Dissertations / Theses on the topic 'Foster children – Great Britain'
To see the other types of publications on this topic, follow the link: Foster children – Great Britain.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Foster children – Great Britain.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Uberoi, Varun. "Multicultural nation-building : a Canadian way to foster unity amongst British citizens." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670077.
Full text
2
McKay, Ralston William. "At school with looked after children : a study of the views of children in public care." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/1838.
Full textAbstract:
This thesis is concerned with the education of children in care. Its analytic focus is on ways in which children in public care are and have been constructed by knowledge and policies that are embedded in the discourses that surround them. A literature review of empirical research conducted in the UK concludes that the dominant research strands and epistemologic studies in this area have failed to allow foregrounding and exploration of children's own accounts of their experiences at school as children in care. Other literature concerning policy and historical contexts is considered within subsequent analytic chapters where a Foucauldian approach is adopted. The empirical work reported is of the content of interviews conducted in schools with 27 children and young people who were in foster care. A Foucauldian perspective allows consideration of the fashion whereby practices of surveillance and "the gaze" construct children by adults. The children's accounts are foregrounded in the data chapters where, firstly, their experiences of adults are explicated in terms of the three mechanisms of surveillance that Foucault identified. Adults' writings about the children, particularly within Records of Needs that had been opened to delineate the special educational needs of some of the children, are described and the fashions whereby these too construct the children, often negatively, are exposed. A sometimes overpowering sense of public intrusion into the children's private lives permeated their accounts but the final data chapter considers the ways they utilised their own agency sometimes as a struggle to resist the markers of difference experienced. Here again their own stories are given prominence. The implications of these accounts lead to suggestions about how changes to adults' practices in their dealings with children in care could be introduced in a range of settings including schools, the meetings held about children and educational psychologists' activities where, fundamentally, a need for adults to display more genuine respect to children and young people is required.
3
Lautman, Emma. "The educational experiences of children in England during the Second World War." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/32934/.
Full textAbstract:
This study explores the education of children living on the home front in England, and to a lesser extent Wales, during the Second World War. It uses oral histories, written memories and contemporary material, such as classroom work and children’s diaries, alongside archival documents. This multi-faceted approach allows us to ask what young people thought about school and in what ways their lives in the classroom adhered to or differed from the plans of political and educational authorities. In doing so, this thesis contributes to a growing literature which sets out to incorporate the child’s perspective into histories of education. Each chapter considers education from an increasingly broad perspective. It begins in the formal classroom familiar to children during the inter-war years but gradually expands to look at other sites of education – the outdoor environment of the countryside, the purpose-built camp schools, the wireless, and finally the streets and bomb-sites where children found themselves during long periods of school closures. Modes of learning beyond the traditional schoolroom reveal a more complete picture of children’s educational lives. Primarily, this research challenges the historiographical assumption that education was a ‘casualty’ of the Second World War. While acknowledging the disruptions facing the school system, it reveals the many ways in which individual institutions adapted to the circumstances of the conflict and took the opportunity to introduce a more child-centred curriculum suited to children dealing with difficulties elsewhere in their lives. This research also brings to light two models of citizenship underpinning state attitudes towards the education of children: the informed citizen and the participatory citizen. The authorities wanted to create a generation of active and educated young people and this took on a particular urgency during wartime. It is also possible to determine children’s reactions to this rhetoric. Some took great interest in the events of the conflict and joined local war efforts, but others rejected adult demands by becoming truants or recording discontent in their diaries. Although in many ways confined by adult structures, we see that children were able to negotiate agency over their learning lives within the context of these constraints.
4
Hinks, James. "Other people's children : representations of paid-childcare in Britain, 1867-1908." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2035299/.
Full textAbstract:
This thesis critically examines how informal child-care, performed for money, was subject to sustained scrutiny between 1867-1908. This period saw women who took children into their home in exchange for payment being subject to judicial sanction,press comment and legislative intervention. The passage of the 1908 Children Act marked the point at which all women who took in children for money were subjected to legislation for the first time. Existing scholarship on this topic has largely been confined to a small and unrepresentative sample of women who were convicted of murdering children they were paid to look after and concentrated on exploring the manner in which these women were demonised and labelled with the pejorative term 'baby-farmer.' Thisthesis makes a contribution to scholarship by demonstrating the need to study a wider range of women who took in children for money. It also shows that the template of the criminal 'baby-farmer' was only one possible representation of such women who took in children for payment. To this end, the study utilises a selection of under-analysed case files, court records and campaigning literature. The thesis has found that the term 'baby-farmer' has limited analytical value. A range of social actors told different stories, in different contexts for different purposes. As the period covered by this study drew to a close, narratives were increasingly likely to emphasise functional aspects of childcare performed for money; a shift informed by and informing changing ideas around, female employment, the role of the state, parental authority and the value of the child.
