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1
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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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.
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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.
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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.
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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.
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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.
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Wilbur, Helen. "Commemoration and Curriculum:." ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/240.
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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.
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Gammie, Robert Peter. "Psychological contracts in a business school context." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/228.
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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.
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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.
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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.
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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.
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Hubbard, M. M. "School leavers with multiple disabilities : an exploratory study of the issues and problems relating to the planning and provision of formal post-school services." Thesis, University of Stirling, 1992. http://hdl.handle.net/1893/22864.
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This research is an exploratory study of the issues and problems encountered by Young People with multiple disabilities when they leave school and for whom formal post-school service provision is relevant within the Scottish setting. The research problem is tackled by a qualitative and an empirically grounded study with a central focus was on the way in which decisions about the nature and range of services are made and their potential for making a major impact on quality of life. From conception, the study was innovatory and it was necessary to combine methods of data collection and to analyse in ways that had previously not been used in the field. The design and methods are eclectic with an emphasis on in-depth case-studies. The research process began with the development of a functional classification used to define the sub-population. This was followed by an investigation of the structure and organisation of the Future Needs Assessment process which is central to the planning of formal post-school provision. together with Carer perspectives and opinions of the process. The next phase was to examine the nature and range of formal post-school service provision in relation to the issue of quality of life and in the meeting of developmental needs. Discussion then took place with the Young People and the Carers about their judgements of post-school provision and 'ideal' provision. The final phase developed recommendations on the practical application of, the research findings. The major research findings, derived from the fieldwork evidence. indicate that there is a radical change in emphasis in the transition from school to adult-based formal service provision which result in the limitation of services and of personal choice. There is a major disjunction in the quality of life experienced by the Young People. The Future Needs Assessment process fails to adequately plan for the transition to formal post-school provision which fails to meet individual personal and social development. The major recommendations, derived from the research, state that the Future Needs Assessment process must play a more effective role in identifying the post-school needs of the School-leavers to ensure that formal post-school provision and delivery planning is individually-centred and 'needs-led'. In addition, there should be greater choice of provision which follows the 'independent /enabling /empowering model and which will offer the School leaver the potential to experience a high quality of life.
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McKay, Ralston William. "At school with looked after children : a study of the views of children in public care." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/1838.
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This thesis is concerned with the education of children in care. Its analytic focus is on ways in which children in public care are and have been constructed by knowledge and policies that are embedded in the discourses that surround them. A literature review of empirical research conducted in the UK concludes that the dominant research strands and epistemologic studies in this area have failed to allow foregrounding and exploration of children's own accounts of their experiences at school as children in care. Other literature concerning policy and historical contexts is considered within subsequent analytic chapters where a Foucauldian approach is adopted. The empirical work reported is of the content of interviews conducted in schools with 27 children and young people who were in foster care. A Foucauldian perspective allows consideration of the fashion whereby practices of surveillance and "the gaze" construct children by adults. The children's accounts are foregrounded in the data chapters where, firstly, their experiences of adults are explicated in terms of the three mechanisms of surveillance that Foucault identified. Adults' writings about the children, particularly within Records of Needs that had been opened to delineate the special educational needs of some of the children, are described and the fashions whereby these too construct the children, often negatively, are exposed. A sometimes overpowering sense of public intrusion into the children's private lives permeated their accounts but the final data chapter considers the ways they utilised their own agency sometimes as a struggle to resist the markers of difference experienced. Here again their own stories are given prominence. The implications of these accounts lead to suggestions about how changes to adults' practices in their dealings with children in care could be introduced in a range of settings including schools, the meetings held about children and educational psychologists' activities where, fundamentally, a need for adults to display more genuine respect to children and young people is required.
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Bregman, Abigail Sibley. "The view from the classroom : English school-teachers' responses to domestic and international problems of the interwar years 1919-1939." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72832.
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Sunderland, Jacqueline Karen. "A critical analysis of the processes of referral to special school and integration to mainstream school for certain children perceived by their teachers to be maladjusted." Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:e973f3a4-8631-4306-a36b-9d13f58fc86e.
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The recommendations of the Warnock Committee <1978) and the 1981 Education Act stated that the goals of education were the same for all pupils and they set the scene for all children, irrespective of handicap, to be educated in ordinary schools. The principle of equal opportunities for all pupils, whether or not they have statements of special educational needs, finally achieved statutory recognition in the 1988 Education Reform Act. All pupils now share the same right to a broad, balanced and differentiated curriculum relevant to their needs. However, in spite of the fact that numerous HMI reports state that special schools offer narrow and restricted curricula which may hinder the prospect of reintegration into mainstream schools for their pupils, there is evidence indicating that teachers continue to refer 'maladjusted' or 'difficult to teach' children for assessment with a view to special school placement. This study provides a critical analysis of the processes associated with referral and integration for two groups of children. When the research began, the referred children in mainstream school were likely to be transferred to special school, and the children in special school were already integrating into mainstream.
