To see the other types of publications on this topic, follow the link: Private schools, great britain.
Dissertations / Theses on the topic 'Private schools, great britain'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 42 dissertations / theses for your research on the topic 'Private schools, great britain.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full text
2
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.
Full text
3
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.
Full textAbstract:
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.
4
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/.
Full textAbstract:
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.
5
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.
Full text
6
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/.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
'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'.
10
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.
Full text
11
Marchisio, Giulio. "Battleships and dividends : the rise of private armaments firms in Great Britain and Italy, c.1860-1914." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/7323/.
Full textAbstract:
This thesis analyses the rise of private armaments firms in Great Britain and in Italy from mid-19th century to the outbreak of the First World War, with a focus on naval armaments and military shipbuilding. During this period, the armaments industry underwent a radical transformation, moving from being based on public-owned arsenals and yards to being based on private firms – the system of military procurement prevalent today. The key reason behind this transformation was the increasingly rapid evolution of military technology which started in the late 1850s and which was especially marked in naval ordnance and warship design. Guns and vessels, which previously could have been used for decades, were now outdated in a few years. Rapid technological change forced governments to constantly re-equip their armed forces, thus creating the opportunity for private firms both to supply goods which government arsenals did not make, and to supplement their production when this was not sufficient. It also favoured the expansion of the international armaments trade because advanced technologies were difficult to replicate. By 1914, private armaments firms had become the leading suppliers of crucial military hardware and the driving force behind technical innovations. Moreover, armaments firms now ranked among the largest private companies in many economies. This research casts fresh light on this development through a comparative analysis of the Italian and British cases. Both countries experienced a similar trend, despite very different economic, strategic and political conditions. Analysing the evolution of their armaments industries thus highlights both the common long-term changes and the differences, notably in the relationship between private companies and governments, and the level of competition inside the industry.
12
Smalley, Nina. "An exploration of the design and implementation of a simulation exercise linking a university with its surrounding schools." Thesis, University of South Wales, 2002. https://pure.southwales.ac.uk/en/studentthesis/an-exploration-of-the-design-and-implementation-of-a-simulation-exercise-linking-a-university-with-its-surrounding-schools(2f05b45c-8f15-4a40-ba19-538fe9320a97).html.
Full text
13
Lawrence, Ranald Andrew Robert. "Cultural climates : the municipal art school and the reformulation of civic identity in Victorian Britain." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709252.
Full text
14
Ševčíková, Kateřina. "Public Private Partnership." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-76594.
Full textAbstract:
Main subject of my diploma thesis is an actual situation in application of Public Private Partnership in both the Czech Republic and Europe. Firstly, the main characteristics and a general process of creating PPP project are described. Risk management, one of the most important aspects of PPP is a subject for the second chapter. Furthermore, I analyse the approaches to the application of PPP from the view of the crucial European institutions such as European Commission and European Investment Bank, especially I am concerned about their reactions to the Global financial crises. My thesis includes the analyses of the PPP markets in both Great Britain and France. Lastly, the situation of PPP market in the Czech Republic is examined, and a business case about just emerging local PPP project is included.
15
Cook, Elaine D. "The challenges of leading the attainment agenda : framing the role and practices of the new Secondary Headteacher." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22251.
Full textAbstract:
Scottish institutions within the educational networks, including Government, local authorities, and schools, are entangled in performative activities dedicated to improvements in student attainment. Secondary school performance in Scotland is measured nationally predominantly by the number and level of national qualifications achieved. The thesis makes the case that this attainment agenda places enormous pressures on Headteachers to ensure student outcomes are maximised and that the culture of performativity is a major factor in shaping the roles and practices of Headteachers. The study is based on four new secondary school Headteachers in a single Scottish local authority. It is through an examination of their work practices that the formation of subjectivities within a range of power relations and discursive regimes are explored. Performativity and accountability influence the role and actions of the Headteacher in many ways which are unanticipated. There is an ongoing power struggle engendered by the pressures and controls imposed on new Headteachers which modify and discipline their behaviours. In this thesis, a case study methodology is employed and the concepts of Michel Foucault are applied to provide an alternative means of understanding the practices of Headteachers. A Foucauldian approach also provides a different perspective on the problematic conceptualisation of school leadership. The aim of this study is to make a research-based contribution to our understanding of the complexities and competing priorities negotiated by new Headteachers. The research evidences the dominance of the attainment agenda on the lived lives of the new Headteachers. This study should enable the development of additional ways to assist with Headteacher preparation and the provision of improved support in the early years of Headship.
16
Thompkins, Mary. "The Philanthropic Society in Britain with particular reference to the Reformatory Farm School, Redhill, 1849-1900." University of Western Australia. School of Humanities, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0221.
