Relevant bibliographies by topics / Private schools, great britain

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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 'Private schools, great britain'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Private schools, great britain"

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Mokromenko, O. "Analyzing standards base of elementary education and defining the correlation between private initiative and state assistance in the formation process of elementary schools net in Great Britain (the two third of the 19th century)." New Collegium 3, no. 111 (June 15, 2023): 124–28. http://dx.doi.org/10.30837/nc.2023.3.124.

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The article investigates the issue of the experience in theory and practice of elementary education organizing in Great Britain during the 19 th century. Formation changes of the elementary education in Great Britain in the two third of the 19th century has been investigated in this article. Special attention is given to denoting and analyzing standards base of elementary education in Great Britain in the two third of the 19th century. Correlation between private initiative and State assistance in the formation process of elementary schools net of the two third of the 19 th century has been defined. The group of documents of standards base of elementary education in Great Britain in the two third of the 19th century has been defined and characterized .Their role in the formation process of standards base has been denoted. Progressive tendencies in the issue of the development of elementary education in Great Britain in the two third of the 19th century have been pointed out. Teaching methods and ways of elementary education in Great Britain in the two third of the 19th century have been considered in the article. The administrative changes of elementary education in Great Britain in the two third of the 19th century have been analyzed in the article. The article studies the elementary schools net in Great Britain in the two third of the 19th century. Elementary education curriculum, tasks, goals at the elementary schools in Great Britain in the two third of the 19th century have been propounded in the article. The article expands the elementary education in Great Britain of the 19th century and specifies the degree of investigating the issue.
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Mokromenko, O. "Examples from practice of the elementary education in Great Britain of the 19th century (R. Owen’s private initiative on people education)." New Collegium 1, no. 103 (March 30, 2021): 119–22. http://dx.doi.org/10.30837/nc.2021.1.119.

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The article studies the issue of the theory and practice of the elementary education development in Great Britain of the 19th century. A correlation between private initiative and State assistance in the formation process of the elementary schools net has been defined and proved by the samples from the history of the elementary education development. Special attention is given to the investigation of R.Owen’s private initiative on people education activity. Three periods in this activity have been identified according to changing R.Owen’s philosophy, publishing new works, searching for new forms of his private initiative on people education activity. New Lenark’s period in his education activity has been considered. The main trends of R.Owen’s education activity in the denoted period have been characterized. The goal of R.Owen’s public and education activity has been determined as paying attention of people and British government to the issue of creating and activity of elementary education schools. Assistance for two British educational specialists has been defined as one of the main trends in R.Owen’s education activity. Taking a part in the creating standards base of the elementary education development including Factory Acts (1802-1819) has been described as a considerable contribution in R.Owen’s education activity. R.Owen as a founder of kindergarten in Great Britain in 1816 ( a part of his Institute) has been ascertained in the investigation. R.Owen’s studying both native and foreign educational specialists experience has been pronounced the significant part of his education activity. It is concluded that elementary education school activity in Great Britain of the 19th century is characterized by private initiative. R.Owen’s education activity has received recognition in the elementary education development in Great Britain of the 19th century.
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Perlman Lorch, Marjorie. "A Late 19th-Century British Perspective on Modern Foreign Language Learning, Teaching, and Reform." Historiographia Linguistica 43, no. 1-2 (June 24, 2016): 175–208. http://dx.doi.org/10.1075/hl.43.1-2.06per.

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Summary The late 19th century saw a great rise in private foreign language learning and increasing provision of Modern foreign language teaching in schools. Evidence is presented to document the uptake of innovations in Thomas Prendergast’s (1807–1886) “Mastery System” by both individual language learners and educationalists. Although it has previously been suggested that Prendergast’s method failed to have much impact, this study clearly demonstrates the major influence he had on approaches to language learning and teaching in Britain and around the world both with his contemporaries and long after his death. This detailed case study illuminates the landscape of modern language pedagogy in Victorian Britain.
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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 moral-ethical problems of humanizing the educational process, the results of which were aimed at the formation of universal and national values in students. Based on the analysis of the scientific intelligence of British researchers, we were convinced that the reform of the content of educational work in Great Britain led to a shift in emphasis to internal centralization processes, which included the introduction of educational standards and programs of autonomous school management in Great Britain. At the same time, it should be recognized that educators and teachers also provide schoolchildren with leisure time and ensure that students lead a healthy lifestyle. In their free time from classes, school teachers organize excursions for children, organize various sports competitions and involve them in interest clubs. In most boarding houses, music programs have been developed, where children participate in vocal ensembles and learn to play musical instruments. Jazz ensembles, playing electronic musical instruments, and participation in solo singing groups are popular. Keywords: educational work, secondary education institutions, Great Britain.
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Korzh-Usenko, Larysa, Olena Sydorenko, and Marina Chykalova. "PECULIARITIES OF NON-STATE HIGHER SCHOOL DEVELOPMENT IN THE USA AND GREAT BRITAIN." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 42–49. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247519.

