Relevant bibliographies by topics / Education, Higher Victoria History 19th century

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Education, Higher Victoria History 19th century'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Education, Higher Victoria History 19th century"

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Tronchet, Guillaume. "Internationalization Trends in French Higher Education: An Historical Overview." International Higher Education, no. 83 (December 2, 2015): 28–30. http://dx.doi.org/10.6017/ihe.2015.83.9089.

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For many policy makers in France, internationalization of higher education is a new subject. But people have short memories. They have forgotten—or simply do not know—that French universities were pioneers and leaders in internationalization between the end of the 19th and the middle of the 20th century, before being outshone by the United States and some other countries in Europe. Faced with today’s challenges of globalization, it is time for French universities to reclaim their own history.
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Rivera Gómez, Elva. "Knowledge transgressors: the incursion of women to science in Mexico, 19th-20th centuries." Culture & History Digital Journal 8, no. 1 (July 17, 2019): 004. http://dx.doi.org/10.3989/chdj.2019.004.

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The influence of feminist thought has been very important in the field of history, as it has revealed the invisibility of women in this disciplinary field, besides of studying power relations and their effects on the daily, private and public life in which both women and men are involved. Access to education, first primary, then secondary and later higher in Mexico, spanned for a period of more than a century. In some of the regions, the presence of women in higher education was in the last third of the nineteenth century in areas considered feminine, such as midwifery, nursing and others. Careers are recorded in the 20th century. In this paper we propose to review the historiography and history of women who entered the different fields of knowledge at the end of the 19th century and in the first half of the 20th century, as well as to present a panorama of the educational spaces to which the Mexican women had access.
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Kuhutiak, Mykola, Ihor Raikivskyi, and Oleh Yehreshii. "Halychyna. Journal of Regional Studies: Science, Culture, and Education. Twenty Years of Publishing Activity." Journal of Vasyl Stefanyk Precarpathian National University 4, no. 2 (October 30, 2017): 134–38. http://dx.doi.org/10.15330/jpnu.4.2.134-138.

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This is a review of the twenty-year-long publishing activity of Halychyna. Journal of Regional Studies: Science, Culture and Education, one of the first Ukrainian journals for historians, philologists, art critics that appeared in the independent Ukraine. In Halychyna, there has been published the works by well-known scholars of Vasyl Stefanyk Precarpathian National University and many other higher educational establishments of Ukraine. The Journal can boast an array of sections – archaeology, history, ethnology, political science, historiography, source studies, documents and materials, culturology, art criticism, historical biography studies, and others. Most of the studies published in Halychyna focus on the issues of the modern and contemporary history of Ukraine, ethnology. A special attention is given to the issues of the Ukrainian national liberation movement in the 20th century, the Ukrainian national revival in the 19th–20th century, the activity of the political parties in Galicia in the late 19th–early 20th century, source studies and historiography in Ukraine, historical regional studies, the problems of modern state formation in Ukraine, and others
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Lozano, Rosina. "New Directions in Latino/a/x Histories of Education: Comparative Studies in Race, Language, Law, and Higher Education." History of Education Quarterly 60, no. 4 (November 2020): 612–22. http://dx.doi.org/10.1017/heq.2020.43.

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The twenty-first century has seen a surge in scholarship on Latino educational history and a new nonbinary umbrella term, Latinx, that a younger generation prefers. Many of historian Victoria-María MacDonald's astute observations in 2001 presaged the growth of the field. Focus has increased on Spanish-surnamed teachers and discussions have grown about the Latino experience in higher education, especially around student activism on campus. Great strides are being made in studying the history of Spanish-speaking regions with long ties to the United States, either as colonies or as sites of large-scale immigration, including Puerto Rico, Cuba, and the Philippines. Historical inquiry into the place of Latinos in the US educational system has also developed in ways that MacDonald did not anticipate. The growth of the comparative race and ethnicity field in and of itself has encouraged cross-ethnic and cross-racial studies, which often also tie together larger themes of colonialism, language instruction, legal cases, and civil rights or activism.
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Mezin, S. A. "N. A. Troitsky – man, teacher, researcher (on the anniversary of the scientist)." Izvestiya of Saratov University. History. International Relations 12, no. 3 (2012): 120–21. http://dx.doi.org/10.18500/1819-4907-2012-12-3-120-121.