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Yoda, Otoe. "Human capital selectivity, human capital investment, and school to work transition of those from immigrant backgrounds." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669814.
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Puttick, Steven. "Geography teacher's subject knowledge : an ethnographic study of three secondary school geography departments." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712039.
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Portin, Bradley S. "Primary headship in a time of systemic change : conceptions of leadership : case studies of three Oxfordshire primary headteachers." Thesis, University of Oxford, 1995. http://ora.ox.ac.uk/objects/uuid:a7bc8ed0-ae19-41b9-be25-9d75025e1185.
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The primary headship in England and Wales is in a time of fundamental change and increasing expectations. The influences of recent education acts, and forces, such as choice, parent and governor participation, and increasing LMS responsibility have contributed to a changing headship context. The relative paucity of research which develops a qualitative understanding of primary headteacher perspectives lends an imperative to this qualitative study. A number of central research questions are posed to explore headteacher conceptions of leadership, the influential forces which shape those conceptions, and the context of primary school development. Particular attention is paid to the influence of reflective practice and critical theory as a contribution to professional development. The literature review examines the historic and thematic development of 20th century leadership and management theory. Particular emphasis is placed on what has been termed 'transformational leadership' and the influence of 'reflective practice' in professional development. A case is made for substantive differences between leadership and management, with leadership forming the central core of the study. The data sources were case studies of three perceived 'effective' Oxfordshire primary headteachers; the headteachers represented an opportunity sample of large, multiplestaff primary schools. Semi-structured interviews represented the primary data source, however a breadth of methods were used to form a 'thick' description of the headteacher and school ethos. The repertory grid technique was utilised to illuminate the central constructs which guided the headteachers' conceptions of leadership. Findings from the study are grouped in three areas. The findings suggest headteacher conceptions of leadership were largely idiosyncratic and person-oriented. In addition, a mixed nominal understanding of the terms 'leader' and 'manager' was expressed by the participants. It was found that the headteacher's conception of leadership were influenced by the transitional nature of the headship role. Greater responsibility for LMS, and other governmental forces were indicated as strongly shaping factors. Findings point to the espousal of a number of transformational views, and all headteachers used language of reflective practice to describe a number of the professional development goals of the school. A sense of 'critical' reflection was also present, especially as schools prepared for inspection. The study concludes by discussing the implications for leadership theory and the suggestions for further research in area of headteacher development and evolving conceptions of leadership.
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Johnson, Peter. "Spirituality in the primary school : a study of teacher attitudes." Thesis, University of Wales Trinity Saint David, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683286.
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Pearson, Emma Claire. "Cultural antecedents of peer competence in preschoolers: a study of the "custom complexes" of teachers and parentsin Hong Kong and the United Kingdom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31240896.
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Sheldon, Nicola. "School attendance 1880-1939 : a study of policy and practice in response to the problem of truancy." Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:b7dc1538-a888-43b6-99e0-c57ab1567dc0.
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The thesis covers two sides of the truancy problem in the period following compulsory school attendance - the truanting children and their parents, and the local authorities charged with enforcing the law. The introduction covers current concerns about truancy and school attendance, which have increased in prominence since the 1980s. Chapter 2 reviews the historiography, which has mainly debated working-class attitudes towards compulsory schooling in the nineteenth century. This study draws instead on the insights of development economists into household decision-making over children's schooling to investigate the effectiveness of enforcement in several contrasting localities - rural and urban, industrial and agricultural, and in a seaside resort. The thesis brings together evidence to show that local authorities could make an impact on attendance levels, even in unpropitious local circumstances. Chapter 3 considers the success of measures to improve attendance up to 1900. Chapter 4 offers a detailed case study of a sample of truants and their families from Coventry in the period 1874-99. Chapters 5 to 7 cover 1900-39 and demonstrate changes in the enforcement of attendance, within the context of growing local government services related to child welfare and the family. Attendance officers' local knowledge of working-class families supported the delivery of child welfare legislation in the period after 1906, including special education, assessment of families for free school meals, assistance with medical treatment and the policing of restrictions on children's street trading. Attendance officers also supervised children deemed at risk of offending, who were committed to institutions. These additions to the enforcement role led increasingly to a remedial, rather than punitive, approach to truancy during the 1920s and 30s. The conclusion returns to contemporary policy issues over truancy and sets in context the historical reasons why it has proved such a long-standing problem for government and schools.