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In the era of information systems and digital technologies, the urgency of developing non-state higher education is primarily related to economic progress and the challenges of a risky society. The investigation is devoted to revealing the peculiarities of the development of non-state higher education in the United States and Great Britain.On the basis of historiographical analysis, the degree of elaboration of the selected problem is determined. Using a retrospective analysis of the development of the world educational space, the historical origins of the emergence and formation of non-state higher education institutions in these English-speaking countries, related to the implementation of church, private and public initiatives. With the help of synchronous analysis of the course of innovation processes in higher education, the peculiarities of the development of the non-state higher school in the USA and Great Britain at the present stage are outlined. The method of synthesis summarizes the main advantages and disadvantages of non-state higher institutions in these English-speaking countries, as well as identifies prospects for further research.The importance of church, private and public initiative in the origin and formation of non-state schools in the United States and Great Britain is revealed, the dominance of the non-state higher education sector over the public in terms of quantity and quality of educational services in these countries.There is a growing tendency to popularize and democratize higher education in the context of the implementation of “ideas of free higher education”, primarily due to the spread of the movement for “Enlargement of the University” in the second half of the nineteenth century from Britain and the United States. The role of open universities in providing quality educational services in developed English-speaking countries at the present stage is presented. Keywords: development; non-state higher school; free university; free higher school; internationalization; globalization; massification; democratization; quality of educational services.
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Nebřenská, Adéla. "Příběh Josefa Flekala." Acta Musei Nationalis Pragae – Historia 73, no. 3-4 (2022): 14–22. http://dx.doi.org/10.37520/amnph.2019.012.

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This article is centred on the life’s story of the Czechoslovak instructor and aerobatics pilot, Josef Flekal. It emerges particularly from documents from the private family archive, specialist publications and from interviews with J. Flekal himself (conducted by Jiří Říha). The article describes Flekal’s studies at flight schools, his successes in aerial acrobatics, his activities as a flight instructor in Czechoslovakia, his departure to Poland prior to the beginning of World War II, and his subsequent service as a flight instructor in Great Britain and in Canada. It also recalls his time spent in prison after World War II. It thus describes the story of a notable figure in Czechoslovak aviation, primarily in the 1930s and in the course of World War II.
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Day, Dave. "‘For Those Who Like the Life Nothing Could Be Better’: The Games Mistress in 1920s Britain." Social Sciences 13, no. 4 (April 15, 2024): 212. http://dx.doi.org/10.3390/socsci13040212.

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During the Edwardian period, women’s physical education colleges were graduating significant numbers of gymnastics and games teachers, the demand for whom had increased rapidly following an expansion in the playing of team sports in girls’ schools. Much of the subsequent development of women’s physical activity in the 1920s can be credited to the passion and commitment of these women, who were not only key role models within the school setting but who also coached and organised women’s sport at club, regional, and national level. Given that the education sector operated a ‘marriage bar’ until 1944, the critical juncture in their careers was the decision to marry or not, and several of these women decided to remain single. This, and the strong bonds they often formed with other practitioners, has resulted in a great deal of unsubstantiated speculation about their private lives. Combining evidence from a variety of primary sources, including newspapers, census returns, college records, literature, girls’ annuals, specialist periodicals, photographs, and local and family histories, this paper illuminates some of the biographies and experiences of these women and questions the stereotypical image of the games mistress as an unfulfilled spinster.
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Puhovska, Liudmyla, and Snizhana Leu-Severynenko. "EU AND UKRAINIAN INNOVATIVE EXPERIENCE IN EDUCATION: THE ORIENTATION POINT FOR VET OF UKRAINE." Education: Modern Discourses, no. 3 (December 25, 2020): 42–49. http://dx.doi.org/10.37472/2617-3107-2020-3-04.

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The article analyses the EU policy for innovations in the sector of vocational education and training (VET). It reveals the activity results of the European network “Innovations in vocational education and training” leading by the European Centre for the Development of Vocational Training (Cedefop). The paper identifies main development directions in VET systems and reviews its best practices of the EU countries based on the analysis of the experience of Campus of Occupations and Qualifications (France), Centre for Management, Training and Employment of Youth (Italy) and Centres of (Vocational) Excellence (Great Britain). Additionally, the following research covers some best practices in public and private educational sectors of Ukraine e.g. two university-based models of innovations eco-system realised via innovation hubs and startup schools, STEM-centres and Fabrication Laboratories. Therefore, the main ideas of positive European experience are identified being the valuable tool for developing the modern policy for innovations and VET in Ukraine. The identified local practices in education sector can be adapted to the capacity and needs of VET sector after additional and more detailed study.
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Evans, Raymond. "The lowest common denominator: loyalism and school children in war-torn Australia 1914 – 1918." Queensland Review 3, no. 2 (July 1996): 100–115. http://dx.doi.org/10.1017/s1321816600006474.

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It is the march of the troops through the children's playground which makes the recruits of ten years afterwards.R.E.N.Twopeny (1883)I made up my mind I was going to the war … I had no idea whatever what war implied, but I did know what it was to march to military music …– ex-AIF member (World War I)Most Australian school children, whether public or private, primary or secondary, had been finely tuned for warfare long before the Great War of 1914–18 had actually begun. School papers and reading books, history, geography and civics lessons, the personal persuasiveness of teachers trained to accept unequivocally “the power for good in teaching patriotism” to captive and captivated young audiences, the “rhythmic harmony” of loyalist singing, marching and versifying, the Imperial pageantry of Empire Day and the militaristic inculcations of highly disciplinary cadet training schemes all combined, in the closed educational environment of the schools, to produce young Australians well primed for unquestioning obedience to the State and martial sacrifice to the Empire. Children at a Sydney primary school were ordered to chant, in 1907, “I give my mind to my country to think for it; I give my heart because I love it; I give my hands to my country to work for it”; — “[and] to fight for it”, all the boy pupils were then expected to intone. Such orchestrated love of country was subordinated, in tum, to love of Britain's Empire — “our peace-bearing, peerless, guardian Empire” as one educator described it - which was presented as not only the largest but the worthiest empire in world history. The “cement of Empire”, it was said, contained such essential ingredients as social conformity, duty and sacrifice, which non-Catholic private schools and state schools applied with a heavily-laden trowel to impressionable young minds both preceding and during World War One.
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Gerasev, I. A. "Topicality of K. Marx Economic Doctrine in Today’s Conditions Illustrated by Collective Management Functioning." Vestnik of the Plekhanov Russian University of Economics 20, no. 5 (September 29, 2023): 5–13. http://dx.doi.org/10.21686/2413-2829-2023-5-13.

