswig-Holstein) und Spanien 1800-1870. Frankfurt am Main: Peter Lang, 2010.

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Book chapters on the topic "Elementary Education Act 1870"

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Mitch, David. "The Elementary Education Act of 1870: Landmark or Transition?" In School Acts and the Rise of Mass Schooling, 301–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13570-6_13.

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Taylor, Erika L., and Theodore J. Christ. "Elementary and Secondary Education Act (ESEA)." In Encyclopedia of Cross-Cultural School Psychology, 420–21. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_157.

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Sanderson, Michael. "Literacy and Mass Elementary Education." In Education, Economic Change and Society in England 1780–1870, 9–27. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-12642-2_1.

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Charman, Tony, Susan Hepburn, Moira Lewis, Moira Lewis, Amanda Steiner, Sally J. Rogers, Annemarie Elburg, et al. "Elementary and Secondary Education Act (No Child Left Behind)." In Encyclopedia of Autism Spectrum Disorders, 1069–70. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_152.

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Ruedel, Kristin. "Elementary and Secondary Education Act (No Child Left Behind)." In Encyclopedia of Autism Spectrum Disorders, 1666–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_152.

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Wright, Susannah. "Citizenship, Moral Education and the English Elementary School." In Mass Education and the Limits of State Building, c.1870–1930, 21–45. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230370210_2.

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Maranto, Robert, and Michael Q. McShane. "Reauthorizing the Elementary and Secondary Education Act: Challenging the Education Industrial Complex." In President Obama and Education Reform, 127–43. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137030931_7.

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Ellis, Heather. "Elite Education and the Development of Mass Elementary Schooling in England, 1870–1930." In Mass Education and the Limits of State Building, c.1870–1930, 46–70. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230370210_3.

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Budde, Gunilla. "From the ‘Zwergschule’ (One-Room Schoolhouse) to the Comprehensive School: German Elementary Schools in Imperial Germany and the Weimar Republic, 1870–1930." In Mass Education and the Limits of State Building, c.1870–1930, 95–116. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230370210_5.

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Beadie, Nancy. "“Hidden” Governance or Counterfactual Case? The US Failure to Pass a National Education Act, 1870–1940." In School Acts and the Rise of Mass Schooling, 325–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13570-6_14.

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Reports on the topic "Elementary Education Act 1870"

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Robins, Simon. A Free-Market Response to the Elementary and Secondary Education Act: The Segregationist Background and Failed Experimentation of Education Vouchers in the 1970s. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.41.

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