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On December 20–21, 2011, the Institute of History and International Relations of SSU hosted the All-Russian scientific conference “Russia in the 19th century: politics, society, culture”, dedicated to the 80th anniversary of the honorary worker of higher professional education of the Russian Federation, Professor of the Department of History of Russia Nikolai Alekseevich Troitsky (born December 19, 1931).
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Rudneva, Y. B. "From the History of Higher Female Education in the Russian Empire in the Second Half of 19th – the Beginning of 20th Century (in Kazan Educational District)." Izvestiya of Saratov University. History. International Relations 12, no. 3 (2012): 99–107. http://dx.doi.org/10.18500/1819-4907-2012-12-3-99-107.

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In the article the author considers the history of higher female education coming-to-be in the Russian Empire, basing on the example of higher educational institutions, established in Saratov in 1909–1915. The professional status evolution of the women who got higher education in the second half of 19th-the beginning of 20th centuries is presented in the historic retrospect: from the first doctors of Saratov guberniya to the first scientific staff of Saratov university. The work includes a wide range of resources: legislative documents, clerical documents of the Ministry of Public Education and higher educational institutions, the resources of personal origin.
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Amirov, N. K. "Kazan State Medical University - 185 years." Kazan medical journal 80, no. 2 (March 25, 1999): 81–87. http://dx.doi.org/10.17816/kazmj65320.

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May 14, 1999 marks 185 years since the opening of the Medical Faculty of the Imperial Kazan University, a significant event in the history of higher medical education in our country. After the medical faculty of Moscow University (opened in 1758) and the St. Petersburg Medical and Surgical Academy (1798), this faculty became the third forge of domestic medical personnel in the 19th century in Russia.
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Vashchuk, Angelina. "Culture, Education and Science of the Far Eastern Region." ISTORIYA, E21 (2021): 0. http://dx.doi.org/10.18254/s207987840017869-4.

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The authors characterize the state, structure and dynamics of changes in the system of primary, secondary and higher education in the Far East from the appearance of the first schools to the end of the 1990s. It is noted that the Far Eastern education system, which developed in the context of all-Russian tendencies, had its own characteristics associated not only with the nature and rate of settlement of the region, its geopolitical status, but also with the specifics of economic development. The main historical stages of the development of science in the Far East, from the emergence of the first scientific institutions at the end of the 19th century to the present day are highlighted, the names of outstanding scientists, organizers of science are named, achievements in various fields of knowledge are shown, taking into account the specifics of the tasks in the development of fundamental and applied research. The main development directions of the artistic culture of the region from the second half of the 19th to the beginning of the 21st centuries, the most important events of artistic life are outlined, prominent cultural figures of the Far East are presented.
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Mazur, Lyudmila, and Ekaterina Karmanova. "Autonomy of Russian Universities: Historical Documentation Research of the 19th – 21st Century University Charters." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 2 (June 2020): 156–69. http://dx.doi.org/10.15688/jvolsu4.2020.2.11.

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Introduction. The article compares the charters of Russian universities and brings to light the principles of universities’ operation throughout their history from the 19th to the 21st century. The article describes the model of university autonomy in Russia and its influence on the development of the academia, including contemporary universities’ ambitions in terms of global rankings. Methods and Materials. The conceptual framework is based on the methods of documentary studies applied to analyze universities’ charters and the procedures of their development and use, including the preparation of the draft version, editing and further adjustments as well as the origin and characteristics of the document, that is, whether they resulted from ‘bottom-up’ or ‘top-down’ initiatives. The documentary analysis reveals not only the functions of charters but also the degree of universities’ autonomy as defined by these documents. Analysis. In terms of their history and functions, three types of university charters can be identified: general (unified), standard and individual. In the Soviet and post-Soviet periods, individual charters were mostly based on standard provisions or charters, that is, they were ‘top-down’ initiatives. General and standard charters were devised by the related governmental agencies and, therefore, corresponded to the goals pursued by the government at that stage. Individual university charters resulting from ‘bottom-up’ initiatives were created in the transition periods of 1918–1922 and the 1990s, which were characterized by massive socioeconomic change and search for new models of higher education institutions. Results. In the history of Russian higher education, there are several periods when universities had limited autonomy: early and mid-19th century (liberal reforms); 1920s (organizational and methodological experiments); 1960s (revival of limited autonomy of universities); 1990s (self-government and academic freedoms). Liberal cycles are directly reflected in the university charters, but the analysis of the procedural aspects of their development and functioning allows to conclude that autonomy should be considered as a temporary deviation from the basic model of a state university.
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Lee, Ok-Jin. "The Process of Internationalisation of Polish Higher Education in Transition." Korea Association of World History and Culture 63 (June 30, 2022): 29–51. http://dx.doi.org/10.32961/jwhc.2022.06.63.29.