5
Mak, Tsz Ning. "Relationship of the eating environment and fruit and vegetable consumption in UK children." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607917.
Full text
6
Sumbler, Jeffrey Peter. "Child poverty in Victorian Shropshire : children and the Shropshire Poor Law Unions 1834-1870." Thesis, Keele University, 2016. http://eprints.keele.ac.uk/2486/.
Full textAbstract:
This thesis examines the lives of poor children living in Shropshire between 1834 and 1870. They lived in three different environments: in the workhouse, as part of a labourer’s family, or as part of a family in receipt of out-relief. The standard of living of the families of agricultural workers, the predominant form of employment in most of Shropshire, was very low, with wages too low to provide adequate levels of nutrition. Families in receipt of out-relief had an even lower standard of living than those of agricultural labourers, because levels of out-relief were lower than labourers’ wages. This thesis also examines the life that children led if they were inmates of the workhouse. Children in the workhouse received an education, the quality of which varied across the county, but was very good at the Bridgnorth workhouse school, latterly known as South East Shropshire District School. Poor children living at home would have had limited opportunity for education because of the cost. Medical care was organised by the Poor Law Union for indoor and outdoor paupers, and provided free. It was not provided for independent families. Apprenticeships were satisfactorily organised by the Shropshire Unions, though some apprentices were inappropriately placed in mines. Amounts of out-relief differed across Unions with those Unions committed to the use of the workhouse ungenerous in their payments when compared to Unions taking a positive view of out-relief. For poor children, life in the workhouse, despite its disadvantages, provided greater material benefits than a childhood spent in a poor labourer’s family or in a family on out-relief.
7
Hurrell, Philippa Rosemary. "Pupil behaviour and teacher reactions : a study of four Oxfordshire comprehensive schools." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670293.
Full text
8
Bertram, Anthony Douglas. "Effective early childhood educators : developing a methodology for improvement." Thesis, Coventry University, 1996. http://curve.coventry.ac.uk/open/items/ae2a0bef-f3bf-1f7e-e50e-35a49ca6bccf/1.
Full textAbstract:
This research was embedded in the Effective Early Learning (EEL) Project (Pascal et al., 1995), a national evaluatory and development programme looking at the quality of learning experiences for 3 and 4 year olds in the varied range of settings which typify United Kingdom provision. It was, however, a separate and discrete study focused on the effectiveness of the adult, whatever her level of training, as an educator. It was a 'real world', inclusionary, interpretive, research enquiry using qualitative and quantitative paradigms. The purpose of this study was to develop and implement a methodology to assess and improve the quality of educators working in a range of settings. A conceptual framework for assessing quality was developed. Also an observation schedule, 'the Adult Engagement Scale', focusing on three aspects of educative interaction: 'Sensitivity', 'Stimulation' and 'Autonomy' was created. Evidence was gathered using this scale and triangulated with other data, including participant interview, professional biography questionnaire and focused observation. The cohort consisted of 169 practitioners in 115 settings who worked with the researcher to collect the data. The practitioners had varied roles and backgrounds and were trained by the researcher in the methdology. They mainly worked in settings broadly representational of the four most frequent types of UK centre based provision; Reception Classes in Primary Schools, Nursery Schools, Nursery Classes and Pre-school Learning Alliance Playgroups. The data generated by this strategy was analysed to consider the characteristics of an effective early childhood educator. The 'Adult Engagement Scale' was shown to be an effective means of assessment, development and improvement. The data revealed that an adult's ability to be an effective 'engager' was linked to her 'educative disposition', which included her 'professional self image and emotional well being'. The analysis showed that the educative categories of 'Sensitivity', 'Stimulation' and 'Autonomy' were hierarchical and progressively less well addressed. All settings scored relatively highly on Sensitivity. Those settings which were better at Stimulation generally had more qualified staff. Autonomy was least well addressed by all settings, yet appears to be the category most closely linked to adult effectiveness. Most early childhood educaors are emotionally committed to their work yet feel undervalued. Universally practitioners in this study displayed a poor profesisonal self image, and this was clearly linked to their ability to be effective as an 'engaging' educator of young children.