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The article analyzes the role of collective management enterprises as an example of practical application of Marxist economic theory in today’s market economy. The goal of the research is to search for suggestions appropriate for solving the problem of fair distribution of labour product illustrated by functioning of enterprises with collective forms of property in present day economy. This problem was elaborated in works by theoreticians of Marxist and neo-Marxist economic schools and in current conditions of private market economy. A positive aspect of the Marxist theory was identified in the sphere of fair distribution of labour product and aspiration for production democracy. Topicality of these problems in current social and economic conditions was demonstrated. Arising of the concept of public enterprises and its realization within the frames of different economic models was analyzed illustrated by such countries as the US, Great Britain, Italy and some others. Economic results of such enterprises were studied and their higher economic efficiency in comparison with enterprises of other forms of property was shown. The demand for justice in social and economic sphere of production in market economy was highlighted. Special attention was paid to the role of enterprises with collective forms of management in economic systems of Russia and China, the efficiency of collective enterprises was analyzed and legal aspects of their functioning were studied. As a result of the research certain drawbacks in collective enterprise work were revealed, for instance, undeveloped interaction with the banking environment, insufficient legal base of their functioning and poor information of the population. The article proved the importance of enterprises with collective form of management as a factor of labour productivity rising and underlined significance of the social aspect of their work. Topicality of the issue of social justice in labour product distribution was shown in the context of positive heritage of the Marxist theory. On the basis of the research key practical suggestions aimed at developing the system of enterprises with collective form of property were formulated.
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Dissertations / Theses on the topic "Private schools, great britain"

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Scarff, Stephen D. "The British public school and the imperial mentality : a reflection of empire at U.C.C." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43943.pdf.

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Kass, Joshua. "A royal disappointment the private scandals of George IV, 1785-1820 /." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/1003.

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Ansari, Hina. "Inequities in access to health care by income and private insurance coverage : a longitudinal analysis." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112378.

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In 1997, the UK's Labour government introduced several health policy changes, including plans for greater collaboration with private providers. Building on previous cross-sectional research, we explore longitudinal inequities in physician access as these policy changes were materializing. Using GEE models we examine the effect of income and private health insurance (PHI) coverage on access to physicians in the general UK population from 1997 to 2003. The study finds no income inequities in GP access. In contrast, those in the highest income quintile are more likely to access consultants overall (OR:1.10, CI: 1.01,1.19), particularly private consultants (OR:2.49, CI:1.80,3.44). Not surprisingly, PHI is a strong predictor of private consultant access (OR:8.72 CI: 7.04,10.82), but a weak predictor of overall consultant access (OR:1.09, CI:1.01, 1.17). None of these findings exhibited significant time trends across the years of study, thus indicating that the existing inequities remained stable in the UK, despite the aforementioned reforms.
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Law, Susan Carolyn. "Public roles and private lives : aristocratic adultery in late Georgian England." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/49467/.

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This thesis examines the complex links between morality and leadership, by using adultery as a window through which to reassess the position of the aristocracy in late Georgian England. It analyses the construction and performance of aristocratic roles, and illustrates how various literary representations played an active part in manipulating public attitudes and creating change. It charts ways in which narratives of adultery were exploited for commercial and political motives, undermining the traditional basis of hereditary power by questioning moral fitness to rule, and ultimately contributing to the fundamental re-imagining of social structure expressed in the 1832 Reform Act. The old ‘aristocratic political history’ is reassessed through the lens of new cultural history by re-integrating literary evidence, to contribute new perspectives on the social and cultural position of the aristocracy. A key argument is that aristocratic roles were constructed over time through the interaction of successive layers of performance in everyday life and literature. This theory is intended as a fresh contribution to wider current debates on how readers interpret and respond to texts, by exploring notions of representation, self-representation and the role of literature in shaping both. The two concepts underpinning this work are the notion of theatre as a metaphor for life in which people enact a variety of roles, and the belief that literature has an active influence on attitudes and behaviours. By focussing on adultery as a social act, it investigates the consequences of infidelity for public life, and its profound implications for the meaning of aristocracy sited within overlapping public and private spheres. It questions stereotypes of aristocratic vice popularised by commercial print culture, and compares these representations with personal narratives. This thesis argues that stories of adultery are significant cultural material artefacts which must be integrated with traditional social and political histories, to provide a full understanding of the performative nature of identity.
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Hurrell, Philippa Rosemary. "Pupil behaviour and teacher reactions : a study of four Oxfordshire comprehensive schools." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670293.