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Bhatti, Ghazala. "Asian children at home and at school : an ethnographic study." Thesis, n.p, 1994. http://ethos.bl.uk/.
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Sneddon, Sarah J. "The girls' school story : a re-reading." Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/14883.
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The very mention of the genre of the 'girls' school story' tends to provoke sniggers. Critics, teachers and librarians have combined throughout the century to attack a genre which encourages loyalty, hard work, team spirit, cleanliness and godliness. This dissertation asks why this attack took place and suggests one possible answer - the girls' school story was a radical and therefore feared genre. The thesis provides a brief history of the genre with reference to its connections with the Victorian novel and its peculiarly British status. Through examination of reading surveys, newspapers and early critical works it establishes both the popularity of the genre amongst its intended audience and the vitriolic nature of the attack against it. Biographical information about the writers of the school story begins to answer why the establishment may have been afraid of the influence of the purveyors of girls' school stories. By discussing their depiction of education, religion, women's roles and war the dissertation shows in what respects the genre can be seen as radical and shows how the increasing conventionality of the genre coincided with its decline in vigour and popularity. The influence of the oeuvre is then revealed in the discussion of its effects on adult literature.
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Cheung, Chun-ming, and 張俊明. "New roles of school principals in school-based management reform: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961502.
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Hoban, Sally. "The Birmingham Municipal School of Art and opportunities for women's paid work in the Art and Crafts Movement." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5124/.
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This thesis is the first to examine the lives and careers of professional women who were working within the thriving Arts and Crafts Movement in Birmingham in the late nineteenth and early twentieth centuries. It utilises previously unresearched primary and secondary sources in art galleries, the Birmingham School of Art and local studies collections to present a series of case studies of professional women working in the fields of jewellery and metalware, stained glass, painting, book illustration, textiles and illumination. This thesis demonstrates that women made an important, although currently unacknowledged, professional contribution to the Arts and Crafts Movement in the region. It argues that the Executed Design training that the women received at the Birmingham Municipal School of Art (BMSA) was crucial to their success in obtaining highly-skilled paid employment or setting up and running their own business enterprises. The thesis makes an important new contribution to the historiography of The Arts and Crafts Movement; women's work in Britain in the late nineteenth and early twentieth centuries; the history of education and the industrial and artistic history of Birmingham.
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McDaid, Carolyne. "Job sharing : the career experiences of women primary teachers." Thesis, University of Stirling, 1998. http://hdl.handle.net/1893/2591.
Full textAbstract:
This study is an investigation of the career experiences of women primary teachers who job share. It explores how job sharing fits into overall working patterns and examines whether it fulfils the personal and professional needs of teachers. It investigates how successful job sharing is seen as being in practice and explores the potential advantages and disadvantages of job sharing for teachers and for schools. The study examines the claims made for job sharing as a means of advancing the cause of equality in the workplace. Data were gathered through in-depth interviews with twenty women primary teachers who job shared. The role of job sharing in their careers was examined and the extent to which it satisfied personal and professional expectations explored. The career experiences of job sharing teachers were further investigated through a questionnaire sent to a sample of teachers who had previously job shared. This provided a retrospective and longer term account. All of these experiences were then situated within the wider contexts in which teaching operates. For this, documentary and policy analysis were undertaken, and semistructured interviews were conducted with headteachers and parents, and key informants at local and national level. The research found that job sharing is successful in meeting the personal needs of the women primary teachers. Teachers spoke of the balance in their lives which this working arrangement helped them to achieve. In terms of the professional dimension, the study found that experiences of job sharing in practice were positive. For teachers the affective rewards of being with children and feeling competent and skilled in daily work were high. Feelings of acceptance within the workplace culture were positive; building and sustaining relationships with parents and, in particular, with colleagues, which was viewed as a salient part of the job of primary teaching, was possible whilst job sharing. As a result, schools were seen to be gaining by employing experienced and motivated individuals who were able to make positive contributions. However, some difficulties were found with the professional and career development of job sharing teachers. The study concludes that job sharing is not deleterious to women teachers' careers. It is far less harmful than other forms of part-time teaching although, as yet, it is not challenging full-time teaching as the dominant work model.
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Sponagel, Moritz. "An overview of the development of the German and UK labour dispute resolution systems and assessment of their respective strengths and weaknesses." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/50572.