9
Sunderland, Jacqueline Karen. "A critical analysis of the processes of referral to special school and integration to mainstream school for certain children perceived by their teachers to be maladjusted." Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:e973f3a4-8631-4306-a36b-9d13f58fc86e.
Full textAbstract:
The recommendations of the Warnock Committee <1978) and the 1981 Education Act stated that the goals of education were the same for all pupils and they set the scene for all children, irrespective of handicap, to be educated in ordinary schools. The principle of equal opportunities for all pupils, whether or not they have statements of special educational needs, finally achieved statutory recognition in the 1988 Education Reform Act. All pupils now share the same right to a broad, balanced and differentiated curriculum relevant to their needs. However, in spite of the fact that numerous HMI reports state that special schools offer narrow and restricted curricula which may hinder the prospect of reintegration into mainstream schools for their pupils, there is evidence indicating that teachers continue to refer 'maladjusted' or 'difficult to teach' children for assessment with a view to special school placement. This study provides a critical analysis of the processes associated with referral and integration for two groups of children. When the research began, the referred children in mainstream school were likely to be transferred to special school, and the children in special school were already integrating into mainstream.
10
Morehart, Miriam Corinne. ""Children Need Protection Not Perversion": The Rise of the New Right and the Politicization of Morality in Sex Education in Great Britain, 1968-1989." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2207.
Full textAbstract:
Two competing forms of sex education and the groups supporting them came to head in the 1970s and 1980s. Traditional sex education retained an emphasis on maintaining Christian-based morality through marriage and parenthood preparation that sex education originally held since the beginning of the twentieth century. Liberal sex education developed to openly discuss issues that reflected recent legal and social changes. This form reviewed controversial subjects including abortion, contraception and homosexuality. Though liberal sex education found support from national family planning organizations and Labour politicians, traditional sex education found a more vocal and powerful ally in the New Right.
This thesis explores the political emergence of the New Right in Great Britain during the 1970s and 1980s and how the group utilized sex education. The New Right, composed of moral pressure groups and Conservative politicians, focused on the supposed absence of traditional morality from the emergent liberal sex education. Labour (and liberal organizations) held little power in the 1980s due to internal party struggles and an insignificant parliamentary presence. This allowed the New Right to successfully pass multiple national reforms. The New Right latched onto liberal sex education as demonstrative of the moral decline of Britain and utilized its emergence of a prime example of the need to reform education and local government.
11
Lauro, Giovanna. "Preventing forced marriage : a comparative analysis of France and Great Britain." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:34224256-4817-49fb-8b4c-4e5e9acb708c.
Full textAbstract:
This study aims at ascertaining via a cross-country/cross-city comparison why different national contexts characterized by allegedly opposite ideologies concerning the incorporation of immigrants (namely, the British Race Relations/multicultural model and French republicanism) have led to the adoption of similar policy tools in the prevention of forced unions amongst young people of ethnic minority background. In order to do so, the study will examine French republican and British multicultural rhetoric and policies aimed at the prevention of forced marriage at different institutional levels, with a focus on the preventive role played by the educational sector and within a historical institutionalist theoretical framework. The comparison begins with a consideration of French and British national rhetoric and policies against forced marriage from 1997 to 2008 to develop an adequate framework for the analysis of the preventive role attributed to educational policies in four major localities (the capital cities, Paris and London, and the second two largest cities per population size, Lyon and Birmingham). Despite differences in the policies and rhetoric adopted by multicultural Britain and republican France to tackle forced unions, the study hypothesizes a common trend in the ways French and British public authorities conceptualize the practice of forced marriage - intended mainly as the product of cultural difference. Similarities in the conceptualization of the practice, in turn, have contributed to the identification of similar policy tools despite dissimilar institutional contexts. Such a hypothesis contrasts with one of the key claims of historical institutionalism, according to which dissimilar institutions lead to different policy outcomes across different countries. The study will introduce the role of ideas – in the form of frames (Bleich 2003) – as a tool to explain the reasons why French and British policies aimed at the prevention of forced unions have led to similar policy outcomes despite dissimilar institutional contexts.
12
Fujita, Nao. "An Anglo-Japanese cross-cultural study of children's theory of mind and executive function and caregiver characteristics." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648824.
Full text
13
Johnson, Peter. "Spirituality in the primary school : a study of teacher attitudes." Thesis, University of Wales Trinity Saint David, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683286.
Full text
14
Kaur, Balvinder. "A questionnaire study of the prevalence of asthma in 12-14 year old children in Great Britain." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395019.
