Relevant bibliographies by topics / Schools, great britain

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

Academic literature on the topic 'Schools, great britain'

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

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Journal articles on the topic "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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Miziniak, Helena. "Polish Community in Great Britain." Studia Polonijne 43, Specjalny (December 20, 2022): 49–61. http://dx.doi.org/10.18290/sp2243.5s.

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The article presents the activity of Poles in Great Britain in the 20th century, beginning with the end of World War II, when a large group of Polish refugees and veterans settled in the UK. In 1947, the Federation of Poles was established to represent Polish community in Great Britain. The Association of Polish Women (1946) and the Relief Society for Poles (1946) were also formed at the same time. The article shows the involvement of the Polish community in Great Britain in the context of Polish history. This involvement included the organisation of anti-communist protests, carrying out various actions to inform people about the situation in Poland, organising material aid, supporting Poland at the time of the system transformation, and supporting Poland’s accession to the European Union. Over the decades, the Polish community in Great Britain has managed to set up numerous veterans’ and social organisations, Polish schools, it also built churches in order to preserve Polish culture abroad.
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Maynard, Trisha. "Forest Schools in Great Britain: An Initial Exploration." Contemporary Issues in Early Childhood 8, no. 4 (December 2007): 320–31. http://dx.doi.org/10.2304/ciec.2007.8.4.320.

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NAROVLIANSKIY, Oleksandr. "EDUCATIONAL TOURISM IN GREAT BRITAIN." Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 2 No. 2 (2023) (December 29, 2023): 74–78. http://dx.doi.org/10.54891/2786-7013-2023-2-17.

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The article is devoted to the organisation of educational excursions in the UK and their role in the educational process of secondary schools. The purpose is to analyze the existing experience of organising school trips and to identify opportunities for using this experience in modern education in Ukraine. The historical origins of educational excursions are identified. The results of surveys and other studies conducted in the UK to determine the attitude of teachers to excursions as an element of the educational process, as well as the problems that arise in their organisation, are highlighted. Current experience of conducting excursions in various subjects - history, geography, natural sciences, mathematics, social sciences, computer technology. The article identifies the most popular educational tourism sites in the UK and highlights the methods used to organise school tours (specially designed tours related to the school curriculum, master classes, workshops, etc.) It is noted that special educational and training centers have been set up at certain facilities to conduct training sessions. It is noted that in Britain, excursions to government facilities such as the Parliament, the Royal Palace, the residence of the head of government, and the court have become widespread. It is determined that most museums and other visitor attractions establish preferential conditions for receiving groups of schoolchildren or provide opportunities for free visits. The problems that hinder the development of educational tourism at the present stage of development, in particular, lack of funding, are identified. The role of charitable foundations in the development and support of school excursions and the directions of their activities are highlighted. The experience of involving business structures, in particular Hyundai, in supporting educational tourism is analyzed. The unique experience of parliamentary support for educational tourism through the development of special bills on outdoor education, which are at different stages of consideration by the parliaments of Great Britain, Scotland and Wales, is indicated. The elements of experience that can be used in domestic education are identified.
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Androshchuk, Iryna, and Ihor Androshchuk. "Specificity of Students’ Technological Training in Finland and Great Britain." Comparative Professional Pedagogy 8, no. 3 (September 1, 2018): 20–25. http://dx.doi.org/10.2478/rpp-2018-0036.