Full textAbstract:
Thesis (MBA)--Stellenbosch University, 2006.ENGLISH ABSTRACT: In many countries in the world today, Labour Courts have developed as an integral part of the law system arising from the need to afford labour disputes specialised adjudication, independent from the ordinary civil courts. This study presents a comparison of the German Labour Court System and the British Employment Tribunal System, representing the Continental Law System and the Common Law System respectively. In comparing the German Labour Courts and the British Employment Tribunals, the study highlights the special qualities of labour law and why labour disputes are treated differently from other legal disputes. It demonstrates that both systems have attempted to achieve the handling of labour disputes in different ways and proceedings. Similarly, the study reveals that both systems have their pros, cons and limitations and that no system can guarantee an optimal way to achieve a "better" justice. Nonetheless, the study attempts to show that each system can learn from the other's strengths and weaknesses by being open and reasonable to criticism. Another important objective of this study is to determine whether Labour Courts and Employment Tribunals should be maintained as a separate part of the law system or whether to merge them into the ordinary civil courts as some critics feel that such courts and tribunals create added expenses to governments. Furthermore, the study explores other dispute resolution mechanisms that if encouraged, provide additional benefit to labour issues in teoday's complex business environment. As a whole, the study proves that the German Labour Courts and British Employment Tribunals are a quicker, cheaper and better way of achieving justice, preferable to the civil litigation system. It is therefore concluded that such courts and tribunals should be maintained because of their significant successes so far. Furthermore, it is suggested that labour dispute resolution can be further developed through the increased use of mechanisms such as conciliation, negotiation and mediation in the management of organizations today.
AFRIKAANSE OPSOMMING: In baie lande van die wereld vandag, het gespesialiseerde arbeids tribunale ontwikkel as 'n integrale deel van die regsisteem as gevolg van die behoefte om arbeidsdispute te onderwerp aan gespesialiseerde beregting, onafhanklik van gewone siviele howe. Hierdie studie behels 'n vergelyking van die Duitse Arbiedshofsisteem en die Britse "Employment Tribunal" sisteem, wat die kontinentale regsisteem en 'n gemeenregtelike regsisteem respektiewelik verteenwoordig. Deur die Duitse Arbeidshowe en die Britse "Employment Tribunals" te vergelyk, beklemtoon hierdie studie die spesiale eienskappe van arbeidsreg en waarom arbeidsdispute anders as andere regsdispute hanteer word. Dit demonstreer dat beide sisteme probeer het om die hantering van arbeidsdispute op verskillende maniere en deur middel van verskillende prosesse te bereik. Terselfdertyd, wys die studie dat beide sisteme hulle voordele, nadele en tekortkomings het, en dat nie een sisteem 'n optimale manier het om "beter" geregtigheid tussen werkgewer en werknemer te laat geskied nie. Nietemin, probeer die studie wys dat elke sisteem kan leer van die ander se sterktepunte en tekortkominge. 'n Verdere belangrike doel van hierdie studie is om te bepaal of die Duitse Arbeidshowe en Britse "Employment Tribunals" as aparte deel van die regsisteem behoort te voortbestaan, of hulle saamgesmelt moet word met die gewone siviele howe, want sekere kritici voel dat sulke howe en tribunale addisionele koste vir owerhede meebring. Verder ondersoek die studie ander dispuutoplossings meganismes, wat, indien dit bevorder sou word, dalk addisionele voordele in vandag se komplekse besigheidsomgewing kan meebring. In geheel toon hierdie studie dat die Duitse Arbeidshowe en Britse "Employment Tribunals" 'n vinniger, goedkoper en beter manier bied om geregtigheid te bereik en verkies word bo die siviele litigasie sisteem. Die gevolgtrekking is dat sulke howe en tribunale behou moet word as gevolg van hulle sukses tot dusver. Verder word dit voorgestel dat arbeidsgeskilbeslegting verder ontwikkel kan word deur groter gebruik te maak van meganismes soos konsiliase, onderhandeling en mediasie in organisasies.
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Palacz, Michal Adam. "Polish School of Medicine at the University of Edinburgh (1941-1949) : a case study in the transnational history of Polish wartime migration to Great Britain." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/31032.