Full text
15
Smith, Helen Baños. "Phonological awareness, literacy, and biligualism." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:c1ab0529-a771-4b9f-a6ee-bcbc24f2a11f.
Full textAbstract:
This thesis examines phonological awareness and literacy in monolingual and bilingual children. Experiment 1 shows that 5-6 year old Spanish-monolingual, English-monolingual and Spanish-English-bilingual children show the same pattern of development of phonological awareness. However, the degree of awareness of each unit is influenced by linguistic background. Spanish children are more aware of vowels and rimes than English children. English children are more aware of syllables than Spanish children. Bilingual children are more aware of syllables in Spanish than Spanish-monolinguals and more aware of vowels in English than English-monolinguals. Hence they show transfer of phonological awareness across languages. All three groups also show a different relationship between phonological awareness and reading. Experiment 2 shows that bilinguals are more aware than English monolinguals of vowels that exist in both languages (tense-vowels). Moreover, this enhanced awareness extends to vowels that do not exist in Spanish (lax-vowels). It is concluded that exposure to two languages enhances analysis of phonology as well as encouraging transfer of awareness. Experiment 2 also shows that Spanish-speakers read and spell vowels more accurately than English-speakers. Bilingual children read English vowels more accurately than English-monolinguals. This suggests they understand the orthographic representations of English vowels at least as well as monolinguals. However, they spell vowels less accurately. This may be because bilinguals misapply Spanish phoneme-to-graphemecorrespondences when spelling English vowels. The English and Spanish vowel systems differ more than their consonant systems. Experiment 3 shows that sensitivity to the four consonant types (stops, fricatives, nasals and liquids) is similar, and correlates with reading ability, in all groups. This suggests that bilinguals may only transfer awareness between English and Spanish of units that are linguistically dissimilar in each. Experiment 4 compared the awareness of the two consonants in word-medial double-consonants (e.g. the 'c' and 't' in mactan). Although only Spanish-speakers used syllable boundaries to analyse these consonants they made a similar number of errors to English-speakers. However, all groups used syllable boundaries to read and spell wordmedial double-consonants. Collectively, these results suggest that differences in phonological and orthographic structure between languages encourage different approaches to the acquisition of literacy. Future research should investigate how these differences may be exploited to facilitate literacy acquisition in each group.
16
Genova, Elena Stoyanova. "Migration and the 'children of the transition' : unravelling the experiences of young, highly skilled Bulgarians in the UK." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43328/.
Full textAbstract:
After years of European integration, Favell’s (2008a) ‘Eurostars’ have been joined by many, who perceive the freedom of movement as a right, rather than a privilege. The first and second wave of Eastern enlargement of the EU in 2004 and 2007 have thus changed the outlook of the European migratory regime, placing East-West migratory flows firmly at the centre of both public and academic immigration debates across Europe. This thesis aims to contribute to the growing literature on Central and Eastern European migration to the West by focusing on a relatively understudied group of people – young, highly skilled Bulgarians in the UK. Adopting a broad definition of the term ‘highly skilled’, the study focuses on university students and young professionals. The thesis draws on multi-sited ethnographic research with 37 young Bulgarians, born shortly before or after the democratic changes in 1989. Often referred to as ‘the children of the transition’, this group of people belongs to the first post-accession migratory flows from Bulgaria. By scrutinising young, highly skilled Bulgarians’ experiences of living, working and/or studying in the UK, the study focuses on what happens before, during and as a result of migration. More specifically, the thesis explores three interrelated aspects of the participants’ migratory experiences. Firstly, it analyses young Bulgarians’ pre-migratory context and the macro, meso and micro factors that underpin their decisions to choose Britain as a destination. Secondly, it looks at how they adjust to the host society and how they respond to processes of othering. The emotion-led approach focuses on the costs and benefits of migration as well as on the variety of everyday, counterbalancing strategies employed by young, highly skilled Bulgarians. Finally, the study scrutinises the implications that migration as a life event has upon their identities and plans for the future. Ultimately, the thesis argues that the tension created between migration as a project and as a reality unlocks a period of liminality, which impacts upon migrants’ identities and plans for the future. The exploration of the latter reveals the strong prominence of narratives of success with varying conceptualisations of return.
17
Bhatti, Ghazala. "Asian children at home and at school : an ethnographic study." Thesis, n.p, 1994. http://ethos.bl.uk/.
Full text
18
Palmer, Glen. "Reluctant refuge : unaccompanied refugee and evacuee children in Australia, 1933-45 /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09php1738.pdf.