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Abstract The specificity of students’ technological training in Finland and Great Britain has been considered. It has been found that the state policy of foreign countries is aimed at providing students with professional knowledge, work skills and combining comprehensive and professional training. Specific attention has been paid to the subjects and courses in foreign countries, which are equivalent to the course on technological training. It has been indicated that establishing connections between school, industry and production is one of the important conditions for improving technological training. The specificity of students’ technological training in Finnish schools at different levels of education has been characterized. Indeed, the level of education defines the character of technological operations differentiation based on the materials of manufactured products; gradual introduction of professional and polytechnical optional and specialized courses, whose volume corresponds to regional conditions; organization of visits to production, agricultural and forestry enterprises; active participation of students in professional production, which contributes to acquiring practical experience in the chosen production area. It has been revealed that Finnish schools pay particular attention to the importance of proper facilities and resources and fully equipped workshops, namely joiner’s shops, locksmith shops, tailor’s shops, fully equipped teaching kitchens and canteens. It has been revealed that technological training of students in Great Britain is characterized by their active involvement into field experience; establishment of mini-enterprises based on comprehensive schools; centralization in solving the main objectives in the field of students’ technological training. It has been stated that the mini-enterprises in schools contribute to strengthening the relations between school and the labour market. The common form of students’ technological training is industrial placement and the main method is project-based learning.
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O'Dowd, J. K., and J. D. Spencer. "An Audit of University Education in Trauma and Orthopaedic Surgery in Great Britain." Journal of the Royal Society of Medicine 85, no. 4 (April 1992): 211–13. http://dx.doi.org/10.1177/014107689208500411.

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An audit of undergraduate trauma and orthopaedic surgery teaching was carried out in 24 of the 27 medical schools in Great Britain and major differences were found between the medical schools. The range of time spent in teaching trauma and orthopaedic surgery for undergraduates varied from 3 weeks to 12 weeks and in five out of 27 medical schools trauma and orthopaedic surgery tuition was split between various years of the clinical curriculum. In some schools there were 30 students on a firm and in others only one. The opportunity for undergraduates to give feedback to their teachers, the use of objective assessment at the end of such an appointment by the teachers, varied between medical schools. To avoid some of these very basic differences between our medical schools, the teaching of clinical subjects to undergraduates in medicine should be reviewed nationally and minimum standards set.
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Feidel-Mertz, Hildegard, and Andrea Hammel. "Integration and Formation of Identity: Exile Schools in Great Britain." Shofar: An Interdisciplinary Journal of Jewish Studies 23, no. 1 (2004): 71–84. http://dx.doi.org/10.1353/sho.2005.0010.

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Postolenko, Iryna. "PRACTICAL IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN MODERN SCHOOLS IN GREAT BRITAIN." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 13–19. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247507.

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The article considers the practical implementation of educational programs in modern schools in Great Britain. The main methodological approaches to the implementation of the content of educational subjects are studied. The peculiarities of the organization of the pedagogical process during the study of core and basic subjects in British schools are studied in detail, namely, English, mathematics, science, art and design, citizenship, technology and design, geography, history, ICT, modern foreign languages, music, physical education, personal, social, health education, religious education. The pedagogical process in terms of the educational component, organization of extracurricular work with students is also analyzed. It is noted that the involvement of students in extracurricular activities helps to improve their academic performance. Students are mainly involved in the following activities: Dance, Drama, Life-saving, Swimming, Gymnastics, Athletics, Volleyball, Netball, Football, Badminton, Aerobics, Basketball. They also have the opportunity to attend science and mathematics clubs, computer clubs, languages and technology clubs, additional Mathematics groups, participate in the choir and the School Orchestra. Leisure clubs allow students to unite in common interests, engage in music, dance, theater, scouting, sports, games, design, decorative jewelry, and more. In their free time, students visit other schools, industrial enterprises, and farms. Students also have trips to the sea, local churches, art galleries, museums, theaters, etc. In addition, students participate in sports competitions not only among students in the school but also students of other schools in the county. Keywords: educational programs; educational activity; methodological approaches; key stages of education; British schoolchildren; core subjects; basic subjects; extracurricular activities.
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Nos, Liubov, and Yuliana Tkachuk. "Professional teachers training in Great Britain." Visnyk of the Lviv University. Series Pedagogics, no. 39 (2023): 168–75. http://dx.doi.org/10.30970/vpe.2023.39.12043.