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Packard, Edward Frederick. "Whitehall, industrial mobilisation and the private manufacture of armaments : British state-industry relations, 1918-1936." Thesis, London School of Economics and Political Science (University of London), 2009. http://etheses.lse.ac.uk/46/.

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This thesis presents a comprehensive account of the complex relationship between the British government and the domestic military-naval arms industry from the armistice in 1918 until the period of rearmament in the 1930s. Challenging traditional 'declinist' assumptions, it offers a multifaceted interpretation of the industry's strengths and weaknesses and its place in national security. In this regard, British governments always prioritised national interests over the private armament manufacturers' particular concerns and never formulated a specific policy to help them adjust to peacetime conditions. Indeed, the wartime experience of industrial mobilisation – the mass production of war material by ordinary firms – made specialist arms producers appear less important in supply planning: a view that proved more important than disarmament and retrenchment in damaging state-industry relations and, together with Britain's liberal economic traditions, helped to foster an enduring but exaggerated sense of relative weakness. Faced with the government's apparent indifference, the overextended arms industry underwent comprehensive internal reorganisation, led by Vickers and supported hesitantly by the Bank of England. This reduced the overall number of manufacturers but it also brought modernisation and a comparatively efficient nucleus for emergency expansion. Internationally, British firms retained a large share of the global arms market despite rising competition. Policymakers rarely accepted widespread public criticism that private armaments manufacture and trading were immoral but believed that the League of Nations' ambition to enforce all-encompassing international controls posed a far greater risk to British security. Although the government imposed unilateral arms trade regulations to facilitate political objectives, and was forced to address outraged popular opinion, neither seriously damaged the manufacturers' fortunes as the country moved towards rearmament. Indeed, the arms industry was never simply a victim of government policy but instead pursued an independent and ultimately successful peacetime strategy, before rearmament led to a cautious renewal of state-industry relations.
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Coleman, James S. "Earnings-tenure profiles in the U.K. public and private sectors." Thesis, University of Stirling, 1994. http://hdl.handle.net/1893/3536.

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The thesis examines the effect of tenure on earnings in the British public and private sectors. The characteristic differences between the labour markets associated with the two sectors are examined. Several theories underlying the earnings-tenure effect are then assessed for their suitability in explaining earnings patterns in each of the sectors under analysis. Cross sectional estimation is carried out using one year of the New Earnings Survey Panel. The results show a higher return to tenure in central and local government than in the private sector or public corporations. There also appears to be a higher return to tenure for females in all sectors than for males. Explanations are offered for these observations, based on the labour market characteristics of the sectors noted earlier. An attempt is then made to correct for estimation biases associated with job match heterogeneity, which are purported to overstate return to tenure. The correction is based on techniques adopted in the recent American literature using instrumental variables. Despite the use of this process, the expected decrease in return to tenure is not observed unless certain key variables are omitted from the estimating equation.
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Urk, Felix van. "Function-focused implementation fidelity for complex interventions : the case of Studio Schools." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:5c73b308-efbf-48aa-91b1-f8c06b7eb885.

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This thesis is concerned with an initial assessment of the implementation of Studio Schools, a novel and highly flexible model of secondary education, in England. Responding to the methodological challenges towards evaluating a 'standard' national social programme that is encouraged to be adapted to context by local schools, the thesis also reports the development, operationalisation, and testing of a new approach towards the concept of implementation fidelity for evaluation science. The thesis commences by presenting the modern-historic foundations and challenges of the current English secondary education system that gave rise to Studio Schools, and describing the nature and objectives of the schools. This is followed by a discussion of the general challenges involved in the development and evaluation of complex social interventions and the specific challenges presented by the case of Studio Schools. The remainder of the thesis reports the development, use, and assessment of methods to overcome these challenges - with particular focus on evaluating implementation as part of process evaluations - as well as the current state of implementation in the schools. Delphi-inspired consensus methods were used in order to develop an explicit programme theory for Studio Schools where none previously existed, involving stakeholders in the theory specification process. The process demonstrated that stakeholders without a background in programme evaluation can agree to a specific and explicit theory of change after a programme was designed but prior to its evaluation. Next, a novel conceptual approach towards defining and measuring implementation fidelity was developed to translate a standard programme theory into flexible implementation measures. This approach focuses on the functions - or targeted change mechanisms - of a programme alongside its form of a given set of activities. Implementation measures were developed in the form of quantitative, paper-based questionnaires that were used to rate form- and function- focused fidelity of implementation of project-based learning (PBL) and personal coaching in schools on ordinal Likert scales. These measures were piloted and refined, and subsequently tested for their psychometric properties through the use of factor analysis in addition to established methods for determining the reliability of instruments in terms of internal consistency and inter-rater agreement. Findings show that it is feasible to monitor programme functions alongside form in process evaluations, and that the validity and reliability of measures based on this approach can be established using common psychometric methods. The measures developed earlier in the thesis were used by the doctoral candidate as well as teachers and students to rate the current state of implementation practices of PBL and coaching in Studio Schools was monitored over a period of four months in four participating schools. Ratings were based on observations made in-vivo or based on video- and audio recordings made during repeated visits to the schools. Quantitative implementation scores were calculated per rater group for PBL and coaching by aggregating ratings given to individual sessions, and were compared within and between schools. Spearman's correlation coefficients were calculated to assess correlation between form- and function-focused fidelity scores. The results of this study imply that implementation in Studio Schools likely varies substantially between individual schools and can be improved in all of them, but also suggest that the model could be evaluated for its effectiveness as long as implementation and process are carefully monitored. The additions of this thesis to the evaluation literature are considered, as well as its strengths and limitations and implications for practice and research.
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Hilton, Adrian. "Free schools : the role of Conservative and Liberal political thought in shaping the policy." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:961415dd-a137-4f0d-b8e7-1b1927835053.

