History Of Education In England Research Articles

The history of education in Britain and Ireland: changing perspectives and continuing themes

ABSTRACT Reviewing the historiography of education provides insights into both the past and present of this growing area of research across the UK and Ireland. In the nineteenth century research reveals a close association with national identities. These were often Whig histories that celebrated the present and emphasised the progressive nature of educational development, sometimes characterised by an ‘acts and facts’ approach. From the 1960s, it is possible to identify a series of revisionist histories, which diversified further in the coming decades and morphed into the familiar patterns that we can identify today: theoretical and conceptual complexity; a concern with inequalities; an eclectic and widening interest in primary sources; a focus on schooling but moving beyond it, for instance to childhood, welfare and literacy; and a (re)discovery of new topics such as the emotions, senses and identities.

Characteristics of the School Education System in England

Today, the United Kingdom is one of the leaders in the quality and level of education. There are several reasons for this level of education. To understand these reasons, we must first look at the history of education in England. Education in England in the Middle Ages was very different from what it is today. only church members were engaged.

‘Gay Sex Kits’

This article details the genesis, making, release and reaction to ‘Homosexuality: A Fact of Life’, an educational tape-slide kit produced by the Tyneside branch of the Campaign for Homosexual Equality in the late 1970s. The kit is situated in relation to the history of sex education in Britain and beyond, and compared to other subsequent examples of educational materials that have caused a furore: the book Jenny Lives With Eric and Martin and its connection to Section 28, and the No Outsiders programme that generated protests in 2019. It is argued that the tactics adopted by the makers of ‘Homosexuality: A Fact of Life’ could serve as a valuable toolbox for future activists.

L’histoire de l’éducation en Grande-Bretagne depuis 1960

This article reviews the historiography as it has developed in Britain over the past sixty years in the history of education. This encompasses three key phases. From 1960 until about 1975 it was a field that was based mainly in key texts while new journals and societies began to emerge. From 1975 to the end of the century as it lost its mass market in teacher education, general texts in the history of education declined while specialised journals research grew in importance. In the early decades of the twenty-first century, specialisation continued in an increasingly diversified research field with a growing emphasis on theory, methodology, comparative and transnational approaches, and engagement with the social sciences. Initially quite insular and tending to focus on local and national concerns, it became prominent in international activities and in contributing to research with international, comparative and transnational vistas. Overall, the map of the history of education in Britain has changed both in form and in content, as well as in the audience towards which it was principally directed.

Opinion piece: history matters – evidence and proposals for action

ABSTRACT This opinion piece aims to encourage national and transnational associations, schools and individuals to act now, to save and celebrate occupational therapy histories. This appeal is based on evidence from (1) searches for the history of education in England in the 1970s and for the start of the profession across the world; (2) examining the websites of five transnational organisations and four national associations for archives and history in contemporary policies; and (3) scanning the scopes and indexes of 18 journals for history and accounts published in 2019. Sadly, little was found. History is not a research priority and rarely mentioned in journal scopes. The reliance on English language information in the public domain is an important limitation of this exploratory study. The proposals include making history mainstream and valuing our heritage as the source of profession specific knowledge and values. History matters and occupational therapists are history makers.

The construct of language competence over time: using high-stakes tests to gain insight into the history of L1 education in England

The construct of language competence lies at the heart of language education, underpinning key processes such as language teaching and language assessment. Acknowledging its prominent position in the field of language education and seeking to illuminate its nature, this study attempted to trace the historical trajectory of the construct of language competence as operationalised in the context of secondary L1 education in England. Through analysing a sample of high-stakes English tests from 1867 to 2017, it identified the meaning that language competence acquired in the domain of L1 assessment – and, by extension, also in the domain of L1 teaching – at different points in time. The study empirically demonstrates the fluid and evolving nature of the construct of language competence, questioning the legitimacy of attempts to compare language ‘standards’ in education across time. Also, it provides a historical insight into aspects of secondary L1 education in England over the last 150 years, highlighting the research potential of high-stakes tests as means of accessing information about the direction, emphasis and mission of language teaching in different historical periods.