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The system of professional teacher training in the UK is studied, its main aspects and changes that have taken place in recent decades are taken into account. The key reforms that have contributed to the current development of this system are analysed. The role of universities, colleges and other educational institutions in the process of forming teachers’ professional competences is analysed. Special attention is paid to teacher training programmes, their structure, content and methods. It is emphasised that pedagogical practice is an important component of the teacher training system. It is clearly structured. University lecturers and school staff are involved in its organisation. The role of mentors and the interaction of students with experienced teachers in the process of internships are highlighted. The main aspects of teacher training, such as the focus on the development of professional competences and the use of innovative approaches in the learning process, are considered. The factors influencing the quality of teacher training, in particular, the content of the curriculum, the role of technology in the educational process, the school environment and the process of professional adaptation of young teachers are studied. It is noted that an individual programme is developed for novice teachers at school. An approach to the evaluation of trainee teachers and their preparation for work is described. The structure of postgraduate education, which contributes to improving the professional competence of teachers, is characterized. Based on the analysis of recent studies, it is concluded that the teacher training system in the UK is characterised by innovative methods and the use of new and flexible technologies that introduce diversity and differentiation into the educational process. The importance of reforming teacher training in the context of changes in the modern educational paradigm is demonstrated. The results of the study contribute to a deeper understanding of the British experience of teacher training and may be useful for improving the system of professional training of teachers in higher pedagogical schools in Ukraine. Keywords: United Kingdom, teachers, school, students, professional training, educational process, higher education institution, pedagogical practice, professional activity.
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Rocławska-Daniluk, Małgorzata, and Maciej Rataj. "Polish supplementary schools in Great Britain: a case study of the Polish School of Manchester." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 15/1 (December 18, 2018): 157–77. http://dx.doi.org/10.26881/bp.2018.1.08.

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The aim of this paper is to present and discuss the results of a small-scale pilot study of attitudes towards Polish and English conducted at a Polish supplementary school in Manchester, England. The intro-ductory part of the paper presents definitions of bilingualism and bilingual education as well as a variety of approaches and policies concerning bilingual education in the world. This is followed by some basic data on Polish immigrants living in the UK and Polish supplementary schools in the UK. The questionnaire used to elicit the data consists of two sets of questions: one concerns Polish and the other English. The questions and the answers elicited are discussed and compared, with the final concluding part focused on attitudes to Polish, which is the native language of the informants’ families.
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Dissertations / Theses on the topic "Schools, great britain"

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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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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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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.

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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.

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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.
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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.

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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.

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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.
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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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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.

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yes
A 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.
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Books on the topic "Schools, great britain"

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F, Burnet J., ed. Independent schools yearbook: Boys' schools. London: Black, 1986.

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Education, Great Britain Department for. Education Act 1993: Draft circular on the development of special schools [and] draft regulations on LEA-maintained special schools, grant-maintained special schools, non-maintained special schools, independent schools catering for children with special educational needs. London: DFE, 1993.

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Northern Ireland. Comptroller and Auditor General. and Northern Ireland Audit Office, eds. Local management of schools. London: HMSO, 1995.

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1950-, Hudson Christine, and Lidström Anders 1953-, eds. Local education policies: Comparing Sweden and Britain. Houndmills, Basingstoke, Hampshire: Palgrave, 2002.

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

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Great Britain. Department for Education. DFE information for schools: Education Act 1993. [London]: DFE, 1993.

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Department of Education & Science. Education Reform Act 1988: Grant-maintained schools. London: Department ofEducation and Science, 1988.

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Great Britain. Department for Education. Education Act 1993: Sex education in schools. London: DFE, 1994.

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Chandos, John. Boys together: English public schools, 1800-1864. Oxford: Oxford University Press, 1985.

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Learmonth, James. Inspection: What's in it for schools? London: RoutledgeFalmer, 2000.

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Book chapters on the topic "Schools, great britain"

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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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Minto, John. "Libraries for the Blind—Hospital Libraries—Children's Libraries—School Libraries." In A History of the Public Library Movement in Great Britain and Ireland, 289–300. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003545200-18.