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Jagiellonian University, the oldest university in Poland, was established in 1364, there were only seven universities until the 19th century. Even 21 universities were founded in the interwar years. Ups and downs of educational functions in Polish universities were due to Partitions of Poland, twice of World Wars and the socialist government. Since the transition in 1989, Poland has experienced political and economic transformation. These transformations also took place in higher education and allowed Polish universities to ensure autonomy from political control. The internationalisation of higher education is one of the pivots of the changes that Polish universities had undergone over the past 30 years. As a result, many changes have occurred in the educational environment, research, and university administration. During the transition period of the 1990s, the internationalisation process was insignificant. Since the 20th century, Polish universities and academics have been gradually opened to the Western world. Also, Poland has experienced the process of internationalisation through the ERASMUS/SOCRATES Programme. On the other hand, Polish universities have to actively attract international students due to the decline of domestic students. The Polish government and universities continued their efforts to reform the system. In addition, the emergence of the World Academic Ranking of Universities (ARWU) and the influence and support from the European Commission, the OECD, and the World Bank have impacted on internationalisation of higher education and education reform in Poland. Through this process, higher education in Poland was able to enter the transnational education and research system, the European order.
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Dissertations / Theses on the topic "Education, Higher Victoria History 19th century"

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Sliwka, Anne. "Transplanting liberal education : higher education in 19th century Bombay Presidency, India (1821-1904)." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267493.

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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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Jin, Yilin, and 金以林. "The history of university education of Modern China 1896-1949 =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B44569749.

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Smith, Elisabeth Margaret. "To walk upon the grass : the impact of the University of St Andrews' Lady Literate in Arts, 1877-1892." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5570.

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In 1877 the University of St Andrews initiated a unique qualification, the Lady Literate in Arts, which came into existence initially as the LA, the Literate in Arts, a higher certificate available to women only. Awarded by examination but as a result of a programme of distance learning, it was conceived and explicitly promoted as a degree-level qualification at a time when women had no access to matriculation at Scottish universities and little anywhere in the United Kingdom. From small beginnings it expanded both in numbers of candidates and in spread of subjects and it lasted until the early 1930s by which time over 36,000 examinations had been taken and more than 5,000 women had completed the course. The scheme had emerged in response to various needs and external pressures which shaped its character. The purpose of this thesis is to assess the nature and achievements of the LLA in its first fifteen years and to establish its place within the wider movement for female equality of status and opportunity which developed in the later decades of the nineteenth century. The conditions under which the university introduced the LLA, its reasons for doing so, the nature of the qualification, its progress and development in the years before 1892 when women were admitted to Scottish universities as undergraduates and the consequences for the university itself are all examined in detail. The geographical and social origins and the educational backgrounds of the candidates themselves are analysed along with their age structure, their uptake of LLA subjects and the completion rates for the award. All of these are considered against the background of the students' later careers and life experiences. This thesis aims to discover the extent to which the LLA was influential in shaping the lives of its participants and in advancing the broader case for female higher education. It seeks to establish for the first time the contribution that St Andrews LLA women made to society at large and to the wider movement for female emancipation.
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Andrews, Matthew Paul. "Durham University : last of the ancient universities and first of the new (1831-1871)." Thesis, University of Oxford, 2016. http://ora.ox.ac.uk/objects/uuid:52d639b8-a555-48ce-8226-af71d19cb346.

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This thesis is a study of Durham University, from its inception in 1831 to the opening of the College of Physical Science in Newcastle in 1871. It considers the foundation and early years of the University in the light of local and national developments, including movements for reform in the church and higher education. The approach is holistic, with the thesis based on extensive use of archival sources, parliamentary reports, local and national newspapers, and other primary printed sources as well as a newly-created and entirely unique database of Durham students. The argument advanced in this thesis is that the desire of the Durham authorities was to establish a modern university that would be useful to northern interests, and that their clear failure to achieve this reflected the general issues of the developing higher education sector at least as much as it did internal mismanagement. This places Durham in a different position relative to the traditional understanding of how universities and colleges developed in England and therefore broadens and deepens the quality of that narrative. In the light of the University's swift decline, and poor reputation, from the mid-1850s what were the ambitions of the founders and how did this deterioration occur? Were the critics' accusations against the University - principally that it was a theologically-dominated, inadequate imitation of Oxford, bound to the Chapter of Durham and ruled autocratically by its Warden - based on fact or prejudice? And if the critics were wrong, what were the factors that lead to the University's failings?
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Jorge, Muriel. "Philologie, grammaire historique, histoire de la langue ˸ constructions disciplinaires et savoirs enseignés (1867-1923)." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA138.