Full text
19
Evans-Worthing, Lesley J. "Physical education for Soviet children and teacher and coach education. Physical education for children (to seventeen years). An historical overview and contemporary study of organisation and methods. An examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.
Full textAbstract:
The starting point for this study was when as a
specialist physical education teacher working in a school,
I undertook a part-time inservice B. Ed degree and wrote a
dissertation comparing the systems of physical education in
the USSR and in England and Wales. I made one visit in 1979
to Moscow but, otherwise, had to rely heavily upon Western
sources of material owing to my lack of knowledge of Russian
and the difficulty in obtaining primary source material.
I discovered that virtually no profound study in English
had been made of children's physical education in one of the
world's largest and most important countries. Yet since
the early 1950s, the USSR has been one of the leading sporting
nations in international competitions.
For many years I have been interested in comparative
physical education and, helped by my background of foreign
languages' study at school, have visited schools in the USA,
Canada, Germany, Austria and Israel, as well as the USSR.
In 1981, I began work as a university lecturer with
responsibilities for teacher training and started to gather
information for this thesis for which I had to learn Russian,
helped by staff at the Centre for Modern Languages at the
University of Newcastle-upon-Tyne.
During several study visits to the USSR, I visited
1981 - Two weeks sports study tour to Moscowt Leningrad
and Minsk.
1983 - Four weeks in Leningrad.
1985 - Six weeks in Moscow, Leningrad and Brest on a
British Council Travel Scholarship.
USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports
institutions, interviewed officials, lecturers, teachers,
students and pupils and observed lectures, lessons and training
sessions. In addition, I gathered text books, syllabuses
and journals and, after several years of research and study
visits, set out to describe and examine all aspects of Soviet
children's physical education from preschool to school-leaving
age as well as the training of their teachers and coaches.
It has been necessary to describe the whole physical
education system since it is a more complex series of
activities in and out of school than what we in England and
Wales, understand as physical education, that is, lessons in
school. Descriptions are fairly extensive since readers are
unlikely to be able to read the sources in Russian for themselves
or to make their own visits.
Because the concept of physical education in the USSR
is so different compared to our own, and because its structure
is determined by the state of development and needs of
Soviet society, a background description of the country and
education system is given in Chapter I and an explanation of
the development of Soviet sport and physical education in
Chapter II.
The concepts of Soviet physical culture, sport and
physical education are different to our own and are explained.
Soviet terminology in direct translation is used, for example,
school physical education programmes, but physical culture
lessons and teachers to emphasise the different concepts
which are employed.
The aims, methods and reasons behind the system of
physical education for Soviet children are described and
analysed and the theory and practice of its implementation
have been investigated through primary sources - syllabuses,
visits, observations. and interviews.
The effectiveness of physical education for all Soviet
children is discussed and some cross-cultural comparisons
are made. Finally, suggestions are put to physical educators
in England and Wales on how this study might be useful to
them when considering changes in their own physical education
system.
20
Pearson, Emma Claire. "Cultural antecedents of peer competence in preschoolers: a study of the "custom complexes" of teachers and parentsin Hong Kong and the United Kingdom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31240896.
Full text
21
Lehane, Maria. "No frills : the governance of children and family services." Thesis, University of Kent, 2015. https://kar.kent.ac.uk/54556/.
Full textAbstract:
No Frills is a grounded case study enquiry based on a Local Authority in the South of England. The research question asked ‘How do the governance arrangements and the organisational structures of education and children’s social care services inhibit or support transdisciplinary working?’ No Frills raises the varied social location and categorisation of children historically and now, as occupying various policy positions, either as part of, or separate to, family. Children have been, and still are, labelled as socially constructed subjects dependent upon wide ranging and frequently contradictory societal norms, values and expectations. These social constructs have played their part in shaping how organisations have worked with children and their families both in the past and in the more recent policy imperatives to Working Together No Frills is contextualised by the New Labour Government’s policy of Every Child Matters (ECM) and the Common Assessment Framework (CAF) and focus’ upon safeguarding children through the job roles of the wider children’s workforce and the ‘Working Together’ agenda to include parents. The nature of ‘transdisciplinary’ as a form of working together is identified and explored with particular reference to the concept of role release (McGonigel 1994; King 2009), whereby professionals share their expertise with, and release roles to, paraprofessionals, and parents as part of a transdisciplinary team. The literature regarding role release in transdisciplinary work is from the perspective of professionals who release aspects of their job role. In No Frills, the released aspect focused upon is the assessment of children deemed to be in need of safeguarding. The boundaries between safeguarding, prevention and protection are not always clear and this creates uncertainty and concern for members of the wider children’s workforce. No Frills examines the perspective of members of the wider children’s workforce at the receiving end of role release, through the contribution of participants from a cross section of staff, and service users. The role of power in ‘Working Together’ is identified as a pivotal relational dynamic affecting both members of staff and service users in the governance of role release in transdisciplinary working together. The governance of role release obscures the location of responsibility and accountability in children’s safeguarding services. Members of the wider children’s workforce find themselves increasingly responsible for assessing and meeting the needs of children that have complex needs. Members of the wider children’s workforce are not always confident in assessing the ever increasing complexities of need for children’s safeguarding through the CAF. Staff faced with such assessment complexities, often refer children to statutory social care services, which could be seen as an inappropriate referral because of the high threshold criteria to access children’s social care services. This dynamic illustrates that the role of assessment and monitoring has been released to the wider children’s workforce through an auditable outcome based governance. Contextualised by prevailing neoliberal value systems the governance of role release ‘repackaged’ (Newman 2005:4) children’s safeguarding and protection needs into quantifiable categories ‘through the imposition of codified and proceduralised, efficiency-related knowledge’ (Keeping 2008:139).