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Clements, M. A., and Nerida F. Ellerton. "Decimal Fractions in School Arithmetic in Great Britain and North America During the Eighteenth and Nineteenth Centuries." In Thomas Jefferson and his Decimals 1775–1810: Neglected Years in the History of U.S. School Mathematics, 143–60. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02505-6_6.

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Grelon, Andre. "Training Electrical Engineers in France, 1880-1939." In Management And Business In Britain And France, 147–59. Oxford University PressOxford, 1995. http://dx.doi.org/10.1093/oso/9780198289401.003.0008.

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Abstract In the last third of the nineteenth century, new industrial developments took place in close connection with the progress of applied science and new technology. This was for example the case in the steel industry, with the gradual installation of Bessemer converters and major breakthroughs in the study of alloys; and in the chemical industry, with essential dis coveries in the field of synthetic dyes and their application to the textile industry. There was also the use of a new form of energy, which promised a great future: electricity. In order to be efficiently used for industrial purposes, the new technologies had to be handled by competent technicians. How were technicians trained in France at that time? There existed two types of establishments: institutions of higher education, which pre pared their students for the engineering profession; and technical schools, which trained foremen.
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Williams, Trevor I. "The first Chair." In Robert Robinson, 25–38. Oxford University PressOxford, 1990. http://dx.doi.org/10.1093/oso/9780198581802.003.0003.

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Abstract The school of organic chemistry presided over by W. H. Perkin Jr at Manchester from 1892 until he was appointed Waynflete Professor at Oxford in 1912 was internationally famous, even in comparison with the great German schools, such as that of Emil Fischer in Berlin. To have been appointed Assistant Lecturer and Demonstrator there at the early age of twenty-three augured well for Robinson’s future: he could reasonably expect to climb steadily up the academic ladder in Britain, and in the fullness of time achieve one of the more prestigious professorships—which, indeed, is what he did. At first sight, therefore, it is something of a surprise to find him applying, in 1912, for a newly created chair in the University of Sydney, literally on the other side of the world. Whatever the attractions of Australia it was undeniably remote, and cut off from the main stream of academic activity: the journey out from Britain occupied several weeks, and postal communication took just as long. Even within Australia communications were not good.
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Bonner, Thomas Neville. "Between Clinic and Laboratory: Students and Teaching at Midcentury." In Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0012.

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Despite the gathering momentum for a single standard of medical education, the portals of access to medicine remained remarkably open at the middle of the nineteenth century. From this time forward, governments and professional associations—in the name of science and clinical knowledge and the protection of the public’s health—steadily limited further entrance to medicine to those with extensive preparatory education and the capacity to bear the financial and other burdens of ever longer periods of study. But in 1850, alternative (and cheaper) paths to medicine, such as training in a practical school or learning medicine with a preceptor, were still available in the transatlantic nations. Not only were the écoles secondaires (or écoles préparatoires) and the medical-surgical academies still widely open to those on the European continent without a university-preparatory education, but British and American training schools for general practitioners, offering schooling well below the university level, were also widely available to students and growing at a rapid pace. “The establishment of provincial medical schools,” for those of modest means, declared Joseph Jordan of Manchester in 1854, was an event “of national importance. . . . Indeed there has not been so great a movement [in Britain] since the College of Surgeons was established.” A decade before, probably unknown to Jordan, a New York professor, Martyn Paine, had voiced similar views about America’s rural colleges when he told students that “no institutions [are] more important than the country medical schools, since these are adapted to the means of a large class of students . . . [of] humble attainments.” In both Britain and America, according to Paine’s New York contemporary John Revere, the bulk of practitioners “are generally taken from the humbler conditions in society, and have few opportunities of intellectual improvement.” The social differences between those who followed the university and the practical routes to medicine were nearly as sharp as they had been a halfcentury before. Even when a medical degree was awarded after what was essentially a nonuniversity education, as it was in the United States, Paine distinguished between graduates of country schools, “where lectures and board are low,” and “the aristocrats of our profession, made so through the difference of a few dollars.”
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Madden, Kirsten, and Joseph Persky. "Robert Owen’s Cooperative Vision." In Building a Social Science, 17–46. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197693735.003.0002.