Full textAbstract:
This study of the Philanthropic Society (later the Royal Philanthropic Society) sets out to explain how it survived during many shifts in thinking about the treatment of juvenile offenders in nineteenth-century Britain. The study also pays particular attention to relationships between the Society and the state, showing how the Society was gradually drawn into dependence on the state. The thesis begins with an overview of the Society's work prior to its decision to move from London to Redhill in 1849. Next it proceeds to a close study of the Society's work until the end of the century. The decision to concentrate on the Redhill Farm School reflects not only changing views about the reformation of young offenders, but also the financial imperatives which forced the Society along paths shaped by the state. Close attention is paid to the way Parliamentary inquiries and commissions, which in the mid-Victorian period tended to laud the Society as a model, later criticized it for lagging behind advanced thinking. Interwoven within this narratives are descriptions of the specific measures the Society took for training and caring for boys at Redhill. It explores the nature of unpaid labour, training and discipline enforced at the farm school. It also examines the variety of subjects taught during the years a boy would spend working within a strict discipline, and the methods used to enforce such discipline. Another subject worthy of extended consideration is the Society's enthusiasm for emigration to British colonies following a boy's term of incarceration. The thesis closes with an examination of how and why the Society lost its reputation as a leader in the treatment of young offenders in the late-Victorian period, as government imposed new rules and regulations. The overall argument is that the Society born as the result of moral panics about children at risk became a long-term survivor as the result of partnerships with the state.
17
Miller, Christopher William. "Planning and profits : the political economy of private naval armaments manufacture and supply organisation in Britain, 1918-41." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6976/.
Full textAbstract:
This thesis examines the relationship between the private naval armaments industry, businessmen and the British Government’s supply planning framework between 1918 and 1941. More specifically, it reassesses the concept of the Military-Industrial Complex by examining the impact of disarmament upon private industry, the role of leading industrialists within supply and procurement policy, and the successes and failings of the Government’s supply organisation. This work blends together political, naval and business history in new ways, and, by situating the business activities of industrialists alongside their work as government advisors, it sheds new light on the operation of the British state. This thesis argues that there was a small coterie of influential businessmen, led by Lord Weir, who, in a time of great need for Britain, first gained access to secret information on industrial mobilisation as advisers to the Supply Board and Principal Supply Officers Committee (PSOC), and later were able to directly influence policy. This made Lord Weir and Sir James Lithgow among the most influential industrial figures in Britain. This was a relationship which cut both ways: Weir and others provided the state with honest, thoughtful advice and policies, but, as ‘insiders’ utilised their access to information to build a business empire at a fraction of the normal costs. Outsiders, by way of contrast, lacked influence and were forced together into a defensive ‘ring’ – or cartel – and effectively fixed prices for British warships in the lean 1920s. However, by the 1930s, the cartel grew into one of the most sophisticated profiteering groups of its day, before being shut down by the Admiralty in 1941. More generally, this work argues that the Japanese invasion of Manchuria was a turning point for supply organisation, and that between 1931 and 1935, the PSOC and its component bodies were governed by necessity. Powerful constraints on finance and political manoeuvre explain the nature of industrial involvement. Thus, it is argued that the PSOC did a broadly effective job at organising industry with the tools it was given, and the failings were down to the top levels of policymaking – the Cabinet – not acting upon advice to ease procurement bottlenecks early enough, to the extent that British warship construction was more expensive and slower than it could have been. In sum, this group of industrialists, the Admiralty and a few key figures in the PSOC such as Sir Harold Brown, effectively saved MacDonald, Baldwin and Chamberlain’s National Government from itself.
18
Woolgar, Tereza. "Exploring public and private versions of WW2 memory : memory, identity, ideology and propaganda in relation to the representations of the Czech RAF airmen." Thesis, University of Gloucestershire, 2012. http://eprints.glos.ac.uk/2361/.