22
Evans-Worthing, Lesley Jean. "Physical education for Soviet children and teacher and coach education : physical education for children (to seventeen years) : an historical overview and contemporary study of organisation and methods : an examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.
Full textAbstract:
The starting point for this study was when as a specialist physical education teacher working in a school, I undertook a part-time inservice B. Ed degree and wrote a dissertation comparing the systems of physical education in the USSR and in England and Wales. I made one visit in 1979 to Moscow but, otherwise, had to rely heavily upon Western sources of material owing to my lack of knowledge of Russian and the difficulty in obtaining primary source material. I discovered that virtually no profound study in English had been made of children's physical education in one of the world's largest and most important countries. Yet since the early 1950s, the USSR has been one of the leading sporting nations in international competitions. For many years I have been interested in comparative physical education and, helped by my background of foreign languages' study at school, have visited schools in the USA, Canada, Germany, Austria and Israel, as well as the USSR. In 1981, I began work as a university lecturer with responsibilities for teacher training and started to gather information for this thesis for which I had to learn Russian, helped by staff at the Centre for Modern Languages at the University of Newcastle-upon-Tyne. During several study visits to the USSR, I visited 1981 - Two weeks sports study tour to Moscowt Leningrad and Minsk. 1983 - Four weeks in Leningrad. 1985 - Six weeks in Moscow, Leningrad and Brest on a British Council Travel Scholarship. USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports institutions, interviewed officials, lecturers, teachers, students and pupils and observed lectures, lessons and training sessions. In addition, I gathered text books, syllabuses and journals and, after several years of research and study visits, set out to describe and examine all aspects of Soviet children's physical education from preschool to school-leaving age as well as the training of their teachers and coaches. It has been necessary to describe the whole physical education system since it is a more complex series of activities in and out of school than what we in England and Wales, understand as physical education, that is, lessons in school. Descriptions are fairly extensive since readers are unlikely to be able to read the sources in Russian for themselves or to make their own visits. Because the concept of physical education in the USSR is so different compared to our own, and because its structure is determined by the state of development and needs of Soviet society, a background description of the country and education system is given in Chapter I and an explanation of the development of Soviet sport and physical education in Chapter II. The concepts of Soviet physical culture, sport and physical education are different to our own and are explained. Soviet terminology in direct translation is used, for example, school physical education programmes, but physical culture lessons and teachers to emphasise the different concepts which are employed. The aims, methods and reasons behind the system of physical education for Soviet children are described and analysed and the theory and practice of its implementation have been investigated through primary sources - syllabuses, visits, observations. and interviews. The effectiveness of physical education for all Soviet children is discussed and some cross-cultural comparisons are made. Finally, suggestions are put to physical educators in England and Wales on how this study might be useful to them when considering changes in their own physical education system.
23
Percy-Smith, Barry. "Multiple childhood geographies : giving voice to young people's experience of place." Thesis, University of Northampton, 1999. http://nectar.northampton.ac.uk/2837/.