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'The landscape of schooling in England has been transformed over the last five years' (House of Commons Education Committee, 2015:3). More than half of secondary schools in England have become academies, independent of local authorities and funded directly by central government. The programme was begun by New Labour in 2002, and by the time they left office at the 2010 General Election 203 academies had been established. The policy was considerably extended between 2010-2015 by the Conservative and Liberal Democrat coalition, and 'Free Schools' were introduced by Education Secretary Michael Gove: that is, schools 'set up in response to what local people say they want and need in order to improve education for children in their community' (DfE, 2013/2015). By the time of the 2015 general election, there were 4,674 newly-sponsored or converter academies and 252 'Free Schools', representing 64% of secondary school students (47% of all state school students), and 51% of secondary schools (32% of all state schools). This research argues the hypothesis that there is a high degree of philosophical continuity on this policy across the main political parties in England. It also analyses the extent to which the policy-makers invoke historical expressions of conservatism and/or liberalism in their articulation of that convergence. Drawing on past associations with politicians, the principal expositors and key architects of the 'Free Schools' policy were interviewed, and these transcripts have given insight into how the themes of policy are conceptualised and understood. The data suggests that there are convergent philosophical views across the main political parties, and agreement on the course of history of the policy. There are, however, ethical concerns about the pace of reform, the primacy of the 'market', and the extent to which democratic public goods are consistent with schools that are 'free'.
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Rizvi, Sadaf. "A Muslim girls' school in Britain : socialization and identity." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670074.

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Books on the topic "Private schools, great britain"

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), Bingham Derek (Ed, ed. Which School?: Directory of Independent Schools. Saxmundham: J.Catt Educational, 1995.

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Geoffrey, Walford, ed. Private schooling: Tradition, change, and diversity. London: Paul Chapman Pub., 1991.

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Johnson, Daphne. Private schools and state schools: Two systems or one? Milton Keynes, England: Open University Press, 1987.

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Derek, Bingham, and Gabbitas, Truman and Thring Educational Trust., eds. Which school?: Day and boarding schools, colleges of further education. Saxmundham: Catt, 1992.

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Derek, Bingham, ed. Which London school?: And the South-East. 7th ed. Great Glemham: John Catt Educational, 1996.

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Derek, Bingham, ed. Which school?. 6th ed. Saxmundham: Catt, 1993.

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Derek, Bingham, ed. Which school?. 7th ed. Saxmundham: Catt, 1995.

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Independent schools yearbook 2003-2004: Boys' schools, girls' schools, co-educational schools and preparatory schools. London: A. & C. Black, 2003.

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), Bingham Derek (Ed, ed. Which School?: Directory of Independent Schools. J.Catt, 1993.

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), Bingham Derek (Ed, ed. Which School?: Directory of Independent Schools. J.Catt, 1994.

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Book chapters on the topic "Private schools, great britain"

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Sawkins, John W., and Valerie A. Dickie. "Great Britain: England and Wales, and Scotland." In Social Policies and Private Sector Participation in Water Supply, 70–102. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230582880_3.

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Duncan, Peter, and Nicholas Lord. "Organized Crime Money Laundering through Online Gambling Businesses in Great Britain." In The Private Sector and Organized Crime, 195–209. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003198635-14.

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Thomson, Ann. "Questioning Church Doctrine in Private Correspondence in the Eighteenth Century: Jean Bouhier’s Doubts Concerning the Soul." In Debating the Faith: Religion and Letter Writing in Great Britain, 1550-1800, 195–208. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5216-0_12.

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Szechi, Daniel. "Negotiating Catholic Kingship for a Protestant People: ‘Private’ Letters, Royal Declarations and the Achievement of Religious Detente in the Jacobite Underground, 1702–1718." In Debating the Faith: Religion and Letter Writing in Great Britain, 1550-1800, 107–22. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5216-0_7.

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Griffin, Des. "Public or Private Schools, Tests and League Tables, Parental Choice and Competition in Australia, the USA and Britain." In Explorations of Educational Purpose, 153–74. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01994-9_9.

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Atay, Derin. "University-K-12 Collaboration During the Pandemic: The Case of Turkey." In Knowledge Studies in Higher Education, 277–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_18.

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AbstractAs of March 2020, educational institutions across Turkey were closed, and distance learning was introduced as an early precaution to halt the spread of the coronavirus. The shift was especially hard for K-12 school students, parents, and teachers, and it required collaboration between universities and schools more than ever. This chapter presents the systematic academic and psychological support provided by the Faculty of Educational Science of Bahçeşehir University, Turkey. Based on a needs analysis, faculty instructors offered online training and seminars to K-12 teachers mainly on digital literacy and integration of technology to courses, and to students and parents on topics such as anxiety, stress, and resilience. The support of faculty members to both public and private schools throughout Turkey has been proved to be of great importance in navigating through the pandemic, and especially in areas with low bandwidth and connectivity. One of the most important issues realized during the pandemic was the need for robust and continuous university-K-12 relationships to ensure continuity of teaching and learning in hard times.
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Atay, Derin. "University-K-12 Collaboration During the Pandemic: The Case of Turkey." In Knowledge Studies in Higher Education, 277–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_18.