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Abstract After his successful experimentation in industrial organization to the benefit of his workforce at New Lanark, Robert Owen became an architect and proselytizer of cooperation. He is the first cooperative theorist in Great Britain. Assuming the desire for happiness and the plasticity of human nature, Owen deduces the major propositions in his new social science. Cooperation—a cordial, other-centered working together by all for the benefit of each—is the only structure that promises superabundance and the achievement of meaningful human development. Success in cooperation requires a fundamentally restructured rational-ethical program of education. Owen also drew institutional blueprints for villages, schools, and workplaces. Perhaps the most fundamental contradiction of Owen’s cooperation lies in his penchant for paternalistic authority to lead cooperative organizations.
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Aston, Nigel. "Beyond the University." In Enlightened Oxford, 417–80. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780199246830.003.0010.

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Abstract Chapter 9 considers the University’s outreach and influence across Britain and Ireland. First, engagement with the City of Oxford, with which the University shared many physical spaces, then with county society across the south Midlands and, finally, the provincial interactions generated through collegiate land ownership across England and Wales. Oxonian values were transmitted through schools, which were as vital as the clergy in forming Anglican identities in the young. The University’s cultural connections via its graduates extended across the British Isles. Wales, Trinity College, Dublin, and the Scottish universities all had strong collegiate connections with Oxford. Considered numerically, Oxford’s effect on the Crown’s non-English subjects may have been small but the University was too great a cultural force-field in terms of its values and its history for it to be ignored anywhere in the two kingdoms.
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Rabczun, Aleksandra. "Great Britain’s development assistance." In POZNAŃ SCHOOL OF DEVELOPMENT ECONOMICS, edited by Przemysław Deszczyński, 107–26. Poznańskie Towarzystwo Przyjaciół Nauk, 2022. http://dx.doi.org/10.56091/psde2.6.

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Conference papers on the topic "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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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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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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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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ANDRIEȘ, Vasile. "Aspecte organizatorice și funcționale ale educației extrașcolare în unele societăți contemporane." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p327-340.

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In this article we aimed to examine organizational, managerial and functional aspects of extracurricular education (student circles) in nine countries, such as: Great Britain, the USA and Australia as Anglo-Saxon states;, Singapore – Asian state from the Pacific area with a specific system; Spain, France, Belgium and Germany as continental European states; Sweden – representative of the Northern European countries. The analysis focused on the general education system practiced in the mentioned states, the organization of school circles, the types of circles and activities.
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Simigiu, Aurora. "ONLINE PSYCHOLOGICAL COUNSELING OF THE PREGNANT TEENAGER." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-051.

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Over 27000 teenage births are registered in Romania annually, ranking our country on the second place in Europe after Great Britain, and the number of births in the case of teeangers under 15 years has increased up to 50% after the year 1990. This phenomenon is caused by the decrease of pubertal age on national level together with the failure of sexual education in school and family.From this point of view statistics shows that the situation becomes critical and urgent measures of rising of educational influences are required. In Romanian school sexual education is not a compulsory subject as it is in other countries. Sexuality is still a taboo topic what requires an alternative approach. The article aims to provide a model of good practices describing a site that offers online counseling to the teenagers, concerning educational topics such as sexual health. The site we are about to present offers teenagers accurate information concerning human sexuality and a forum location.We suggest a way of online counseling just to encourage teenagers to express their fears by protecting their identity. Online environment is considered to be much more accessible to young generation and the presentation of a psychological counseling model is useful. This way we hope that we will reduce school abandonment, we will prevent teenagers’ premature births and we will lower extremely high social costs taking into consideration that teenagers’ babies will be probably socially assisted by the Romanian governement. E-learning solution for teenagers’ sexual education that we suggest comes to parents and teachers’ assistance not only by the information offered but also by testing the problems they rise.
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Rutsinskaya, Irina, and Galina Smirnova. "VISUALIZATION OF EVERYDAY SOCIAL AND CULTURAL PRACTICES: VICTORIAN PAINTING AS A MIRROR OF THE ENGLISH TEA PARTY TRADITION." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/37.