Full textAbstract:
Cultural geography draws attention to the diverse meanings and values of groups in society, however, despite a growing interest in the geographies of children and youth, there have been few recent empirical studies investigating young people’s experience of place. In particular, comparatively little is known about the multiple realities of young people living in contrasting social and environmental contexts. This study investigates the multiple geographies of young people growing up in inner and outer urban areas of an English Midlands town in the late 1990s. An investigation of this kind is especially apposite in that it provides geographical perspectives on the widening, and increasingly more complex, discourses surrounding young people, space and society. This thesis uses participatory and ethnographic methods to engage young people in evaluating their local environments and to explore in detail the meanings, values and experiences young people associate with different places and place uses. The theoretical framework for this study is based on an extensive cross-disciplinary review of literature and informed by recent theories of childhood and youth, social change, social action, children’s rights, participation and citizenship and contemporary cultural geography. It adopts an holistic approach to understanding the complex and multifaceted world of young people as a product of their reflexive relations with their social and environmental contexts. The study recognises the multiple realities that exist within and between different groups of young people and the variable factors which influence young people’s geographies. It utilises conventional social variables such as gender and age to differentiate between ‘cultures of childhood’, together with contingency factors concerning location and parental influence. The study reveals both commonalities and differences in young people’s experience of place, which cut across social and spatial divides to give rise to a heterogeneity of childhood experiences. A major conclusion is that ‘lifestyle’ or ‘microcultures’ offer a more suitable way forward for future children and youth research. The thesis contributes to discourses of childhood and youth by investigating how childhood is constructed, contested and reproduced in neighbourhood space. The marginal status of young people in urban neighbourhood space is exposed in terms of the neglected spaces of young people, marked by a dearth of appropriate environmental provision, environmental hazards and conflict with adult place users. However, the thesis also reveals young people’s keenness to be more involved in improving their communities, together with a range of different ‘modes’ of participation in local decision making and community development processes. The thesis concludes by highlighting key implications for policy and planning with and for young people with respect to social and environmental provision for young people, environmental quality, and the social integration of young people in everyday community life, local decision making and environmental planning
24
O'Shea, Amanda Jane. "Exploring the black box : a multi-case study of assessment for learning in mathematics and the development of autonomy with 9-10 year old children." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709287.
Full text
25
Ashraf, Mujeeba. "Experiences of young adult Muslim second generation immigrants in Britain : beyond acculturation." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/8099.
Full textAbstract:
This research is an attempt to understand the living experiences of young adult Muslim SGIs, in Britain. This research advocates to understand their living experiences from the perspective of social identity approach which discusses multiple dimensions of identity, unlike acculturation theory which focuses on a mono dimension of identity. This research introduced a multiple social identity model for Muslim SGIs. Contrary to the previous literature, the first study, the interview study, revealed that they explained their conflicts with their non-Muslim British peers and with their parents on the basis of non-shared identity. With their non-Muslim British peers they shared cultural (national) identity, therefore, they explained their conflicts in terms of different religious values (practices); with their parents they shared religious identity, therefore they explained their conflicts in terms of different cultural (ethnic) values and practices. They argued that their parents practise various cultural practices in the name of Islam, and Muslim SGIs distinguished Islam from their parents' culture, and identified with the former, not the latter, and attributed their conflicts to their parents' cultural values. In addition, they explained that their religious identity enables them to deal with conflicts with peers and parents. The second study, the focus group, successfully validated the findings of the first study, and it broadened the understanding of the fact that SGIs and their parents both explained their religion in their own cultural context. Their religious (Muslim) identity also promotes their relationships with their non-Muslim British peers and parents, which contributes positively towards their British identity, and more specifically they define themselves as British Muslims. In the third study, the survey study, the hypotheses were developed on the bases of the qualitative studies. It was expected and found that British and Muslim identities were positively correlated; they had non-significant identity differences with the Muslim identity and significant identity difference with British and ethnic identities from their parents. Ethnic identity difference from their parents was the only found predictor of their attribution of their conflicts to their parents' cultural values.
26
Violett, Alice. "The public perceptions and personal experiences of only children growing up in Britain, c. 1850-1950." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/22943/.