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AbstractAs of March 2020, educational institutions across Turkey were closed, and distance learning was introduced as an early precaution to halt the spread of the coronavirus. The shift was especially hard for K-12 school students, parents, and teachers, and it required collaboration between universities and schools more than ever. This chapter presents the systematic academic and psychological support provided by the Faculty of Educational Science of Bahçeşehir University, Turkey. Based on a needs analysis, faculty instructors offered online training and seminars to K-12 teachers mainly on digital literacy and integration of technology to courses, and to students and parents on topics such as anxiety, stress, and resilience. The support of faculty members to both public and private schools throughout Turkey has been proved to be of great importance in navigating through the pandemic, and especially in areas with low bandwidth and connectivity. One of the most important issues realized during the pandemic was the need for robust and continuous university-K-12 relationships to ensure continuity of teaching and learning in hard times.
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Moore, Michael Grahame. "From Correspondence Education to Online Distance Education." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_2-1.

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AbstractThis chapter is about the history of open, distance, and digital education, with the primary focus on its evolving in the USA and Great Britain. A selection of key developments, trends, and players of more than 150 years includes reference to the nineteenth century correspondence schools, the American Land Grant universities, the pedagogical revolution in Charles Wedemeyer’s Articulated Instructional Media project, and its influence on the teaching model developed in the UK’s Open University. Brief coverage is included of the history of educational radio and television, the early computer networks, and the virtual classrooms. Knowledge of past achievements and failures is essential when planning for the future, and so the chapter aims to encourage research into personalization of learning in the correspondence tradition, most importantly research into institutional change and the reform of national systems.
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Moore, Michael Grahame. "From Correspondence Education to Online Distance Education." In Handbook of Open, Distance and Digital Education, 27–42. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_2.

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AbstractThis chapter is about the history of open, distance, and digital education, with the primary focus on its evolving in the USA and Great Britain. A selection of key developments, trends, and players of more than 150 years includes reference to the nineteenth century correspondence schools, the American Land Grant universities, the pedagogical revolution in Charles Wedemeyer’s Articulated Instructional Media project, and its influence on the teaching model developed in the UK’s Open University. Brief coverage is included of the history of educational radio and television, the early computer networks, and the virtual classrooms. Knowledge of past achievements and failures is essential when planning for the future, and so the chapter aims to encourage research into personalization of learning in the correspondence tradition, most importantly research into institutional change and the reform of national systems.
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Bonnet, Romain, Amerigo Caruso, and Alessandro Saluppo. "The First Revolution of the Twentieth Century: Fears of Socialism and Anti-Labour Mobilisation in Europe After the Russian Revolution of 1905." In Rethinking Revolutions from 1905 to 1934, 195–219. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04465-6_8.

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AbstractIn the late-nineteenth and early twentieth centuries, Europe experienced labour conflicts, unprecedented in their character, intensity and scope. From the waves of strikes and social conflicts of the pre-war era, through the ordeal of the First World War, and the extraordinary violence of the post-1917 upheavals, the revolutionary potential of mass strikes never ceased to torment those who were assigned, or self-appointed, to protect the threatened order. The purpose of this article is to analyse the repertoire of actions and ideas of right-wing civil defence leagues, vigilante organisations, private police and yellow unions which emerged at the end of the century, and most noticeably in the aftermath of the Russian Revolution of 1905. This phenomenon is considered in a comparative and transnational perspective, with a particular focus on the most industrialised societies of pre-war Europe: France, Germany and Great Britain. The article provides a systematisation and assessment of the different forms, types and characteristics of this process of relative privatisation and realignment in security roles, outlying trends and shared clusters of ideological beliefs in violent activity across various industries and national contexts. The article shows how the pre-war experience of vigilantism, anti-socialism and nationalism would represent a key incentive to the development of governmental strikebreaking schemes as well as an important situational antecedent for citizens’ militias and right-wing paramilitary organisations in the aftermath of the Great War.
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Conference papers on the topic "Private schools, great britain"

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Sarkisyan, Diana Aykovna. "Legislative acts in healthy lifestyle development in schools of Great Britain." In XI International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-118575.

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Chatterton, T. J., and J. H. Barnes. "A social and spatial analysis of emissions from private vehicle use in Great Britain." In AIR POLLUTION 2016. Southampton UK: WIT Press, 2016. http://dx.doi.org/10.2495/air160101.

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Kovacova Svecova, Zuzana, Milena Lipnicka, and Dagmara Smalley. "COMPLEMENTARY SCHOOLS OF NATIONAL MINORITIES IN GREAT BRITAIN WITH A FOCUS ON SLOVAK EDUCATIONAL CENTRES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1715.

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Rubesova, Stepanka. "SWITCHING BETWEEN SCHOOLS: BEING A PUPIL OF CZECH SCHOOL WITHOUT BORDERS IN LONDON, GREAT BRITAIN." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0355.

