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A collection of miscellaneous pamphlets. ; Hertzog, W. S. State maintenance for teachers in training . 1921. -- Hutson, P. W. The scholarship of teachers in secondary schools . [1927] -- Jennings, H. C. The political theory of state-supported elementary education in England, 1750-1833 . 1928. -- Reaman, G. E. A method of teaching English to foreigners . [1921] ; Mode of access: Internet. ; 14

Democratic education inspires the learning process with democratic values of the society, like meaningful participation, personal initiative, and equality and justice for all. It sees young people as active recipients of knowledge and active co-creators of their own learning. They are not the products of an education system, but rather valued participants in a vibrant learning community. Democratic education begins with the premise that everyone is unique, so each of us learns in a different way. By supporting the individual development of each young person within a caring community, democratic education helps young people learn about themselves, engage with the world around them, and become positive and contributing members of society. Guided by this vision, democratic education can take various forms, each shaped by the by teachers, young people, school programs and communities. Schools implementing democratic education by involving practices like self-directed learning, shared decision-making, individualized project-based work, and student-chosen internships in the community. This includes schools that use the label "democratic schools"and others that practice these values and use other terms. Teachers creatively involve students working within the conventional structure of the school, but still need to provide students' opportunity to have a choice in their learning. These teachers go beyond conventional building program to build more relevant and engaging experience that is associated with the lives of young people. (Bennis)

Education features almost constantly in political and social discussion, but its value and its effects are often understood as secondary to other realms of our societies. So, while education's wide-ranging influence should be apparent due to its ceaseless presence in our society, it's often not understood as having its own distinctive influence on for instance, the economy, culture, and how people perceive themselves and others. In this doctoral thesis I investigate how educational level influences the 'status' of individuals, in other words their esteem in society, and how this can affect their behavior. In this thesis I show that educational level indeed influences how people experience their own status position in society. I also document that this influence is a more direct repercussion of educational level in countries with more higher educated, such as The Netherlands. In these countries there is a larger difference in feelings of misrecognition between higher and less educated, and these feelings of misrecognition are then likely to increase political alienation. Concerning voting behavior, both higher and lower educated have a preference for higher educated political candidates. This seems to be the results of a perception of higher educated as more competent, but for higher educated individuals specifically this also seems to result from intentionally favoring one's own group. With equal competence the less educated do not or barely seem to focus on the educational level of political candidates.

This article summarises the 2010–15 Coalition government's education policy, contrasting their attempts to liberalise education markets with the desire to impose a highly traditional curriculum. The government's quite radical reforms have not been easy to implement, taking place against severe budgetary constraints and a minority Coalition partner with ambitions to improve the educational outcomes of children from low income families. It could be argued that the reforms have been successfully implemented, and there is little prospect of wholesale reversal by any future government. However, their combative approach to reform leaves a demotivated teacher workforce, a possible impending teacher recruitment crisis as the economy recovers, and a tangled web of accountability structures that will need to be resolved.