Full textAbstract:
More than 400 Polish medical refugees were associated with the Polish School of Medicine (PSM) at the University of Edinburgh between 1941 and 1949. This dissertation argues that the history of the PSM can fully be understood only as a part of the refugees’ broader experience of impelled or forced migration during and immediately after the Second World War. The key findings of this case study demonstrate that the opportunity to study or work at the PSM enabled the majority of Polish exiles to overcome, to a varying extent, their refugee predicament, while medical qualifications, transferable skills and trans-cultural competency obtained in wartime Britain allowed them to pursue professional and academic careers in different countries of post-war settlement, thus in turn contributing to a global circulation of medical knowledge and practice, especially between the University of Edinburgh and Poland. This specific case study contributes to the existing knowledge of Polish wartime migration to Britain in three interrelated ways. Firstly, an overarching transnational approach is used to combine and transcend Polish and British scholarly perspectives on, respectively, emigration or immigration. Secondly, the conceptual insularity of the existing literature on the topic is challenged by analysing archival, published and digital sources pertaining to the PSM with the help of various theoretical models and concepts borrowed from forced migration and diaspora studies. Thirdly, the conventional historiography of Polish-British wartime relations is challenged by emphasising the genuinely global ramifications of the PSM’s history. By interpreting the history of the PSM with the help of different analytical tools, such as Kunz’s and Johansson’s models of refugee movement and Tweed’s theory of diasporic religion, this dissertation provides a conceptual blueprint for further research on Polish wartime migration to Britain. In turn, this case study contributes to the development of forced migration and diaspora studies not only by empirically testing the explanatory power of existing theoretical models, but also by suggesting possible new conceptual avenues, such as analysing the pre-existing trans-cultural experiences of both Polish medical refugees and their hosts at the University of Edinburgh, and adding to the ‘triadic relationship’ of diaspora, homeland and host society a fourth dimension, i.e. conflict and cooperation between different migrant or refugee communities within the same host society.
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Hill, Sandra J. M. "Employability and social capital : an exploration of the missing link in the enhancement of employability of business school graduates." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2312.
Full textAbstract:
This study explores the role of social capital in the development of employability skills and attributes of first generation undergraduate students in a business school. The research, based on the reflections of graduates, examines the impact of social capital on participation in higher education and investigates the conditions within the learning environment which enhance or inhibit the development of bridging and linking social capital, as students connect with networks within the institution and with the wider business community. The findings suggest that the ability to recognise and activate bridging and linking social capital is an important determinant of employability. The analysis illustrates that when students have opportunities to connect with and work within a variety of networks, they build a range of employability skills and capabilities, particularly the interpersonal and social skills valued by employers. Students, who are confident and have the necessary skills to participate in a variety of networks within the immediate environment and with the wider business community, are not only able to access a greater range of resources but are more able to recognise the potential benefits that these activities have to offer. The reflections of the participants also illustrate that the skills and competencies which enable them to network effectively need to be developed deliberately. By supporting students in recognising the relationship between bridging and linking social capital and employability, and giving them the opportunity to reflect upon the achievement of interpersonal skills and affective capabilities, including the importance of relating to diverse others, their understanding and acknowledgement of employability will be enhanced. The study also reflects on Quinn’s concept of imagined social capital and considers its impact on the development of employability. Building on her work, the analysis identifies two new typologies; unimagined and unimaginable social capital. Both categories are important in understanding how students acknowledge the potential networks and resources available to them.
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Hagger, Hazel. "The problems and possibilities for interns of gaining access to experienced teachers' craft knowledge." Thesis, University of Oxford, 1995. http://ora.ox.ac.uk/objects/uuid:056c2835-e034-4168-b81a-2731a173d05b.
Full textAbstract:
The concluding chapter explores implications of the research findings for the accessibility of teachers' craft knowledge, wider issues about the conditions necessary for the potential of school-based initial teacher education to be realised, and future research in the field.
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Bowes, Evelyn Ruth. "Researching the experiences of children and young people from armed forces families." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/28852.
Full textAbstract:
Children from armed forces families are identified internationally as a group facing challenging situations, circumstances which can have a negative impact on their educational experiences. The main focus in existing research has been on measuring children's outcomes, but these studies generate little insight into how children themselves make sense of their experiences. There are only a few in-depth qualitative studies, mostly conducted outside the UK, exploring the lived experiences of children from armed forces families. This study explores how children of armed forces personnel from schools across Scotland expressed their experiences. It aims to better understand approaches to the provision of inclusive educational support. A suite of methods - object elicitation, video diaries, peer interviewing, drawing, and vignettes - was employed, to generate expressions from a total of 41 children and young people aged eight to 14 years, from three primary and two secondary Scottish schools. A post-qualitative orientation supported the inquiry to look beyond children's voices in isolation. An assemblage approach was taken to the analysis of the audio/video recordings, transcripts, artefacts, and field notes from the research encounters. The analysis showed how the different and shifting conditions of the research led to the creation of ongoing productive encounters. A key insight was that schools have much unrealised capacity to positively contribute to the experiences of these children. Methodological insights alongside empirical findings are used to generate signposts for the provision of improved educational support. The thesis argues that, ultimately, any improvement will involve entering into reciprocal, experimental, and socio-materially mediated dialogues with children in ways that both align with children's lived experience of armed forces life but also allow for the exploration of change and becoming-different as outcomes of those dialogues.