Full textAbstract:
From a broader perspective this cross-disciplinary and cross cultural thesis examines the relationships between identity, ideology and propaganda and their influence over the production of private and public memories. This examination is carried out through a case study investigating various representations of the Czech RAF airmen from selected British and Czech WW2 newspapers approached as an archive of memory, and from individual recollections of the Czech veterans – the living archive of memory. These representations in the context of this research become interacting versions of public and private memory which in a unique way and yet equally contribute towards the historical construction of the Second World War. This thesis proposes that the various versions of memory, in Rothberg’s (2009) words ‘multidirectional memory’, are a consequence of versioning, a constant creation and re-creation of different versions of memory due to numerous influences on the producers of such memory. However, this research also considers a presence of Second World War discourse, which underpinned public and private memory and transcended collective memories of the Britishness and Czechness forming a transnational or cross cultural (Radstone, 2010) WW2 memory. In other words, this project draws upon current theories about non competitive multiple, transnational and mediated memory (Dijck, 2007) and extends upon these by considering their existence within a potentially unifying WW2 discourse within which they connect and disconnect. By doing so, this thesis challenges master narratives of history. These memories are also seen as a base for multi-layered identity of the ones who remembered and had the right to remember. Furthermore this study explores the potential reasons behind the creation of the discovered qualitative treasure of this project The Czechoslovak, a small community newspaper produced by the Czech minority living in Britain during the WW2. The theoretical underpinning as well as the methodology of the project attempt to interrogate media studies, oral history and memory studies in order to create a most pertinent space in which the written and oral memory is explored effectively. This merger of theories and methodologies allowed me to investigate the various memories within the context of the WW2 and thus construct them from the past perspective when they were being created. A discourse analysis of selected British and Czech WW2 newspapers (The Times, Daily Mirror, News of the World and The Czechoslovak) has been employed distinguishing between traditional and tabloidised newspaper representations and investigating to what extend the Czechs were portrayed as the ‘other’ or the heroes in the British society. The outcome of this analysis was a discovery that the Czech RAF airmen had not been given much prominence in the British newspapers and that their representations varied according to the different type of newspaper and the different period of the war in which they were produced. Moreover, ideology, propaganda and the notion of Czech and British identity present in the newspapers played an important role in the creation of public memory versions of the Czech RAF airmen’s images. Besides newspapers, this study took the opportunity to reveal very fragile and valuable private recollections of the Czech WW2 RAF veterans (six former members of the Czech RAF settled in Britain after the WW2 and 1 widow were interviewed in the summer 2008); the men who played an important role in the success of the Allies in WW2. By doing this, the former Czech airmen were given a voice and the chance to contribute towards existing knowledge about the Czechs in the RAF and the Second World War. The various versions of the past produced by their private memory have been investigated in the view of various factors influencing these versions: notably their identity, war ideology, propaganda, and forgetting and in relation to WW2 media. Considering the occurrence of versioning, when critically reflecting upon all different memories, I position myself as a researcher into the shoes of yet another producer of another version of the past. Thus, this study creates a space where various, sometimes contrasting memories do not fight for recognition, but where official collective memory and individual memory influence each other and also enrich each other whilst they co-construct a historical representation of the past.
19
Winfield, Sarah Jane. "Education for international understanding : British secondary schools, educational travel and cultural exchange, 1919-1939." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708957.
Full text
20
Leggett, Gemma. "A changing picture of health : health-related exercise policy and practice in physical education curricula in secondary schools in England and Wales." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/5757.
Full textAbstract:
This thesis documents and explores health-related exercise (HRE) policy and practice within selected secondary schools in England and Wales, and examines the impact of the National Curriculum for Physical Education (NCPE) revisions (DfEE/QCA and Welsh Assembly, 1999) on the status and expression of HRE in the curriculum. It also considers the factors affecting teachers' approaches to change and their consequent decisions and behaviours. Specifically, the research makes comparisons between the policy and practice in schools at the time of data collection (2000) and that reported by Harris (1997). The methodology incorporated both qualitative and quantitative approaches. Case studies were completed in 2001 in five strategically selected mixed sex state schools, three of which were located in one Local Education Authority (LEA) in England and two of which were in one LEA in Wales. One of the English schools was a specialist sports college (SSC). Case study data analysis focused on the status and expression of health within each school, with particular attention to HRE policy and practice prior to and following the National Curriculum revisions. This analysis also explored the factors influencing the delivery of HRE in each department. The case study element of the research included the lesson observation of a unit of work on health-related aspects of PE in one school from the English LEA. This allowed an examination of the translation of school level policy into practice. A survey of all the secondary schools in the two case study LEAs in 2001 elicited questionnaire responses from 67.5% of heads of PE departments (PE HoDs). Analysis employed the Statistical Package for Social Scientists (SPSS). The findings revealed that delivery of HRE in case study schools was based on a fitness for sports performance perspective, utilising fitness testing and training. This was despite many teachers reporting a philosophy for physical education that reflected a fitness for life perspective with pupils adopting active lifestyles as its goal. Case study schools reported that the NCPE had influenced HRE delivery, however, limited change had resulted from the 1999 revisions.
21
Macey, Marie, Alan Carling, and Sheila M. Furness. "The Power of Belief? Review of the Evidence on Religion or Belief and Equalities in Great Britain." University of Bradford, 2009. http://hdl.handle.net/10454/4394.
Full textAbstract:
yesA new legal framework has been developed in Great Britain over the last ten years which protects individuals against unfair treatment on the grounds of their religion or belief. This framework regards all the major faith groups, secular belief systems (such as Humanism or Atheism), and non-belief on formally equal terms. There has also been a rapid growth of research interest in religion/belief in contemporary scholarship on equalities. This report provides a critical overview of this extensive research base relating mainly to England, Scotland and Wales up until 2008.
22
Sutton, David A. "The public-private interface of domiciliary medical care for the poor in Scotland, c. 1875-1911." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1234/.
