Suchergebnisse

A comprehensive policy history of widening participation in UK higher education and exploration of how that policy has translated into institutional practices in different contexts, this timely work offers new analysis to academics familiar with the field and to practitioners who may be less so.

Published also as thesis (PH.D.) Columbia University, 1912. ; Bibliography: p. 159-160. ; Photocopy ; Mode of access: Internet.

Published also as thesis (Ph. D.) Columbia University, 1912. ; Bibliography: p. 159-160. ; Mode of access: Internet.

Women's Higher Education in the United States -- Series Foreword -- Acknowledgments -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1 Thoughts on the History of Women's Education, Theories of Power, and This Volume: An Introduction -- Thinking Theoretically -- Foucault and the Sinews of Power -- Foucault and Moral Orthopedics -- Who Is Woman? -- An Overview of This Volume -- Outline of Chapters -- Notes -- 2 "She Pursued Her Life-Work": The Life Lessons of American Women Educators, 1800-1860 -- Notes -- 3 "Cruel and Wicked Prejudice:" Racial Exclusion and the Female Seminary Movement in the Antebellum North -- Notes -- 4 The Endorsed and Spontaneous Reading and Writing Exercises of Students in Early State Normal Schools in Massachusetts (1839-1850) -- Development of Massachusetts State Normal Schools -- Formal, Endorsed Curriculum -- Less Constrained, Informal Curriculum -- Concluding Reflections -- Notes -- 5 Chinese Female Students in the United States, 1880s-1990s -- Pioneer Chinese Female Students: 1881-1930s -- Wartime and Postwar Chinese Female Students: 1940s-1950s -- Contemporary Chinese Female Students: 1960s-1990s -- Conclusion -- Notes -- 6 The Black Female Professoriate at Howard University: 1926-1977 -- The First Generation of Black Women Professoriate -- The Fight for Gender Equity -- Women's Faculty Club -- Conclusion -- Notes -- 7 Research at Women's Colleges, 1890-1940 -- Vassar College: History and Economics -- Mount Holyoke: History, Economics and Sociology -- Smith College: History and Economics -- Goucher College: History, Economics, and Sociology -- Conclusion -- Notes -- 8 A Coeducational Pathway to Political & Economic Citizenship: Women's Student Government and a Philosophy and Practice of Women's U.S. Higher Coeducation Between 1890 and 1945 -- Coeducation and Deans of Women: A Brief History

The 1944 Education Act was a crucial piece of British legislation - one of the most important this century. It was passed against a background of war and growing popular demand for social reform. It provided a framework for the education service which remained largely intact for almost fifty years. Since 1988, however, with the introduction of a National Curriculum and competition between schools, the workings of the Act have been largely dismantled. In The Making of the 1944 Education Act, Michael Barber presents a lively evaluation of the Act - its background, passage and effect - fifty year

The article explores the connection between democratisation, decentralisation and sub‐national policy making. It seeks to explain variation in the policy choices that were made by Brazilian state governments in the definition of school governance structures following the return to democracy. Whereas some state governments decided to institute the election of school principals by parents, students and teachers, others decided on the maintenance of opaque and discretionary practices that secured the distribution of school posts according to political criteria. The research relies on primary comparative evidence from three states: Bahia, Ceará and Minas Gerais. The argument is that the institutional choices made by state governments depended on the structure of political competition and on the extent and intensity of elite divisions at the state level.

Discusses the changing organization of higher education in the USA as the universities cope with mass education for all and provides statistics for the female population and their areas of preference. Covers Title X and affirmative action programmes before looking at recent anti‐affirmative campaigns. Concludes that substantial progress has been made but there is still disparity in salary, rank and promotion which can not be explained by any other argument.

"Index to helpful New York State Education Department bulletins and pamphlets": p. [3] of cover. ; "Bibliography of general handbooks for board members": p. 56. "Suggested periodicals for board members": p. 56. ; Mode of access: Internet.

This document provides guidelines for school personnel to work with military recruiters and about policies and procedures by which both school staff and recruiting personnel will be operating for the coming school year.