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"Throughout the second half of the seventeen and the eighteenth centuries, tea remained an expensive exotic drink for Britain that “preserved” its overseas nature. It was only in the Victorian era (1837-1903) that tea became the English national drink. The process attracts the attention of academics from various humanities. Despite an impressive amount of research in the UK, in Russia for a long time (in the Soviet years) the English tradition of tea drinking was considered a philistine curiosity unworthy of academic analysis. Accordingly, the English tea party in Russia has become a leader in the number of stereotypes. The issue became important for academics only at the turn of the twentieth and twenty-first centuries. Currently, we can observe significant growth of interest in this area in Russia and an expansion of research into tea drinking with regard to the history of society, philosophy and culture. Despite this fact, there are still serious lacunas in the research of English tea parties in the Victorian era. One of them is related to the analysis of visualization of this practice in Victorian painting. It is a proven fact that tea parties are one of the most popular topics in English arts of the nineteenth and the twentieth centuries. No other art school in the world referred to the topic so frequently: painting formed the visual image of the English tea party, consolidated, propagandized and spread ideas of the national tea tradition. However, this aspect has been reflected neither in British nor Russian studies. Being descriptive and analytical, the present research refers to the principles of historicism, academic reliability and objectivity, helping to determine the principal trends and social and cultural features and models in Britain during the period. The present research is based on the analysis of more than one hundred genre paintings by British artists of the period. The paintings reflect the process of creating a special “truly English” material and visual context of tea drinking, which displaced all “oriental allusions” from this ceremony, to create a specific entourage and etiquette of tea consumption, and set nationally determined patterns of behavior at the tea table. The analysis shows the presence of English traditions of tea drinking visualization. The canvases of British artists, unlike the Russian ones, never reflect social problems: tea parties take place against the background of either well-furnished interiors or beautiful landscapes, being a visual embodiment of Great Britain as a “paradise of the prosperous bourgeoisie”, manifesting the bourgeois virtues. Special attention is paid to the role of the women in this ritual, the theme of the relationship between mothers and children. A unique English painting theme, which has not been manifested in any other art school in the world, is a children’s tea party. Victorian paintings reflect the processes of democratization of society: representatives of the lower classes appear on canvases. Paintings do not only reflect the norms and ideals that existed in the society, but also provide the set patterns for it."
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ZHOROVA, Iryna, Serhiy DANYLYUK, and Olha KHUDENKO. "Civic education of students by means of literature: european experience." In Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p108-122.