Full textAbstract:
This thesis explores domiciliary medical care for the poor in Scotland. Domiciliary care is understood as medical care provided in the home by qualified medical practitioners, or medical students. The poor are understood as those simply unable to ‘pay the doctor’ for the services they received. Focus is upon service provision, and therefore this thesis is a study of the different medical agencies engaged in the visitation of patients, and of the diverse ways medical practitioners as agents of different medical services facilitated or administered treatment. The period under focus is from 1875 to the National Health Insurance Act, 1911. Particular focus falls on urban Scotland, and Glasgow and Edinburgh. The interface between public and private provision is understood as the distinction between services provided for paupers, the legal poor, and services provided for the remainder, also unable to pay, and described as occupying ‘the boundary line between self-support and parish help’. Three types of service provider are identified: the poor law, medical charity, and medical missions. The thesis is divided into four main parts, buttressed by an introduction and conclusion. Chapter One sets the parameters to study of domiciliary medical care for the poor by identifying a literature of home visitation, and by identifying pressing issues concerning treatment in the homes of the poor of Glasgow and Edinburgh, like physical structure and family. Chapter Two is comprised of eight sections and looks at public provision in the form of the poor law medical services. Of particular interest are the local management, and the medical officers who provided the service. In turn focus is put upon the role of medical relief under the Poor Law (Scotland) Act, 1911; the structure of outdoor medical services in Glasgow and Edinburgh; the role of the local medical sub-committee of the parish board; and the parochial medical officers and their work. A prosopographical approach is taken to profile the parochial medical officers. Chapter Three, comprising five sections and conclusion, looks at private provision by medical charity. At issue is the range of charity dispensaries that provided outdoor services to the poor. A prospectus identifying the range of services is provided; outdoor medical services in Edinburgh and Glasgow are detailed; the interconnection between charity dispensary, domiciliary medical care, and medical educational requirements – particularly in Edinburgh – is investigated; and new developments occurring at the start of the twentieth century in health services requiring home visits are outlined. Chapter Four is comprised of nine main sections plus conclusion and looks at private provision by home medical missions. An overview of the literature of medical missions is provided, before focus falls, in turn, on medical missions in Edinburgh; medical missions in Glasgow; the medical work of medical missions; opportunities provided for women; how medical missions work was justified against criticisms; differences between providers; the response to provision from the Catholic immigrant community, and the work of the St Vincent de Paul Society.
23
Halliday, Bronwyn K. "Such great opportunities : a comparative study of four girls' private secondary schools in Adelaide, South Australia from approximately 1885 to 1925 /." Title page, contents and introduction only, 1986. http://web4.library.adelaide.edu.au/theses/09EDM/09edmh188.pdf.
Full text
24
Wilbur, Helen. "Commemoration and Curriculum:." ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/240.
Full textAbstract:
The legacies of World War I in British culture are often explained by terms such as disillusionment and futility or by the understanding that the war shattered nineteenth century ideas of progress. These were not, however, the images of the war offered by the nation’s public and state sponsored secondary schools during the interwar years. By examining the categories of commemoration and curriculum, this study explores how British educational institutions mobilized the memory of the war in order to avoid cynicism and promote traditional forms of national, class, and gender identity. The first two chapters focus on how school memorials grew out of wartime communication within extended school communities in a way that privileged a heroic and traditional language of “high diction,” a concept developed by Paul Fussell. The following two chapters explore the ways in which discussions of how and why to teach history created a rhetoric of non-revolutionary citizenship and shaped portrayals of the war itself in a variety of British textbooks. Both processes elevated ideas including national and imperial patriotism, sportsmanship, self-sacrifice, personal and international leadership, and a continued faith in progress. This was initially accomplished by the exclusion of other possible narratives of the war, but the success of this interwar educational narrative was, in turn, undermined by subsequent economic and political events.
25
White, Carol. "Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955514.
Full text
26
Li, Joanne Siu Chung. "The impact of colonialism on the design of the Chinese language curriculum in Hong Kong secondary schools : a historical survey." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/22.
Full text
27
Brink, Jeanetha. "Corporate governance in public-private partnerships : a public sector management perspective." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/17443.
Full textAbstract:
Thesis (MPhil)--University of Stellenbosch, 2006.ENGLISH ABSTRACT: This assignment deals with the relevance of Public-Private Partnerships in the South African context and particularly the role it can play in realising the developmental goals of the economic policy. The value of the unique relationship that is possible between the public and the private partner goes beyond the formalised legal agreement as the mix of cultures and different managerial approaches hold benefits for both parties. There are many aspects of the PPP, especially as a management tool, which grow beyond the boundaries of a work of this length and which will hopefully entice the reader to further reading. However, in this work the main thrust of the argument is that the PPP offers an alternative, or maybe rather a supplementary vehicle to address a number of managerial problems experienced in the public sector.
AFRIKAANSE OPSOMMING: Hierdie werkstuk handel met die relevansie van die sogenaamde “Public-Private Partnership” in die Suid-Afrikaanse konteks en meer spesifiek die rol wat dit kan speel om die ontwikkelingsdoelwitte van die ekonomie te bereik. Die waarde van die unieke verhouding wat moontlik is tussen die publieke en die private party venoot verder as die formele regsverhouding aangesien die vermenging van die kulture en verskillende bestuurstyle voordele vir beide partye inhou. Daar is vele aspekte van die PPP, veral as ‘n bestuursmeganisme, wat buite die grense van ‘n werk van hierdie lengte gaan en hopelik word die leser gestimuleer om verder oor die onderwerp op te lees. Die vertrekpunt van hierdie werk egter is dat die PPP ‘n alternatiewe, of selfs ‘n bykomende meganisme om verskeie bestuursprobleme wat in die publieke sektor ervaar word, aan te spreek.