Since the founding of Harvard College, colleges and universities have used many types of examinations to serve multiple purposes. In the early days of student assessment, the process was straightforward. Each institution developed and administered its own unique examination to its own students to monitor their progress and to prospective students who applied for admission. Large-scale standardized tests emerged in the twentieth century in part to relieve the burden placed upon high schools of having to prepare students to meet the examination requirements of each institution to which a student applied. Up to that point, local communities of tutors and teachers were attempting to prepare students to succeed on each higher education institution's unique examination. Large-scale standardized tests have enjoyed more than a century of popularity and growth, and they have helped higher education institutions to solve problems in admissions and placement, and to measure learning outcomes. Over time, they have also become controversial, especially pertaining to race and class. This article is a historical view of educational testing in U.S. higher education, linking its development with past and present societal challenges related to civil rights laws, prominent higher education policies, and the long struggle of African American people in the United States.

The forming of citizens in a globalising world / Alan Reid, Judith Gill and Alan Sears -- In whose interest? : Australian schooling and the changing contexts of citizenship / Alan Reid and Judith Gill -- Education, citizenship and the construction of a new democracy in Brazil / Tristan McCowan and Cleonice Puggian -- South African post-apartheid realities and citizenship education / Kogila Moodley -- Citizenship education in Pakistan : changing policies and practices in changing social-political contexts / Bernadette Dean -- The dilemmas of Singapore's national education in the global society / Mark Baildon and Jasmine B-Y Sim -- State and civil society embattled in colonialism, capitalism and nationalism : civic education and its politics in Hong Kong / Thomas Kwan-choi Tse -- England : searching for citizenship / Ian Davies -- Perceptions of the past and education of future citizens in contemporary Russia / Nelli Piattoeva -- 'Common-sense citizenship', 'citizenship tourism' and citizenship education in an era of globalisation : the case of Ireland during the Celtic tiger era / Audrey Bryan -- A paradigm shift in the political culture and in educating for citizenship? : the case of the United States of America / Thomas J. Scott and John Cogan -- The state and the citizen in Mexican civic education : an evolving story / Bradley A.U. Levinson -- Possibilities and problems : citizenship education in a multinational state : the case of Canada / Alan Sears -- Oppositions and possibilities / Walter Parker -- Citizenship and the nation-state : affinity, identity and belonging / Audrey Osler -- Neo-statism and post-globalisation as contexts for new times / Kerry Kennedy -- Politics, citizenship education policy in twelve countries, and cosmopolitanism : a commentary / Yvonne Hébert

Defence date: 28 March 2014 ; Examining Board: Professor dr. Pavel Kolář, (European University Institute); Professor dr. Heinz-Gerhard Haupt, (European University Institute); Professor dr. Joep Leerssen, (University of Amsterdam); Professor dr. Tom Verschaffel, (KU Leuven) ; This dissertation has studied the discourses around national history education in Belgium and the Netherlands in the middle of the nineteenth century. The literature on nation building and cultural nationalism often observes the importance of education as an instrument of nation building. Expanding school networks were one of the important conduits through which national awareness was spread among the populace. They helped to disseminate knowledge of the national language, culture and history, thus teaching the future generations about their 'home' and 'nation'. At the same time, historians often note the significance of narratives, often historical narratives, in fostering a sense of pride and attachment to the fatherland. Nevertheless, studies of the contents of and controversies surrounding history education are sparse. In this study, I hope to show that the field of (history) education is an important locus of nation building and therefore worthy of scholarly attention. Following Jörn Rüsen, I argue that history education knows a specific configuration of epistemological, aesthetic and political dimensions that makes it unique. It prioritises the political dimension over the two other dimensions, thus setting it apart from scholarly or literary and artistic forms of history-writing. Due to its pedagogical objective, furthermore, it is also different from other political forms of history-writing. History education addresses the future citizen directly and presents them visions of the good citizen. I argue that the civic virtues are an indispensable part of national identity. The education thereof should consequently be studied more in-depth. This dissertation therefore analyses notions of good citizenship present in the debates and contents of history education. Furthermore, it dissects ideas of national identity along the lines of nation and religion, nation and language, the national territory, nation and dynasty and the nation in the world.