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Entre la fin des années 1860 et le milieu des années 1920, la philologie, la grammaire historique et l’histoire de la langue sont introduites dans l’enseignement supérieur français grâce à la création de postes et de chaires dans des établissements nouvellement fondés, comme l’École Pratique des Hautes Études et l’École normale supérieure de jeunes filles de Sèvres, ou profondément rénovés, comme la Faculté des lettres de Paris. La disciplinarisation de ces savoirs linguistiques de type historique participe du rapprochement entre enseignement et recherche et, ainsi, du renouvellement du système universitaire. En atteste la carrière dans les trois institutions citées de Gaston Paris, Arsène Darmesteter et Ferdinand Brunot, retracée à l’aide de correspondances privées et de documents d’archives d’ordre institutionnel. L’analyse de documents publiés par les établissements eux-mêmes (affiches, livrets, comptes rendus d’enseignements, ouvrages commémoratifs) met en évidence les difficultés que rencontrent ces trois enseignants pour s’adapter aux divers publics étudiants et aux préconisations officielles. Leurs notes de cours reflètent un travail de didactisation, qui passe par des pratiques d’écriture diverses dont on identifie les spécificités à l’aide des outils de la génétique textuelle. L’étude approfondie de deux objets de savoir met en lumière l’intérêt de ces notes en tant que sources pour l’histoire des idées linguistiques et de leur enseignement. D’abord, l’histoire de l’orthographe française, bien qu’absente des intitulés des cours, est présente dans les notes de cours. Ensuite, le « latin vulgaire » est un thème porteur d’enjeux idéologiques et épistémologiques majeurs invisibles dans les affichages institutionnels
Between the late 1860s and the mid-1920s, philology, historical grammar and language history are introduced into the French higher education system with the creation of positions and tenures in newly founded schools, such as the École Pratique des Hautes Études and the girls’ École normale supérieure in Sèvres, and in deeply transformed institutions, like the Paris Faculty of Letters. Making history-oriented linguistic knowledge into disciplines contributed to bring teaching and research closer together and led to the rebirth of the university system. This is illustrated by the careers of Gaston Paris, Arsène Darmesteter and Ferdinand Brunot in these institutions as evidenced by private correspondence and institutional archive material. The analysis of documents published by the establishments (posters, booklets, teaching records, anniversary publications) casts light on the problems these teachers faced when attempting to adapt to various student populations and official guidelines. Their teaching notes reveal content adaptation through diverse writing practices, which we identify and characterize by using text genetics. The in-depth study of two knowledge contents demonstrates the use that can be made of these notes as sources for the history of linguistic thought and its teaching. Firstly with the history of French orthography which is present in teaching notes, although it does not appear in course titles. Secondly with vulgar Latin as a theme that pertains to major ideological and epistemological issues which are invisible in institutional display material
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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria / Malcolm John Vick." Thesis, 1991. http://hdl.handle.net/2440/19413.

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Hahn, Bridget K. "Conflict and consensus in Catholic women's education : a history of Saint Mary's College, 1844-1900." 2012. http://liblink.bsu.edu/uhtbin/catkey/1670050.

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Stypa, Caitlyn Marie. "Purdue girls : the female experience at a land-grant university, 1887-1913." Thesis, 2013. http://hdl.handle.net/1805/4207.

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Books on the topic "Education, Higher Victoria History 19th century"

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Educating women: Cultural conflict and Victorian literature. Athens, OH: Ohio University Press, 2001.

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Classical humanism and the challenge of modernity: Debates on classical education in 19th-century Germany. Berlin: De Gruyter, 2015.

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Rowold, Katharina. The educated woman: Minds, bodies, and women's higher education in Britain, Germany, and Spain, 1865-1914. New York, NY: Routledge, 2009.

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Lischke, Ralph-Jürgen. Friedrich Althoff und sein Beitrag zur Entwicklung des Berliner Wissenschaftssystems an der Wende vom 19. zum 20. Jahrhundert. Berlin: Sigma, 1990.

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Nwauwa, Apollos O. Imperialism, academe, and nationalism: Britain and university education for Africans, 1860-1960. London: F. Cass, 1997.

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Valeev, R. M. N.F. Katanov i gumanitarnye nauki na rubezhe vekov: Ocherki istorii rossiĭskoĭ ti︠u︡rkologii. Kazan&soft: Alma-Lit, 2009.

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Kassow, Samuel D. Students, professors, and the state in Tsarist Russia. Berkeley: University of California Press, 1989.

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Kassow, Samuel D. Students, professors, and the state in tsarist Russia. Berkeley: University of California Press, 1989.

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Marchalonis, Shirley. College girls: A century in fiction. New Brunswick, N.J: Rutgers University Press, 1995.

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Students, professors, and the state in Tsarist Russia. Berkeley, Calif: University of California Press, 1989.