28
Gammie, Robert Peter. "Psychological contracts in a business school context." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/228.
Full textAbstract:
Over the last three decades the UK higher education system has operated under an ideological approach sometimes referred to as New Managerialism (Deem, 2004). The psychological contract of the individual actor within this altered environment was the subject of the research in this study. The psychological contract has been defined as an individual’s beliefs regarding the terms and conditions of a reciprocal informal exchange agreement between themselves and their organisations (Rousseau, 1989). The thesis focused on the psychological contracts of higher education lecturers in a post-92 University Business School in the United Kingdom. The study considered the construction of the psychological contract, the appropriateness of the initial contract, perceived influences on the contract, and behavioural consequences of contract breach and/or violation. The research was focussed on the role of the lecturer in interpreting and unpacking his/her perceptions and understandings. The research questions required data that was personal and experiential. Interviews were undertaken which allowed participants to provide life history accounts that described and theorised about their actions in the social world over time. The approach used had a number of limitations which were identified and considered within the thesis. Notwithstanding the limitations of the research approach, the data suggested that each individual had analysed the extent to which a new employment context would deliver transactional, relational, and ideological reward. However, ideology was less relevant in making the decision to accept higher education employment than either transactional or relational elements. Post-entry, sensemaking acted as a confirmation mechanism in respect of the expectations of what the job would entail and the pecuniary and non-pecuniary benefits that would be received. Initial contracts were relatively accurate in their conceptualisation of the work involved in being a higher education academic. Within the Business School examined in this study, management decisions impacted on participants from both an economic and socio-economic perspective. Employees described how individual work contexts were altered by management decisions. Reaction to decisions depended on individual circumstances at any given juncture based on the influences from multiple contexts both internal and external to the workplace. Context was not homogenous and wide-ranging individual differences were apparent. These contexts played a part in defining to what extent changed work environments would be accepted or not. Participants were continuously active and involved in the evaluation of the multiple contexts that were relevant to them. The capacity to manipulate managers and influence decisions to counteract context change was also evident. The ability to thwart changes to work context varied between individuals and over time. This study identified how participants were able to create and shape their own work environment to satisfy their needs and wants during their careers within a structure that remained predominantly organic in nature despite a changing higher education environment. The goal of the employee was to create the idiosyncratic deal, the specific individually tailored work environment that would deliver the satisfaction required from higher education employment. The psychological contracts were self-focussed and self-oriented but this did not necessarily mean that employees were not also actively involved in assisting the organisation to achieve its ambitions. The notion that a managerial agenda had resulted in the erosion of individualism in higher education was not supported. There was evidence that the psychological contract was unilaterally changed and altered by the employee whenever he or she chose, rather than a negotiated change to a binding agreement. Alteration was intrinsically a private determination and often not communicated.
29
Sisková, Monika. "Public-private partnership a jeho prax v členských štátoch EÚ." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-76266.
Full textAbstract:
The aim of this final thesis is to analyse and compare the PPP practices of EU member states and to evaluate the current situation of their PPP markets as well as the issues faced at present. The study consists of four chapters. The first chapter deals with the theoretical and legal concept of public-private partnerships: the definition of PPPs, their characteristics, advantages and disadvantages of PPPs and the factors influencing the success of PPP projects. The section thereafter analyses the position and role of the EU, EIB and EBRD in promoting and supporting the implementation of PPP projects. The section is followed by an assessment of the PPP market development trend, high lightening the basic quantitative differences between the EU member states. Chapter four forms the core of this thesis in which, based on specified criteria (legal and institutional PPP conditions, average value of a project, corruption, transparency and the nature of the public sector) the PPP praxis of Great Britain, Italy, Greece, Sweden, Poland and Slovakia are analysed and compared. The states are characterized by national PPP markets of diverse quality as well as significant differences in the national conditions for implementing PPP projects.
30
Bowdler, Jan. "Art therapy in mainstream primary schools in the United Kingdom and the United States of America : identifying connections with the Australian experience." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1000.
Full textAbstract:
This thesis is a case study that explores art therapy programs that are being or have been established in mainstream primary education settings in the United Kingdom, United States of America and Australia. The study includes a review of literature which relates an application of art therapy principles and practice to an education framework and the developmental and emotional needs of primary age children. The art therapy programs are examined in terms of the target population (eg. abused, rejected, disaffected, vulnerable children); the value of these programs to children in the primary school system (ie. in helping to remove students' emotional blocks to learning); the logistics of their implementation in primary schools; and their source of funding. The level of interest, support and commitment from allied health and community workers as well as teachers and administrators working within a. school structure is also examined. The data analysis and conclusions reflect on the common and recurring themes which arise from the study of programs in the UK and USA. These are compared to the Australian experience. The implications of the study for the Education Department of Western Australian system is discussed.
