Building upon extensive research into modern British society, this book traces out trends in social mobility and their relation to educational inequalities, with surprising results. Contrary to what is widely supposed, Bukodi and Goldthorpe's findings show there has been no overall decline in social mobility – though downward mobility is tending to rise and upward mobility to fall - and Britain is not a distinctively low mobility society. However, the inequalities of mobility chances among individuals, in relation to their social origins, have not been reduced and remain in some respects extreme. Exposing the widespread misconceptions that prevail in political and policy circles, this book shows that educational policy alone cannot break the link between inequality of condition and inequality of opportunity. It will appeal to students, researchers, policy makers, and anyone interested in the issues surrounding social inequality, social mobility and education.
The Higher History Course Notes helps teachers and students map their route through the CfE programme, providing comprehensive and authoritative guidance for the course. Course Notes give a practical, supportive approach to help deliver the new curriculum and offer a blend of sound teaching and learning with assessment guidance. Progress and attainment for all * A complete course text with six of the most popular topics covered in depth (The Wars of Independence; Migration and Empire; The Making of Modern Britain; Germany; Russia and USA) * 'Activities' will get students thinking about what they have learned and help them to develop the skills needed for the assessment * 'Activities' are mapped and indexed by Outcome so you can see at a glance which criteria each activity fulfils Active learning * 'Make the link' features encourage broader thinking between and across subjects * 'Hints' give helpful tips to support learning and highlight important information * 'Historiography' will help students to analyse the importance of historical events Assessment and practice you can rely on * 'Exam style questions' for every section ensure that students will be fully prepared for the assessment * 'Summary' sections and 'Learning checklists' enable students to monitor progress regularly
From Ancient Greece to the present day, Trivium 21c explores whether a contemporary trivium (Grammar, Dialectic, and Rhetoric) can unite progressive and traditionalist institutions, teachers, politicians and parents in the common pursuit of providing a great education for our children in the 21st century. Education policy and practice is a battleground. Traditionalists argue for the teaching of a privileged type of hard knowledge and deride soft skills. Progressives deride learning about great works of the past preferring '21c skills' (21st century skills) such as creativity and critical thinking. Whilst looking for a school for his daughter, the author became frustrated by schools' inability to value knowledge, as well as creativity, foster discipline alongside free-thinking, and value citizenship alongside independent learning. Drawing from his work as a creative teacher, Robinson finds inspiration in the Arts and the need to nurture learners with the ability to deal with the uncertainties of our age. Named one of Book Authority's best education books of all time.
Late Victorian Scotland had a flourishing music publishing trade, evidenced by the survival of a plethora of vocal scores and dance tune books; and whether informing us what people actually sang and played at home, danced to, or enjoyed in choirs, or reminding us of the impact of emigration from Britain for both emigrants and their families left behind, examining this neglected repertoire provides an insight into Scottish musical culture and is a valuable addition to the broader social history of Scotland. The decline of the music trade by the mid-twentieth century is attributable to various factors, some external, but others due to the conservative and perhaps somewhat parochial nature of the publishers’ output. What survives bears witness to the importance of domestic and amateur music-making in ordinary lives between 1880 and 1950. Much of the music is now little more than a historical artefact. Nonetheless, Karen E. McAulay shows that the nature of the music, the song and fiddle tune books’ contents, the paratext around the collections, its packaging, marketing and dissemination all document the social history of an era whose everyday music has often been dismissed as not significant or, indeed, properly ‘old’ enough to merit consideration. The book will be valuable for academics as well as folk musicians and those interested in the social and musical history of Scotland and the British Isles.