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Перова, Полина Валерьевна. "THE SPECIFICS OF THE INTERACTION OF PRIVATE MILITARY-INDUSTRIAL COMPLEX FIRMS IN GREAT BRITAIN AND GERMANY." In Socio-economics sciences & humanities (Социально-экономические и гуманитарные науки): сборник статей LXX International scientific conference (Санкт-Петербург, Июнь 2023). Crossref, 2023. http://dx.doi.org/10.37539/230626.2023.69.87.002.

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Представляется проблема взаимодействия экономических субъектов, часто находящихся в подчинении у конкурирующих политических надсистем. В качестве основных исторических примеров для анализа выделены связи фирм ВПК Германии и Великобритании. The problem of interaction of economic entities, often subordinate to competing political suprasystems, is presented. As the main historical examples for the analysis, the relations of the military-industrial complex firms of Germany and Great Britain are highlighted.
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Salibová, Kristina. "Brexit and Private International Law." In COFOLA INTERNATIONAL 2020. Brexit and its Consequences. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9801-2020-4.

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My contribution deals with the issue concerning the question arising on the applicable law in and after the transition period set in the Agreement on the withdrawal of the United Kingdom of Great Britain and Northern Ireland from the European Union and the European Atomic Energy Community. The aim of this contribution is to analyze how the English and European laws simultaneously influence one another. This analyzation will lead to the prognosis of the impact Brexit will have on the applicable English law before English courts and the courts of the states of the European Union. The main key question is the role of lex fori in English law. Will English law tend to return to common law rules post-Brexit, and prefer the lex fori?
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Белоусов, А. А. "ПРЕПОДАВАНИЕ ЕСТЕСТВЕННЫХ НАУК В ШКОЛАХ ВЕЛИКОБРИТАНИИ." In Актуальные проблемы физики и технологии в образовании, науке и производстве. Crossref, 2021. http://dx.doi.org/10.37724/n0070-1554-4217-c.

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В статье рассмотрены вопросы преподавания естественных наук в школах Великобритании, оценки формирования экспериментальных умений на практических занятиях по биологии, химии, физике и комбинированной науке. The article deals with the teaching of natural sciences in schools in Great Britain, the assessment of the formation of experimental skills in practical classes in biology, chemistry, physics and combined science.
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Nilforoushan, M., R. Hanna, and H. Sadeghi Naeini. "Application of modern models of sustainable architecture in the use of natural light and effective utilization of energy in schools: a comparative study of Glasgow (Great Britain) and Isfahan (Iran)." In LIGHT 2011. Southampton, UK: WIT Press, 2011. http://dx.doi.org/10.2495/light110051.

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McCready-Shea, S., F. E. Taylor, and J. Batt. "Experiences of Dealing With Environmental Statements for Nuclear Reactor Decommissioning Projects Under the EIA Directive." In ASME 2003 9th International Conference on Radioactive Waste Management and Environmental Remediation. ASMEDC, 2003. http://dx.doi.org/10.1115/icem2003-4713.

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European Council Directive 85/337/EEC, as amended by Council Directive 97/11/EC, sets out a framework for the assessment of the effects of certain public and private projects on the environment. It is known as the Environmental Impact Assessment (EIA) Directive. The Directive is implemented in Great Britain (GB) for the dismantling or decommissioning of nuclear power stations and other nuclear reactor by the Nuclear Reactors (Environmental Impact Assessment for Decommissioning) Regulations 1999 (EIADR99). The Health and Safety Executive (HSE) is the competent authority for EIADR99 in GB, and has carried out public consultations on environmental statements that accompanied applications for consent to carry out decommissioning projects at two nuclear power stations in GB. HSE understands that these applications for consent are some of the first under the revised EIA Directive. HSE has developed a strategy for managing applications for consents under EIADR99. This strategy covers two main areas. The first area is public involvement, including identifying a large number of organisations in addition to the consultation bodies identified in the Regulations, providing information through the internet, and making responses to the consultation process publicly available. The second area is interfaces with legislation and Government policy, including town and country planning legislation, related health, safety and environment legislation, and decommissioning timetables. Experiences of implementing the strategy to deal with the environmental statements are described.
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Sahib Hammoud, Assistant Lecturer Hanan. "THE MEDICAL PROFESSIONS IN EGYPT DURING THE FATIMID ERA (358 AH / 969 AD - 567 AH / 1171 AD)." In III. The International Research Scientific Congress of Humanities and Social Sciences. Rimar Academy, 2023. http://dx.doi.org/10.47832/ist.con3-8.

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During the Fatimid era (358 AH /969 AD - 567 AH / 1171 AD), Egypt witnessed great development in various fields of science. Medicine was one of those sciences that received the attention and care of the Fatimid rulers throughout their reign, who were very keen to pay attention to medicine, its development, and broadening of its horizons, and it became studied theoretically and practically. In schools and Bimaristans, which were more like medical colleges at the present time, many doctors specializing in various specialties graduated from them; Thus, the policy of the Fatimid rulers and their encouragement of doctors and medicine made Egypt a destination for doctors coming to it from the East and the West, which helped the diversity and richness of medical ideas, in addition to the efforts and contributions of Egyptian doctors. And they created a wonderful administrative and medical organization in it to achieve the desired goals of its establishment in terms of the benefit of patients as well as the scientific benefit, so the Bimaristans in Egypt witnessed a diversity of medical jobs that represent a comprehensive and integrated administrative system; Thus, the study of the medical professions in Egypt is of great value in order to find out the great development in health institutions and in the field of medicine during the Fatimid era. The study was divided into an introduction, two parts, and a conclusion. The introduction dealt with the importance of the topic and its objectives. The first part showed the manifestations of the global state’s interest in medicine and doctors. The second part came to present the types of medical professions in Egypt during the Fatimid era, including the private physician, the head of physicians, and the presenter of doctors, in addition to other medical professions, and the conclusion that The most important findings of the study are presented
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Reports on the topic "Private schools, great britain"

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Carneiro, Pedro, Jishnu Das, and Hugo Reis. The Value of Private Schools: Evidence from Pakistan. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/091.