31
Hodgson, John. "Class acts : the twenty-fifth and twenty-sixth earls of Crawford and their manuscript collections." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/class-acts-the-twentyfifth-and-twentysixth-earls-of-crawford-and-their-manuscript-collections(3ed36c16-23f9-4b9c-85d5-21070eea9984).html.
Full textAbstract:
Throughout Victoria's reign, Lord Lindsay and his son Ludovic, respectively twenty-fifth and twenty-sixth earls of Crawford, created one of the largest private libraries ever assembled in Britain. The Bibliotheca Lindesiana included some six thousand manuscripts, which Ludovic sold to Enriqueta Rylands in 1901 for £155,000. The principal problematic that I address in this thesis is: Why did the earls of Crawford invest vast amounts of financial and cultural capital in this endeavour? In other words, what factors - both structural and specific - led to the formation of the library, what purposes did it serve, and what roles did its manuscript components in particular perform? Other questions include: How - and how successfully - did Lindsay and Ludovic maintain physical and intellectual control over the rapidly growing library? How did they position themselves within networks of connoisseurship and collecting in Victorian Britain? How was the formation of the Oriental manuscript collections connected with Lindsay's interest in racial classification and with wider racial discourses? And how did the library reflect and reinforce Lindsay's identity as a gentleman-scholar? Previous studies of this and other manuscript collections have adhered to an antiquarian, bio-bibliographical model, focusing on the detailed matter and mechanisms of collecting, rather than exploring the socio-cultural and epistemological contexts of their development. This thesis, by contrast, constitutes the first extended application of cultural theory to a manuscript collection, or indeed to any private library, in the nineteenth century. I combine close archival work with Bourdieu's concepts of field, capital and habitus to reveal the complex structuration and signification of the library, and to investigate the imbrication between the earls' personal agency and wider forces operating upon the library. My examination of the Bibliotheca Lindesiana has uncovered several key issues and themes hitherto unexplored in this or any other major private library of the nineteenth century. First, I argue that the reasons for the library's development reside principally in various forms of classification, which preoccupied Lindsay and reflected wider societal trends and taxonomies: the classification of libraries and the ramification of knowledge; Lindsay's deployment of the library to corroborate his and his family's social and cultural distinction (i.e. social classification); and an interest in racial classification, which reflected Orientalist discourses associated with imperialism. Secondly, while the dispersal of aristocratic collections in the late nineteenth and early twentieth centuries is a familiar trope, this study is the first to contextualize the decline of a private library within the struggle between the aristocracy and the bourgeoisie. Finally, this is the first examination of the impact of professionalization upon private as opposed to public libraries, revealing the tensions between amateur traditions and growing professionalism and specialization in the nineteenth century. I thus 'read' through the library some of the wider socio-economic and cultural issues operating in Victorian Britain and its empire.
32
Randall, Peter Ralph. "The English private school system in South Africa." Thesis, 2015. http://hdl.handle.net/10539/18115.
Full text
33
ROGERS, Ian. "The creation of a private law of human rights in the United Kingdom." Doctoral thesis, 2002. http://hdl.handle.net/1814/5444.
Full text
34
Smith, Anthony. "Managing a British higher education institution with a mainly South African market : a case study." Thesis, 2008. http://hdl.handle.net/10500/1331.
Full textAbstract:
The research investigated the perspectives of the management team on strategies in managing a British college with a mainly South African market, namely Blake Hall College (BHC). The study aimed to identify teaching methods used at the college to be competitive in the distance education and higher education market. The approach was qualitative. Eight participants were purposefully selected and interviewed by means of an interview schedule that focused on management and teaching methods in particular. Information was also collected on quality assurance and cooperation between BHC and other higher education institutions. The results illustrated the influences of institutional growth and progress, maintenance, management structure and leadership, quality control, collaboration and communication. Regarding teaching methods, the advantages and disadvantages of distance education and face-to-face methods were illuminated. Participants also described a number of innovative teaching methods used. From the aforementioned, recommendations were made for surviving the competitive higher education market.Educational Studies
M.Ed (Educational Management)
35
CONNAN, Dominique. "Race for distinction : a social history of private members' clubs in colonial Kenya." Doctoral thesis, 2015. http://hdl.handle.net/1814/40809.
Full textAbstract:
Defence date: 9 December 2015Examining Board: Professor Stephen Smith (EUI Supervisor); Professor Laura Lee Downs, EUI; Professor Romain Bertrand, Sciences Po; Professor Daniel Branch, Warwick University.