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Dubois, Laurence. "L'Asile de Hanwell sous l'autorité de John Conolly : un modèle utopique dans l'histoire de la psychiatrie anglaise (1839-1852) ?" Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA067.
Full textAbstract:
L’émergence de la psychiatrie comme discipline distincte de la médecine somatique, dans la première moitié du XIXe siècle, s’inscrit dans le cadre de la réforme de la législation sur les aliénés, qui conduit à la création de nouveaux asiles publics dédiés au traitement des malades mentaux en Angleterre, dont celui du Comté du Middlesex, à Hanwell, en 1831. L’Asile de Hanwell, situé près de Londres, est un asile pour aliénés indigents, qui fonctionne de manière complémentaire par rapport à des institutions telles que les workhouses – emblématiques de la nouvelle Loi sur les Pauvres de 1834 – dans la prise en charge d’individus qui sont dans l’incapacité de subvenir à leurs besoins. Sous la direction du docteur John Conolly (1794-1866), qui, dès sa nomination à la direction médicale de l’établissement en 1839, met en place une politique de non-restraint (abandon des moyens de contention mécaniques) à une échelle jusqu’alors inédite, l’Asile de Hanwell est explicitement conçu comme un outil dont la fonction première est thérapeutique, dénué de toute intention punitive. L’influence que cet établissement exercera sur les institutions similaires en Angleterre dès les années 1840 contribue à l’optimisme thérapeutique quant au traitement des aliénés qui prévaut alors, et l’asile victorien, en dépit de ses imperfections, se veut un authentique refuge et un lieu de soins. La conception thérapeutique du Dr Conolly s’inscrit dans la continuité du traitement moral défini par le médecin français Philippe Pinel, mais s’inspire également des expériences menées à La Retraite (York), ou à l’asile de Lincoln. Cette thérapie innovante a la particularité de mettre l’accent sur la qualité de l’environnement et du mode de vie des patients, ainsi que sur les distractions diverses qui leur sont proposées : jeux, fêtes de Noël, kermesses, lecture, musique, sport et danse. La logique de soins qui s’applique alors, le moral management, repose sur une thérapie d’occupation. L’originalité de ce traitement sur le plan médical s’accompagne d’une dimension sociale, voire politique. En effet, loin de limiter ses ambitions au strict domaine médical, le Dr Conolly, connu pour son engagement en faveur de l’éducation populaire au sein de la Society for the Diffusion of Useful Knowledge, tout autant que pour son soutien au mouvement chartiste, mène un combat permanent, de 1839 à 1852, pour que les patients, hommes et femmes, aient accès à une instruction au sein de l’école de l’Asile, dont la création et le maintien sont loin de faire l’unanimité. Conolly envisage l’éducation comme un élément central, qui va bien au-delà d’une simple distraction pour les malades et représente un véritable outil d’insertion sociale et d’émancipation des classes populaires. Il rejoint en cela une conception owéniste de l’éducation, et l’école de l’Asile de Hanwell copie quasiment trait pour trait l’école de New Lanark telle qu’elle se présentait au début du XIXe siècle. Robert Owen (1771-1858) rend d’ailleurs visite à John Conolly dès sa nomination, au printemps 1839. Étudier l’expérience menée dans cet établissement emblématique sous l’autorité de John Conolly – non sans lien avec les expériences sociales menées par les owénistes – et l’influence que cette expérience a pu avoir par la suite dans le paysage psychiatrique victorien, permet d’analyser le non-restraint dans sa dimension thérapeutique, sociale et politique. L’Asile de Hanwell sera pendant près de trente ans une référence dans le traitement des aliénés, et servira de modèle à bon nombre d’institutions, particulièrement en Angleterre. L’influence de Hanwell s’estompera dans les années 1870, qui verront l’émergence de théories de l’hérédité peu compatibles avec le traitement moralThe emergence of psychiatry as a separate discipline from general medicine, in the first half of the nineteenth century, was linked to the Lunacy Reform movement (County Asylums Acts) that led to the creation of new public asylums dedicated to the treatment of the mentally ill in England. The Middlesex County Asylum in Hanwell, built in 1831, was one of them. Hanwell Asylum, situated in the western suburbs of London, was a pauper lunatic asylum that operated as a complementary institution to the numerous workhouses – symbols of the New Poor Law of 1834 – taking care of people who were deemed unable to take care of themselves. As soon as he was appointed medical superintendent of the institution, in 1839, Dr John Conolly (1794-1866) implemented a whole new policy of non-restraint, applied on an unprecedented scale, and Hanwell Asylum under his leadership was explicitly and primarily intended to be a