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Using unique data from Pakistan, we estimate a model of demand for differentiated products in 112 rural education markets with significant choice among public and private schools. Families are willing to pay substantially for reductions in distance to school, but in contrast, price elasticities are low. Using the demand estimates, we show that the existence of a low fee private school market is of great value for households in our sample, reaching 2 percent to 7 percent of annual per capita expenditure for those choosing private schools.
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Szałańska, Justyna, Justyna Gać, Ewa Jastrzębska, Paweł Kubicki, Paulina Legutko-Kobus, Marta Pachocka, Joanna Zuzanna Popławska, and Dominik Wach. Country report: Poland. Welcoming spaces in relation to social wellbeing, economic viability and political stability in shrinking regions. Welcoming Spaces Consortium, December 2022. http://dx.doi.org/10.33119/welcoming_spaces_2022.

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This report aims to present findings of the research conducted in Poland within the Work Package 1 of the Welcoming Spaces project, namely “Welcoming spaces” in relation to economic viability, social wellbeing and political stability in shrinking regions. The main aim of the mentioned research was to examine how welcoming initiatives are organised and implemented in the selected shrinking localities in Poland. In particular, the creation of welcoming initiatives concerning social wellbeing, economic viability and political stability was assessed. To accomplish this objective, five localities were selected purposefully, namely Łomża (city with powiat status) and Zambrów (urban commune) in Podlaskie Voivodeship and Łuków (town), Wohyń (rural commune) and Zalesie (rural commune) in Lubelskie Voivodeship. Within these localities, 23 welcoming initiatives were identified, out of which 12 were chosen for in-depth research. The field research was conducted in all five localities between March and December 2021. During this period, the SGH Warsaw School of Economics team conducted 43 interviews with institutional stakeholders (representatives of local governments, schools, non-governmental organisations – NGOs, religious organisations and private companies) and individuals (both migrant newcomers and native residents). In addition, local government representatives were surveyed to compare their policies, measures and stances toward migrant inhabitants and local development. The research was also complemented with the literature review, policy documents analysis, and local media outlets discourse analysis. Until February 2022 and the outbreak of war in Ukraine, welcoming spaces in Poland were scarce and spatially limited to the big cities like Warsaw, Cracow, Wrocław, Gdańsk, Lublin or Białystok, governed by liberal mayors and city councils open to accept migrants and treat them as a valuable human asset of the city community. However, in smaller cities, towns and rural areas, especially in shrinking regions, welcoming spaces have been highly conditioned by welcoming initiatives carried out mainly by civil society organisations (CSOs). It is very likely that the war in Ukraine will completely change the situation we write about in this country report. However, this crisis and its consequences were not the subjects of our desk research and fieldwork in Poland, which ended in December 2021. As of late July 2022, the number of border crossings from Ukraine to Poland is almost 5 million and the number of forced migrants registered for temporary protection or similar national protection scheme concern 1.3 million people (UNHCR 2022). However, the number of those who have decided to stay in Poland is estimated at around 1.5 million (Duszczyk and Kaczmarczyk 2022). Such a large influx of forced migrants from Ukraine within five months already affects the demographic situation in the country and access to public services, mainly in large and medium-size cities1 . Depending on the development of events in Ukraine and the number of migrants who will decide to stay in Poland in the following months, the functioning of the domestic labour market, education, health service, and social assistance may significantly change. The following months may also bring new changes in the law relating to foreigners, aimed at their easier integration in the country. Access to housing in cities is already a considerable challenge, which may result in measures to encourage foreigners to settle in smaller towns and rural areas. Given these dynamic changes in the migration situation of the country, as well as in the area of admission and integration activities, Poland seems to be slowly becoming one great welcoming space. It is worth mentioning that the main institutional actors in this area have been NGOs and local governments since the beginning of the humanitarian crisis in Ukraine. An important supporting and coordinating role has also been played by international organisations such as the United Nations High Commissioner for Refugees (UNHCR), which launched its inter-agency Regional Refugee Response Plan (RRRP) in early spring to address the most urgent needs of the population of forced migrants and their host countries in this part of Europe (UNHCR 2022a; UNHCR 2022b; UNHCR 2022c). Based on the number of newly emerged welcoming initiatives and the pace of this emergence, they will soon become an everyday reality for every municipality in Poland. Therefore, it is difficult to find more up-todate circumstances for the “Welcoming Spaces” project objective, which is “to rethink ways forward in creating inclusive space in such a way that it will contribute firstly to the successful integration of migrants in demographically and economically shrinking areas and simultaneously to the revitalization of these places”. Furthermore, the initiatives we selected as case studies for our research should be widely promoted and treated as a model of migrants’ inclusion into the new communities. On the other hand, we need to emphasize here that the empirical material was collected between March and December 2021, before the outbreak of war in Ukraine. As such, it does not reflect the new reality in Poland
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