This thesis explores the institutional legacy of colonialism through the history of private members clubs in Kenya. In this colony, clubs developed as institutions which were crucial in assimilating Europeans to a race-based, ruling community. Funded and managed by a settler elite of British aristocrats and officers, clubs institutionalized European unity. This was fostered by the rivalry of Asian migrants, whose claims for respectability and equal rights accelerated settlers' cohesion along both political and cultural lines. Thanks to a very bureaucratic apparatus, clubs smoothened European class differences ; they fostered a peculiar style of sociability, unique to the colonial context. Clubs were seen by Europeans as institutions which epitomized the virtues of British civilization against native customs. In the mid-1940s, a group of European liberals thought that opening a multi-racial club in Nairobi would expose educated Africans to the refinements of such sociability. The United Kenya Club only highlighted the strength of racial prejudice. It gave rise to much discomfort and awkwardness among its members, which reflected the contrast between European will to promote moderate, educated Africans and the brutality by which Kenya's most radical nationalists were crushed during the Mau Mau War. If Africans eventually took interest in joining European clubs, it was because these institutions had become entwined with state power. Settlers and officials met in clubs to discuss politics, within an Empire of which decorum, epitomized during official visits, almost recognized European clubs as official buildings. Africans eventually became members, torn between a nationalist rejection of the colonial past and the will to join institutions that conferred prestige and afforded connections. They abandoned Gilbert & Sullivan operas, yet they took over golf. On Kenya's fairways, white domination was challenged by black triumphs, while African elites appropriated clubs as an attribute of class, and no longer race, distinction.
36
Armstrong, Peter Evans. "Athleticism and its transfer to Canada." Thesis, 2001. http://hdl.handle.net/2429/11624.
Full textAbstract:
This thesis examines the origins of athleticism in England and its transfer
to Canada. During the course of the nineteenth century, the focus of the English
public schools changed dramatically. At the start of the century an English upper-class student's leisure time was largely employed in roaming the country-side, trespassing on neighboring estates and poaching. Teachers' responsibilities ended at the classroom door. Seventy-five years later an English public school student's life was focussed on games and team sports including cricket and the various types of football. Teachers
now ran all aspects of school life which was designed to instill the manly, Christian, virtues which would enable graduates to take their proper place as leaders in the British Empire. And team sports were a vehicle to
achieve that end. Team sports such as cricket and rugby, and the various
institutions that promoted them, occupied a central place in upper-class English life and became infused with what Professor Mangan refers to as the 'games ethic': the ideology of athleticism. When the British administrators, soldiers, and immigrants came to Canada they brought with them their love of games and this 'games ethic' that
was modified by Canadian experience. In England the 'ethic' was firmly
entrenched and supported by a unique class and social structure. Because that structure did not exist in Canada, the attempts of early British Canadians to instill the 'ethic' in the new country were problematic and played out in the conflict between amateurs and professionals. Although
an emerging working-class culture and an increasingly commercialized society challenged and eventually made the distinction between amateur and professional athletes irrelevant, belief in the 'games ethic' and in the instrumental value of team sports survived and continues to influence
Canadian sport policy today.
37
Vann, BJ. "The effectiveness of the Office for Standards in Education (OFSTED) inspection process in England as an accountability mechanism and its influence upon whole school improvement in English maintained schools." Thesis, 2005. https://eprints.utas.edu.au/22176/1/whole_VannBarbaraJane2006_thesis.pdf.
Full textAbstract:
The research questions addressed in this thesis are: How effective is the OFSTED
process as an accountability mechanism? And, does whole school inspection lead to
school improvement?
The literature of school effectiveness and school improvement is reviewed followed by
an outline of the evidence of school improvement offered by OFSTED from 1996 as a
context for the inspection outcomes and subsequent improvement or not, in four case
study schools. An attempt is made to link the OFSTED mantra of "Improvement
through Inspection" to the inspection process as experienced by the schools in the
study. In addition, a brief context is provided that outlines the systemic change
processes and accountability processes that were prevalent in the education systems
of the largely English-speaking world at the time of OFSTED's inception and more
recently. A comparison is made between OFSTED and the international examples
before detailing the research on OFSTED's effectiveness and the government
response.
The ethnographic methodology used is justified, aware of the potential difficulties
attached where the researcher is also the headteacher of one of the four case study
schools.
Results from the case studies allow discussion of the differences in approach from the
headteachers to the inspection process and the possible consequences of their
actions. Other issues arising from the case studies include: the relevance of the timing of the inspections within the evolution of the OFSTED process; the situation of the
schools at the time of their inspections; the relationships between stakeholders within
the schools, particularly the apparent marginalisation of the governors from the
process; the communities' perceptions of the schools and the personal disposition of
the headteachers towards the OFSTED process. Inconsistencies in the OFSTED
process as experienced by the study schools were found to include the lack of
credibility given to the OFSTED process by some teachers and senior staff in the
schools and the manner in which the schools acknowledged the validity of the
inspection judgements.
The thesis concludes by using the research evidence from this study to pose tentative
conclusions about how effective the OFSTED inspection is as an accountability
process and whether whole school inspection leads to school improvement. It reviews
the constraints and limitations of the evidence and indicates areas for further
research.
38
White, Gay J. Peddle. "A history of S.P.G.-supported schools in Newfoundland : 1701-1827 /." 2001.
Find full text
39
Adler, P., Andy J. Scally, and Brendan T. Barrett. "Test-retest variability of Randot stereoacuity measures gathered in an unselected sample of UK primary school children." 2012. http://hdl.handle.net/10454/6782.
