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Author: Penny Summerfield
Publisher: Manchester University Press
Published: 1990
Total Pages: 244
ISBN-13: 9780719029677
DOWNLOAD EBOOKExamines three broad assumptions about British technical education: that it has been deficient, that its inadequacy is one of the keys to Britain's relative economic decline and that its redirection is an appropriate task for the state to undertake.
Author: Robert Bud
Publisher: Cambridge University Press
Published: 2024-03-31
Total Pages: 343
ISBN-13: 1009365231
DOWNLOAD EBOOKBud explores the rise and fall of 'applied science' as a category of thought shaped by scientists and laity alike.
Author: Julian Greaves
Publisher: Routledge
Published: 2017-05-15
Total Pages: 298
ISBN-13: 1351927736
DOWNLOAD EBOOKOffering a detailed overview of state involvement in the rationalisation and reorganisation of British industry between the wars, this is the first work to address the issues in a comprehensive manner for over 50 years. Utilising a range of primary source material (including papers from the PRO, the Bank of England, the Federation of British Industry and various private archives), Julian Greaves has combined a selection of detailed case studies of selected industries with a broader overview of the national political and industrial situation. The resulting work, which manages to balance analytical depth with breadth of coverage, argues that despite numerous problems and limitations, 1930s' industrial reorganisation policy was reasonably successful in meeting the limited aims of the government.
Author: A. Digeon
Publisher: Routledge
Published: 1952
Total Pages: 385
ISBN-13: 1134847394
DOWNLOAD EBOOKAuthor: Andrew Pollard
Publisher: Bloomsbury Publishing
Published: 2014-02-27
Total Pages: 499
ISBN-13: 1472509110
DOWNLOAD EBOOKReadings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, the book concisely introduces both classic and contemporary research and understanding on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education as well as a wide range of school–university partnership arrangements. Uniquely, two types of reading are provided: - summaries enabling easy access to evidence on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; - analyses of deeper forms of understanding about teaching and learning processes, to support the development of expertise throughout a teaching career. This collection of readings is edited by Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge. Readings for Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Reflective Teaching in Schools focuses on how to achieve high-quality teaching and learning. By design, it offers both practical support for effective practice and routes towards deeper expertise. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.
Author: Peter Yeandle
Publisher: Manchester University Press
Published: 2016-05-16
Total Pages: 245
ISBN-13: 1847799981
DOWNLOAD EBOOKCitizenship, nation, empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial impact of educational psychology on the teaching of history, probing its impact on textbooks, literacy primers and teacher-training manuals. Educationists identified ‘enlightened patriotism’ to be the core objective of historical education. This was neither tub-thumping jingoism, nor state-prescribed national-identity teaching, but rather a carefully crafted curriculum for all children which fused civic as well as imperial ambitions. The book will be of interest to those studying or researching aspects of English domestic imperial culture, especially those concerned with questions of childhood and schooling, citizenship, educational publishing and anglo-British relations. Given that vitriolic debates about the politics of history teaching have endured into the twenty-first century, Citizenship, nation, empire is a timely study of the formative influences that shaped the history curriculum in English schools
Author: Gary McCulloch
Publisher: Routledge
Published: 2013-09-05
Total Pages: 240
ISBN-13: 113622436X
DOWNLOAD EBOOKThis book presents a clear overview of the debates that surrounded the making of the 1944 Act, which affected every aspect of education in this country. It gives a detailed account of the tripartite divisions into 'three types of child' that were sanctioned in the reforms of the 1940s. At the same time, it also emphasises the idea of education as a civic project which underlay the reforms and which was such an important part of their lasting authority. The education policies of the past decade and the current attempts to shape a new education settlement need to be interpreted in a long-term historical framework and in particular, in relation to the aims and problems of the last great cycle of reform in the 1940s. This book makes an important contribution to the development of such a framework and the social history of education policy in this country.
Author: Kirsty Hooper
Publisher: Liverpool University Press
Published: 2020-05-14
Total Pages: 368
ISBN-13: 1789627265
DOWNLOAD EBOOKWhat did the Edwardians know about Spain, and what was that knowledge worth? The Edwardians and the Making of a Modern Spanish Obsession draws on a vast store of largely unstudied primary source material to investigate Spain’s place in the turn-of-the-century British popular imagination. Set against a background of unprecedented emotional, economic and industrial investment in Spain, the book traces the extraordinary transformation that took place in British knowledge about the country and its diverse regions, languages and cultures between the tercentenary of the Spanish Armada in 1888 and the outbreak of World War I twenty-six years later. This empirically-grounded cultural and material history reveals how, for almost three decades, Anglo-Spanish connections, their history and culture were more visible, more colourfully represented, and more enthusiastically discussed in Britain’s newspapers, concert halls, council meetings and schoolrooms, than ever before. It shows how the expansion of education, travel, and publishing created unprecedented opportunities for ordinary British people not only to visit the country, but to see the work of Spanish and Spanish-inspired artists and performers in British galleries, theatres and exhibitions. It explores the work of novelists, travel writers, journalists, scholars, artists and performers to argue that the Edwardian knowledge of Spain was more extensive, more complex and more diverse than we have imagined.
Author: Patricia L. Garside
Publisher: Routledge
Published: 2019-01-15
Total Pages: 293
ISBN-13: 0429862822
DOWNLOAD EBOOKFirst published in 1998, this book reprints eight articles from The London Journal, covering the history of London from the middle ages to the twentieth century. Each is an extensive bibliographical essay, updated by the individual contributors for this anthology. The book comes with a new introduction from a previous editor of the journal, Patricia Garside, and also with a specially commissioned guide to sources for London history and the libraries and special collections that house them. The London Journal was founded in 1975 to provide a forum for the study of London history: an eclectic and multi-disciplinary field. As well as articles based on original research, The London Journal has carried notes and comments, viewpoint and review articles, and general surveys of particular aspects of London life. In the past few decades the specialist literature on London has become extensive, intricate and dense. The opportunity for a systematic review of this literature presented itself on the twentieth anniversary of the founding of The London Journal, and the core of the work presented here first appeared in Volume 20(2), November 1995. Each of the authors, specialists in one of seven periods from Roman to contemporary times, was asked to evaluate the literature that had appeared in their field of London expertise during the last 20 years. For this book, each contribution has been updated where possible to take account of the very latest publications.
Author: Lyn Ashmore
Publisher: SAGE
Published: 2014-11-03
Total Pages: 289
ISBN-13: 1473910579
DOWNLOAD EBOOKThis best practice guide to teaching in the Further Education and Skills sector, and professional organisational learning contexts, examines the key concepts underpinning effective teaching and learning and combines this with case studies which demonstrate meaningful connections between theory and practice. Each chapter also contains discussion questions, learning activities and reflective points, allowing you to further engage with key research and relate it to your own teaching. Offering pragmatic advice on learning design, support and delivery, coverage includes: Identifying learning needs and objectives Selecting and developing appropriate content Using technology to enhance learning Assessment, evaluation and reflection This is an indispensable resource for anyone preparing to teach in Further Education, current Higher Education lecturers and work-based learning trainers in private and public-sector organisations. Lyn Ashmore is a Senior Lecturer in the School of Education and Professional Development and Denise Robinson is Director of the Post Compulsory Education & Training Consortium, both are based at the University of Huddersfield.