「インターナショナルからトランスナショナルへの交錯史」探訪 イギリス教育史家の葛藤と矜持

「インターナショナルからトランスナショナルへの交錯史」探訪 イギリス教育史家の葛藤と矜持

Genealogy of self-expression: a reappraisal of the history of art education in England and Japan

In both England and Japan, art education was viewed as having nothing to do with self-expression, but was considered to be an efficient means for industrial development. In England, it was designed to train the eyes and hands of artisans. The art critic Ruskin has often been referred to in the context of the transition to self-expression in the history of art education. This article shows, however, that Ruskin was not an advocate of self-expression. In Japan, drawing was introduced into the general education curriculum at the beginning of the Meiji era, and the aim of that instruction was to train the students' eyes and hands. In response to this trend, the Free Drawing Movement was introduced by Kanae Yamamoto. He attempted to introduce the methods of creation used by professional artists into general education. But this aspect was neglected by both his supporters and opponents, and Yamamoto has been presented instead as an advocate of self-expression. Drawing on the genealogical approach, as developed by Foucault, this paper re-examines this well-known history of art education. By replacing Ruskin and Yamamoto in the historical context of the transition of art education in two respective countries, the genealogy of self-expression will be revealed.

Tadeus Reichstein—Work on Hormones of the Adrenal Glands

From the Mayo Clinic, Rochester, MN (M.A.S., R.A.K.); and Dana-Farber Cancer Institute, Boston, MA (D.P.S.). T he Polish-Swiss biochemist Tadeus Reichstein shared the 1950 Nobel Prize for Physiology or Medicine with 2 American medical scientists, Philip S. Hench (1896-1965) and Edward C. Kendall (18861972), for discoveries concerning the structure and effects of hormones of the adrenal cortex. Reichstein’s research on steroids, particularly on hormones of the adrenal cortex, paralleled that of Kendall in the United States. Reichstein’s “substance F,” described and named by him in 1936, proved to be identical to Kendall’s “compound E,” or cortisone. Hench was credited with the clinical application of Kendall’s and Reichstein’s discoveries. The work of the 3 laureates proved useful in the treatment of rheumatoid arthritis and many varieties of inflammatory disease. Reichstein, the eldest of 5 sons, was born on July 20, 1897, in Wloclawek, Poland (about 80 miles northwest of Warsaw). Reichstein spent the first 8 years of his life in Kiev, Ukraine (where his father worked as an engineer), and then attended a private boarding school in Jena, Germany. In early 1905, the familymoved to Berlin (Germany) and then later in 1905 to Zurich (Switzerland), where they settled permanently and acquired Swiss citizenship in 1914. In 1914, Reichstein, who had been tutored privately, entered the Oberrealschule (a junior technical school) in Zurich and graduated in 1916, after which he enrolled in the Eidgenossische Technische Hochschule (State Technical College [ETH]) and received a bachelor’s degree in chemical engineering in 1920. After receiving his bachelor’s degree, Reichstein spent 1 year as an industrial chemist in a flashlight factory, after which he returned to the ETH for graduate study. In 1922, he was awarded a PhD degree in organic chemistry. After receiving his doctorate, Reichstein worked as an assistant to Herman Staudinger (18811965), who won the Nobel Prize in chemistry in 1953. Their work involved the isolation

From Escoffier to Adria: Tracking Culinary Textbooks at the Dublin Institute of Technology 1941–2013

From Escoffier to Adria: Tracking Culinary Textbooks at the Dublin Institute of Technology 1941–2013

A people’s history of education: Brian Simon, the British Communist Party and Studies in the History of Education, 1780–1870

Brian Simon’s Studies in the History of Education, 1780–1870, published in 1960, set out to counter nearly all work previously produced on the history of education in Britain in this period, and to direct the field towards a new course. It provided a Marxist perspective that drew upon Simon’s involvement in campaigns for educational reform over the previous decade. It also reflected the character of the Cold War in the academy in Britain at this time. Overall, it produced a form of people’s history that was shaped by politics and ideology and informed by Simon’s leading position in the British Communist Party. His work in this period marks him out as a highly significant Marxist historian, as well as one of the leading Marxist educators of his generation.

Constructing the good worker: policies, practices and assumptions informing Victorian technical schools division reform, 1967‐1973

In the late 1960s the Victorian vocational education sector was in crisis. The federal Martin Report into tertiary education excised many of the sector’s university‐level courses and relocated them into new Colleges of Advanced Education (CAEs), leaving many ‘middle‐level’ and technician vocational courses in limbo. Junior technical schools also offered apprenticeship and middle‐level courses, further confusing where courses were, or should be situated, suggesting an overall ‘gap’ in program provision. This challenge came when the Technical Schools Division (TSD), the smallest of Victoria’s three division structure (primary, secondary and technical) continued its struggle to maintain sectoral identity through courting acceptance from private industry and the public sector for its credentialed programmes. With significant others, TSD Director Jack Kepert, followed by Director Ted Jackson, responded by designing policy to reshape the TSD’s structure and functions and its reporting relationships within a new technical college and junior technical school system. Jackson’s policy statement, The future role of technical schools and colleges (1970) facilitated these changes. The paper narrates the events constituting this period of policy innovation and evaluates their contribution to the creation of a more seamless