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Book chapters on the topic "Education, Higher Victoria History 19th century"

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Leslie, Annie Ruth, Kim Brittingham Barnett, Matasha L. Harris, and Charles Adams. "Advancing the Demarginalization of African American Students." In The Black Experience and Navigating Higher Education Through a Virtual World, 73–96. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7537-6.ch005.

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This chapter presents theoretical discussions about advancing the demarginalization of African American students at Historically Black Colleges and Universities (HBCUs) by bringing in insights from Afrocentric and symbolic-interaction perspectives. Here, the authors discuss demarginalization related to certain intra-racial and intersecting class, gender, and mental health issues emerging since COVID-19 and online learning. The ideas presented here are equally viable in student face-to-face and virtual learning environments. It begins with discussing marginalization and Afrocentric and symbolic-interaction theories. It reviews relevant literature about the history of African American education since the American Civil War, including 19th and 20th century reconstructions, Jim Crow, the rise of Historically Black Colleges and Universities, the Black student campus union and Black power movements, and other relevant happenings in Black American education.
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Kataoka, Kei. "Descriptive geometry in middle school mathematics teaching in Japan (1905-1946)." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 57–72. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.05.

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Teaching of descriptive geometry began in 18th-century France and became widespread in tertiary and secondary education worldwide throughout the 19th century. Until the 20th century, educators often described two aims of descriptive geometry – technical education and mathematics education. In Japan, descriptive geometry was introduced into engineering and artistic higher education after the Meiji Restoration of 1868. Descriptive geometry became part of the general secondary school curriculum in the 1880s, but it had been taught under the auspices of arts and crafts education rather than mathematics. In the early 20th century, Japanese mathematics educators began to focus on descriptive geometry as a way to reform solid geometry. When Japan’s secondary school curriculum was revised in 1942, descriptive geometry was included in solid geometry and mathematics for the first time. Although this curriculum lasted only until 1946, it was the fruit of many educators’ labors and is worthy of examination. This paper examines several books and documents from the early 20th-century Japan and shows that there was a technical, mathematics-oriented debate about the aim of descriptive geometry teaching as seen in Europe. Keywords: descriptive geometry, solid geometry, secondary school, middle school, Nobutaro Nabeshima, Minoru Kuroda
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Mathew, John, and Pushkar Sohoni. "Teaching and Research in Colonial Bombay." In History of Universities: Volume XXXIV/1, 259–81. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844774.003.0013.

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Bombay did not play the kind of administrative nodal role that first Madras and later Calcutta did in terms of overarching governance in the Indian subcontinent, occupying instead a pivotal position for the region’s commerce and industry. Nonetheless, the nineteenth and twentieth centuries in Bombay were a formative age for education and research in science, as in the other Presidencies. A colonial government, a large native population enrolled in the new European-style educational system, and the rise of several institutions of instruction and learning, fostered an environment of scientific curiosity. The Asiatic Society of Bombay (1804), which was initially the hub of research in all disciplines, became increasingly antiquarian and ethnographic through the course of the nineteenth century. The Victoria and Albert Museum (conceived in 1862 and built by 1871 and opened to the public in 1872), was established to carry out research on the industrial arts of the region, taking for its original collections fine and decorative arts that highlight practices and crafts of various communities in the Bombay Presidency. The University of Bombay (1857) was primarily tasked with teaching, and it was left to other establishments to conduct research. Key institutions in this regard included the Bombay Natural History Society (1883) given to local studies of plants and animals, and the Haffkine Institute (1899), which examined the role of plague that had been a dominant feature of the social cityscape from 1896. The Royal Institute of Science (1920) marked a point of departure, as it was conceived as a teaching institution but its lavish funding demanded a research agenda, especially at the post-graduate level. The Prince of Wales Museum (1922) would prove to be seminal in matters of collection and display of objects for the purpose of research. All of these institutions would shape the intellectual debates in the city concerning higher education. Typically founded by European colonial officials, they would increasingly be administered and staffed by Indians.
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Tuchais, Simon. "French." In Language Communities in Japan, 199–208. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198856610.003.0021.

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The situation of French in present-day Japan derives from its current status as an international language, and a history starting in the 19th century, when French became an important language of modernization of Japan. In the 20th century, French rapidly assumed the status of a language of refinement and culture, associated with literature, intellectual thought, fashion, film, and gastronomy. This image is reflected in numerous loanwords from French in Japanese. This history led to French being one of the main foreign languages other than English taught in Japan since the Meiji era at all levels of education. French is actively studied in institutions of higher education, and is present through the network of French governmental cultural institutions in the major cities.
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