therapeutic tool, devoid of any punitive purpose. The influence of Hanwell on similar institutions, from the1840s onwards, contributed to the prevailing therapeutic optimism of the time, and Victorian asylums, despite their defects, were meant to be genuine places of refuge and care. Dr Conolly’s therapeutic methods were coherent with “moral treatment” as defined by French doctor Philippe Pinel, but were also based on previous experiences conducted at the York Retreat or Lincoln Asylum. One of the main features of this pioneering treatment was the special emphasis it placed on the high quality of the patients’ environment and way of life, as well as on the wide range of entertainment offered to them: games, Christmas parties, summer fêtes, reading sessions, music, sport and dancing. The approach favoured in terms of health care, a “moral management” approach, was grounded on the principles of occupational therapy. The originality of this treatment from a medical point of view was reinforced by its social and, indeed, political dimension. From 1839 to 1852, far from limiting his ambitions to a strictly medical field, Dr Conolly – well-known for his commitment to the cause of popular education, as a member of the Society for the Diffusion of Useful Knowledge, as well as for his support of the Chartist movement – actually kept on fighting for the right of male and female patients alike to receive proper instruction within the asylum school, which remained highly controversial and constantly threatened with closure. Conolly viewed education as a central element, going far beyond a mere distraction for the insane and truly constituting a tool for social insertion and a means of emancipation for the lower classes. His views on education were similar to the Owenite conception of education and the asylum school at Hanwell was a faithful replica of the New Lanark School at the beginning of the nineteenth century. Besides, Robert Owen (1771-1858) came to Hanwell Asylum and visited John Conolly soon after he was appointed superintendent there, during the spring of 1839. Studying the case of this emblematic institution and the experience carried out within its premises under John Conolly’s authority – an experience which may not be unrelated to Owenite social experimentation – and analysing the impact this experience may have had within the Victorian psychiatric landscape in the years that followed, is an invaluable way of understanding the non-restraint movement through its various dimensions: therapeutic, social and political. For nearly thirty years, Hanwell Asylum remained a benchmark in the treatment of the insane, and served as a model for many other institutions, particularly in England. Its influence began receding in the 1870s, with the emergence of theories of heredity that were hardly compatible with the tenets of moral management
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Lewis, Elizabeth Faith. "Peter Guthrie Tait : new insights into aspects of his life and work : and associated topics in the history of mathematics." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/6330.
Full textAbstract:
In this thesis I present new insights into aspects of Peter Guthrie Tait's life and work, derived principally from largely-unexplored primary source material: Tait's scrapbook, the Tait–Maxwell school-book and Tait's pocket notebook. By way of associated historical insights, I also come to discuss the innovative and far-reaching mathematics of the elusive Frenchman, C.-V. Mourey. P. G. Tait (1831–1901) F.R.S.E., Professor of Mathematics at the Queen's College, Belfast (1854–1860) and of Natural Philosophy at the University of Edinburgh (1860–1901), was one of the leading physicists and mathematicians in Europe in the nineteenth century. His expertise encompassed the breadth of physical science and mathematics. However, since the nineteenth century he has been unfortunately overlooked—overshadowed, perhaps, by the brilliance of his personal friends, James Clerk Maxwell (1831–1879), Sir William Rowan Hamilton (1805–1865) and William Thomson (1824–1907), later Lord Kelvin. Here I present the results of extensive research into the Tait family history. I explore the spiritual aspect of Tait's life in connection with The Unseen Universe (1875) which Tait co-authored with Balfour Stewart (1828–1887). I also reveal Tait's surprising involvement in statistics and give an account of his introduction to complex numbers, as a schoolboy at the Edinburgh Academy. A highlight of the thesis is a re-evaluation of C.-V. Mourey's 1828 work, La Vraie Théorie des quantités négatives et des quantités prétendues imaginaires, which I consider from the perspective of algebraic reform. The thesis also contains: (i) a transcription of an unpublished paper by Hamilton on the fundamental theorem of algebra which was inspired by Mourey and (ii) new biographical information on Mourey.