Full textAbstract:
AIM: To determine the test-retest reliability of the Randot stereoacuity test when used as part of vision screening in schools. METHODS: Randot stereoacuity (graded-circles) and logMAR visual acuity measures were gathered in an unselected sample of 139 children (aged 4-12, mean 8.1+/-2.1 years) in two schools. Randot testing was repeated on two occasions (average interval between successive tests 8 days, range: 1-21 days). Three Randot scores were obtained in 97.8% of children. RESULTS: Randot stereoacuity improved by an average of one plate (ie, one test level) on repeat testing but was little changed when tested on the third occasion. Within-subject variability was up to three test levels on repeat testing. When stereoacuity was categorised as 'fine', 'intermediate' or 'coarse', the greatest variability was found among younger children who exhibited 'intermediate' or 'coarse'/nil stereopsis on initial testing. Whereas 90.8% of children with 'fine' stereopsis (50 but /=200 arc-seconds) stereoacuity on initial testing exhibited stable test results on repeat testing. CONCLUSIONS: Children exhibiting abnormal stereoacuity on initial testing are very likely to exhibit a normal result when retested. The value of a single, abnormal Randot graded-circles stereoacuity measure from school screening is therefore questionable.
40
Hlaváčová, Lucie. "Analýza vědomostí žáků základních a středních škol a interpretace evoluční biologie učiteli v České republice, Anglii a Skotsku." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-351303.
Full textAbstract:
An evolution is considered the single greatest unifying theory in biology. Therefore, evolution is a crucial topic from the perspective of didactics of biology because it reaches contemporary paradigm of science education. These doctoral thesis deals with the educative aspects in the field of evolutionary biology. Given the fact that educational content and understanding of causal patterns in science may be influenced by the sociocultural background, the whole research is carried out in comparison with Great Britain. The main aim of the thesis is carried out three successive analyzes. First, the occurrence and the content of definitions of evolutionary terms in Czech and British science or biology textbooks have been compared (16 Czech and 16 British textbooks). Data were evaluated using content analysis and hierarchical cluster analysis. Subsequently, a comparison of teaching evolution has been made using a questionnaire survey (350 Czech and 122 British teachers) and interviews (10 Czech and 7 British teachers). Finally, a comparison of the Czech and British pupils' knowledge and opinions on specific evolutionary topics were obtained via a questionnaire (964 Czech and 97 British pupils). Statistically significant differences between Czech and British respondents were verified by Chi-square test...
41
Hamáčková, Barbora. "Porovnání výuky tělesné výchovy na českých a zahraničních školách v Praze." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-382969.
Full textAbstract:
Name of thesis: Comparison of Physical Education teaching at Czech and foreign schools in Prague Author: Barbora Hamáčková Tutor: PhDr, PaedDr. Ladislav Kašpar, Ph.D. Department: Department of Physical education and sport Aim: This dissertation is aimed at Physical Education learning at foreign schools placed in Prague. This is the comparison of contrasting education systems. A literature review has been undertaken to compare the diferences between the Physical Education programs at each institution. The study analyses the evolution of Physical Education in The Czech Republic and abroad. Methodology: The main method used in this thesis was quantitative analysis which consisted of a semi-structured in-depth interview. These interviews conducted with the heads of the physical education at the selected schools. Three international schools and two czech schools were involved in the study. Data collection for the purposes of this diploma thesis took place from January to April 2018 in personal meetings. Schools were contacted with an offical letter via email. The choice of schools was based on an analysis of publicly available documents from the Ministry of Education. Key words: Physical Education, excercise, education, curriculum, foreign schools, Deutsche Schule Prague, Lycée francais de Prague, Park...
42
Raghavan, R., Nicole Pawson, and Neil A. Small. "Family carers' perspectives on post-school transition of young people with intellectual disabilities with special reference to ethnicity." 2013. http://hdl.handle.net/10454/9794.
Full textAbstract:
No90009335
School leavers with intellectual disabilities (ID) often face difficulties in making a smooth transition from school to college, employment or more broadly to adult life. The transition phase is traumatic for the young person with ID and their families as it often results in the loss of friendships, relationships and social networks. The aim of this study was to explore the family carers' views and experiences on transition from school to college or to adult life with special reference to ethnicity. Forty-three families (consisting of 16 White British, 24 Pakistani, 2 Bangladeshi and one Black African) were interviewed twice using a semi-structured interview schedule. The carers were interviewed twice, Time 1 (T1) and Time 2 (T2), T2 being a year later to observe any changes during transition. The findings indicate that although transition planning occurred it was relatively later in the young person's school life. Parents were often confused about the process and had limited information about future options for their son or daughter. All family carers regardless of ethnicity, reported lack of information about services and expressed a sense of being excluded. South Asian families experienced more problems related to language, information about services, culture and religion. The majority of families lacked knowledge and awareness of formal services and the transition process. Socio-economic status, high levels of unemployment and caring for a child with a disability accounted for similar family experiences, regardless of ethnic background. The three key areas relevant for ethnicity are interdependence, religion and assumptions by service providers.