Investigation and countermeasures of current situation of professional title and education back-ground of nursing human resourse in Liaoning province

Objective To investigate and analyze the structure change of professional title and educa-tion background of nursing human resourse in Liaoning province in recent 3 years and raise up suggestions which suit for the structure and development of human resource of current nursing model. Methods Investi-gation scales for nursing human resource in Liaoning province were sent out to 85 hospitals in Liaoning province.SPSS 12.0 software was used to carry out statisdcal discription for these data. Results The main professional fide was primary. The main education background was junior college and technical secondary school in third-class hospitals and technical secondary school in second-class and first-class hospitals. Conclusions The professional title and education background of nursing human resourse in Liaoning province was not reasonable with imbalanced structure in various level of hespitals.The countermeasures included reform of nursing education, reasonable allocation and effective utilization of current nursing human resource and sys-tematization of continuing education. Key words: Liaoning province; Nursing human resourse; Professional rifle and education back-ground; Current situation

Book Review: Living Music in Schools 1923-1999: Studies in the History of Music Education in England

Book Review: Living Music in Schools 1923-1999: Studies in the History of Music Education in England

From Ruskin to the Learning Country: Education policy, the State and educational politics in England and/or Wales, 1976-2001

The period 1976-2001 was an immensely significant one in the history of education in England and Wales. It began with the speech by a Labour Prime Minister James Callaghan on 18 October at Ruskin College, Oxford which signalled the so-called 'Great Debate' on education, and ended with the publication of two important White Papers on education, also by a Labour government. In the meantime, of course, the period was dominated by successive Tory governments, which set about attempting to transform the educational system in a series of ways. This paper discusses the nature of these changes by focusing attention upon three important years--1976, 1988 and 2001. A central argument is that Welsh education has always had distinctive elements, but that after 2001, the duality between England and Wales is likely to be more radically pronounced in the future.

Book Review: Living Music in Schools 1923–1999: Studies in the History of Music Education in England

Book Review: Living Music in Schools 1923–1999: Studies in the History of Music Education in England

Rethinking Primary Religious Education

After a brief consideration of the history of religious education in England and Wales, this paper analyses developments under three main headings: pupils, religions and methods, and suggests that changes can be seen in the light if variations revolving around these three areas. The paper then describes the design of a new RE syllabus for Anglican primary schools in Wales using a life-of-founder approach and recommends the advantages of this approach for wider use.

Dennis Chapman. 6 May 1927 – 28 October 1999

Dennis Chapman was born on 6 May 1927 in Sunderland, County Durham, the only son of George and Katherine Chapman. His formative years were dominated by the hardships visited on working–class families living in the industrial north of England during the depression of the 1930s and the attentions paid to a major shipbuilding port by the Luftwaffe during the early phase of World War II. He attended Sunderland Junior Technical School from 1938 to 1943, where his parents expected him to learn a trade and make his own way in the world. He left at age 16 without any qualifications.

Reviewing the Development of Hong Kong's School Physical Education through History

LANGUAGE NOTE | Document text in Chinese; abstract also in English.This paper describes briefly the history of school physical education in Britain and China. Alongside, the author provides bits and pieces of information about Hong Kong's school physical education in an anecdotal manner hoping to fill up partly the lacuna of local history in school physical education. Against this background, problems concerning curriculum development, classroom teaching and teacher training are discussed.本文先簡述英國及中國的學校體育的歷史背景，再透過筆者在香港從事體育敎育工作多年累積的經驗及所見所聞：拋磚引玉，為香港學校體育空白的歷史填上一筆的同時，藉此提出一些香港學校體育在課程發展及敎學上所遇到的問題，與體育工作者共同探討。

A History of Music Education in England 1872-1928: A Reflexive Account of Historical Research

Researchers in the history of music education have provided few accounts of methodological procedures. The neatness of these accounts makes such work seem unproblematic. This paper reflects on the experience of researching the teaching of music in schools in England between 1872 and 1928. The main focus of the work was upon a small group of influential musicians each of whom belonged to Her/His Majesty's Inspectorate of Schools (HMI). The paper outlines the main sources of evidence that were encountered: personal papers, public records, the press, biography and autobiography, song books and text books, and personal interviews. It argues that the process of archival research is confrontational and creative. Finally, by considering parallels with the recent development of the National Curriculum, the paper demonstrates that historical research is quite able to deal with questions that contemporary practitioners are concerned about.