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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.
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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)
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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.
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White, Gay J. Peddle. "A history of S.P.G.-supported schools in Newfoundland : 1701-1827 /." 2001.
Find full text
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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.
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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...
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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...
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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:
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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.
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HABERSTROH, Charlotte M. "The politics of equal opportunities in education : partisan governments and school choice reform in Sweden, England, and France, 1980-2010." Doctoral thesis, 2016. http://hdl.handle.net/1814/41914.
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Defence date: 14 June 2016Examining Board: Professor Pepper D. Culpepper, European University Institute (Supervisor); Professor Sven H. Steinmo, European University Institute (Co-Supervisor); Professor Ben W. Ansell, University of Oxford; Professor Marius R. Busemeyer, University of Konstanz.
Awarded the Linz-Rokkan Thesis Prize in Political Sociology at the European University Institute conferring ceremony on 9 June 2017
In this thesis, I ask about the political determinants of educational inequalities, and posit that as school quality differs, the competition for school places poses a problem to the social right of equal educational opportunities at the compulsory education level. What are the policy options to equalise access to quality education? When are these reformed? These questions motivated the design of a typology of Student Sorting Institutions with which we can meaningfully compare formal institutional arrangements that interfere in the competition for quality school places. A critical review of sociology of stratification and economics of education literature suggests classifying Student Sorting Institutions along two dimensions: whether they grant school choice to parents, and whether the allocation process permits academic selection. Building on recent insights of the field of political economy of education, the thesis explains institutional reform with an interest-based approach. Policymakers encounter a trilemma between high choice, low selection and enhancing school quality in disadvantaged neighbourhoods: the high choice/low selection option of regulating school choice particularly benefits students that want to opt out of disadvantaged neighbourhood schools, hence risking increasing segregation of such schools. The winners of each institutional arrangement vary according to income and education. How the trilemma is solved depends on parties in government who cater to their electorates' interests. These then change with educational expansion. The high political cost and uncertain benefit structure of such institutions favour the status quo. With the use of new insights in the methodology of process tracing, I show that the theory empirically accounts for variation of reform trajectories in France, Sweden, and the UK (England for school policy) from the 1980s to the 2000s. In contrast, I argue that my findings shed doubt on the explanatory role of neoliberal ideas and path-dependent feedback effects to account for these reform trajectories.
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Randall, Peter Ralph. "The English private school system in South Africa." Thesis, 2015. http://hdl.handle.net/10539/18115.
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Ethell, DGS. "The Community of the Sisters of the Church : an exploration of their foundations and their early struggles following their arrival in Australia in 1892." Thesis, 1994. https://eprints.utas.edu.au/19503/1/whole_EthellDougallGS1995_thesis.pdf.
Full textAbstract:
For a school which in 1994 has over one thousand students, a full time staff of over seventy and
a reputation as one of the best schools not only in Tasmania, but also in Australia, the opening
day of St. Michael's Collegiate School over 100 years ago on Monday 3rd October 1892 was
very low key. There was no formal opening by the Governor of Tasmania. There was no
Bishop. No fanfare in the local press announced the new school. No reporter from The
Mercury came to write up the event for Tuesday's paper. Twelve students were brought to the
new school in Harrington Street (now the offices of Murdoch Clarke & Drake Solicitors and
Barristers). There the twelve first enrolments were received by Sister Phyllis, Sister Hannah and
Sister May of The Community of the Sisters of the Church which had founded the School,
under the name of a "Higher Grade Elementary School" as it was then called. The Dean, Dean
Dundas, read prayers and to misquote T.S. Elliot, Collegiate was born not with a bang but a
whisper.
Lack of a "Grand Opening" did not spell lack of strong support. Many people prayed for its success. Naturally the school had loomed large in the devotions of those three Sisters and the other four who had sailed from England. The other four Sisters (Bridget, Lucy, Irene and Rose) had gone on to Melbourne and Adelaide to work for the Order there and also found schools.
No one prayed for the school more earnestly than Mother Emily Ayckbowm, the foundress of both the Church Extension Association (C.E.A.) in 1864 and the Community of the Sisters of the Church in 1870; the secular and the spiritual arms of her efforts to spread Christ's messages to rich and poor. BUT - Who was Emily Ayckbowm? What was the Community of the Sisters of the Church? Who brought these Sisters to Australia? What was their work to be?