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The article reveals the theoretical and methodical aspects of students’ civic education by means of literature. Emphasis is placed on the fact that in the conditions of unstable development of society, escalation of conflicts both between states and between fellow citizens, the issue of students’ civic education is actualized. The authors understand this concept as a form of social education, the formation of a citizen of a specific state, capable of successfully acting for the sake of preserving democracy and peace. Currently, informal education, in addition to the content of “social and civic competencies” that is understandable for Ukrainian educators, uses the term “competencies for the culture of democracy”, which, according to the authors, is a structured concept implemented in the European dimension of civic education. The authors emphasize that fiction affects human feelings and consciousness, it is a powerful means of moral, aesthetic and civic education. Through artistic images, writers provide an opportunity to form their attitude to the events described, to draw certain conclusions, to reflect on universal values, on the actions of one or another character, to see models of civic active/passive behavior. The article analyzes the European experience of civic education, in particular Great Britain and Germany. The authors take into account the literature of these countries and identify aspects that can serve as a basis for students’ civic education, compare them with the Ukrainian realities of civic education. The authors present the main vectors of civic education in Germany, which are determined by the content of literary works and encourage pluralism of opinions, tolerance for the views and judgments of others, motivate students to actively participate in civic life, awareness of the value of freedom, respect for human dignity, the right to self-expression, responsibility for an individual’s moral choice. The works are also the basis for establishing in teenagers such democratic values as the right to life, to fair treatment, dignity, freedom from discrimination, the right to equality, understanding the need to protect one’s rights and the rights of other people.The analysis of content concepts of literature for pupils in Great Britain shows that the priorities of civic education are national patriotism and the education of a law-abiding citizen. The textual material of the works and civic education lessons help pupils to better understand different forms of governance and their impact on citizens; to understand the responsibility and functions of management and the duties of citizens; to acquire socio-cultural experience that gives the opportunity to feel morally, socially, politically, legally competent and protected in society and to take direct part in the activities of civil society institutions. In Finland, the basic democratic values of the national core curriculum are open democracy, equality, responsibility for one’s own choice. An important focus of education in Finnish high school is gaining experience in shaping the future based on joint decisions and interaction.Taking into account the global trends of digitization, the authors considered digital technologies to be educational innovations in students’ civic education (electronic textbooks (not just digitized, but interactive, with virtual 3D materials that teachers can compose at their discretion), textbook scans for download, various materials: interactive laboratories, virtual museums, forums for teachers to communicate, etc.).
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Малкин, С. Г. "Escalation and Colonial Control in the British Empire during the Interbellum." In Конференция памяти профессора С.Б. Семёнова ИССЛЕДОВАНИЯ ЗАРУБЕЖНОЙ ИСТОРИИ. Crossref, 2023. http://dx.doi.org/10.55000/semconf.2023.3.3.027.

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Эпоха Интербеллума сопровождалась непрекращавшимися спорами сторонников различных правовых режимов функционирования колониального порядка в условиях роста повстанческой активности в Британской империи после Великой войны. Дискуссии по этому вопросу отражали теоретические и доктринальные противоречия, а также споры военных и гражданских властей по поводу границ их ответственности в этом вопросе. В статье анализируются изменения в подходах военных к определению параметров обеспечения внутренней безопасности в империи после Великой войны в связи с ограничениями правового характера и новыми вызовами колониальному правлению, обусловленными ростом национально-освободительного движения. В фокусе исследования – взгляды военного класса на юридическую рамку механизма управления колониальными кризисами: цель, задачи, параметры и назначение введения военного и чрезвычайного положения. Такой ракурс исследования позволил по-новому поставить вопрос об эволюции управленческих практик на завершающем этапе развития Британской империи, в эпоху ее деколонизации и трансформации. Особенности развития имперской школы военной мысли Великобритании в условиях возраставшего значения вооруженных сил и одновременного сокращения возможностей использования других рычагов влияния на сохранение власти метрополии в колониях и на иных зависимых территориях также рассматриваются в данной статье. The Interbellum era was accompanied by ongoing disputes between supporters of various legal regimes of the functioning of the colonial order amid the growth of rebel activity in the British Empire after the Great War. Discussions on this issue reflected theoretical and doctrinal contradictions, as well as disputes between the military and civilian authorities over the boundaries of their responsibility in this matter. The article analyzes changes in the military's approaches to determining the parameters of internal security in the empire after the Great War due to legal restrictions and new challenges to colonial rule due to the growth of the national liberation movement. The focus of the study is the views of the military class on the legal framework of the mechanism for managing colonial crises: the purpose, tasks, parameters and purpose of the introduction of martial law and emergency. This perspective of the study made it possible to raise the question of the evolution of management practices in a new way at the final stage of the development of the British Empire, in the era of its decolonization and transformation. The peculiarities of the development of the imperial school of military thought of Great Britain in the context of the increasing importance of the armed forces and the simultaneous reduction in the possibility of using other levers of influence on the preservation of the metropolis power in the colonies and other dependent territories are also considered in the article.
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