Full textAbstract:
This thesis argues that only-childhood was never the sole, and only ever a minor, determinant of only children’s experiences. It analyses autobiographies and oral history interviews of only children who grew up between 1850 and 1950 to show how personal inclinations, parental attitudes, domestic circumstances, geographical location, class, gender, and historical time, alone or in combination, were far more important influences on childhood experiences than only-childhood per se. These factors not only created differences between only children themselves, but also demonstrably influenced sibling children’s experiences. Its findings challenge negative ideas about only children that spread to the public from childrearing manuals through other media from the late-nineteenth century, when numbers of one-child families began to increase. Previous historians have inadvertently maintained these stereotypes by tending to present examples of only children who conformed to them, not seeking alternative explanations for their experiences, and presenting sibling relationships as vitally important. This thesis also questions these largely-positive portrayals of siblings. It additionally shows how some only children use only-childhood as a ‘lens’ through which they present and explain their childhood traits and experiences, attesting to the pervasiveness of only-child stereotypes. By doing so, this research builds upon the work of Raphael Samuel, Paul Thompson, Natasha Burchardt, and others regarding the role of ‘myth’ in adults’ representations of their childhoods. This thesis’ main argument supports sociologists’ suggestions about the influence of factors other than only-childhood, but it takes a more historical and personal approach. It also builds upon, and is informed by, childhood and family historians’ research into the advantages and disadvantages of decreases in family size from the 1870s onwards. Furthermore, it enhances demographic historians’ work on fertility decline by examining why some only children had no siblings, and contributes to the history of emotions by examining loneliness and unhappiness.
27
Hurd, Azora Josephine. "Children and young people's participation : how effectively do public and third sector organisations encourage and engage with children and young people to participate in decision making processes affecting their lives?" Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3647/.
Full textAbstract:
What rights do children and young people have to participate in the decisions that affect their lives? And what benefit, if any, can be gained from their participation in the democratic process? Through the adoption of an interpretative perspective the research undertakes a case study exploration of these issues working directly with child and young people across a number of public and third sector organisational settings, utilising a Participatory Action Research methodology (in the form of an Interactive Group Work Programme) in order to examine their engagement in decisions that affect their lives. The research examines the factors that both inhibit and promote participation with young citizens and how this is affected by the individual organisation’s context and practice. It explores through the proposition of a new paradigm shift in the ‘adultism’ (Bell, 1995) discourse that identifies an ‘awkwardness’ in the way adults engage with children and young people arising from a lack (and/or loss) of the skills necessary to respect, relate and respond appropriately to them. A shift that the researcher has termed the ‘Three R’s of Awkwardness - Respect, Relate and Respond’. The research identifies a new distinction between forms of communication which are ‘instructive’ and those which are ‘expressive’ in nature and the benefit of participatory dialogue. In so doing, it has demonstrated the aim of the research in seeking to express the importance of the participation agenda and the value that can be gained through it.
28
Brigley, Judith. "Unlocking and using a secret language : an exploration and analysis of effective strategies for teaching poetry writing to able students at Key Stage 4." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678336.
Full text
29
Weesjes, Elke Marloes. "Children of the Red Flag : growing up in a communist family during the Cold War : a comparative analysis of the British and Dutch communist movement." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7572/.
Full textAbstract:
This thesis assesses the extent of social isolation experienced by Dutch and British ‘children of the red flag', i.e. people who grew up in communist families during the Cold War. This study is a comparative research and focuses on the political and non-political aspects of the communist movement. By collating the existing body of biographical research and prosopographical literature with oral testimonies this thesis sets out to build a balanced picture of the British and Dutch communist movement. The study is divided into two parts. Part I discusses the political life of communists within the wider context of the history of British and Dutch communist organizations (i.e. both communist parties and their youth organizations) from 1901-1970. Part II discusses the private and public life of British and Dutch communists in the period 1940-1970. The latter draws upon oral testimonies and questions if non-political aspects of communist life were based on a Soviet model. The experiences of communist children are explored into detail within the context of the following topics; political and cultural upbringing, prescription and aspirations, neighbourhood, school & education, work & employment, money & poverty and friendships & relationships. The interviews are being used as a means of testing the accuracy of two authors in particular; Jolande Withuis and Raphael Samuel, who both published pioneering works on communist mentality. The originality of this project rests in its approach; it is a comparative research inspired by both oral history and memory studies. Instead of emphasizing the idea of a unified and centralized (international) communist movement, this thesis argues that cultural, social and political differences between Britain and the Netherlands fundamentally influenced the nature and form of their respective communist movement and explain the discrepancy between the Dutch and British respondents' experiences. Applying the comparative approach this study challenges the existing definitions of communist identity and as such it contributes to recent comparative studies of the communist movement as well as studies of communist mentality.
30
Favell, Margaret Elizabeth, and n/a. "Power, control and accountability in a voluntary organisation : the implications for professional staff and service delivery." University of Otago. Department of Social Work and Community Development, 2007. http://adt.otago.ac.nz./public/adt-NZDU20071003.101609.
Full textAbstract:
Over the last decade government policy has transformed many aspects of the welfare state and contracted out to private or voluntary non-government organisations many of the services previously provided by the state. Currently there is very little research on the benefits or disadvantages regarding standards of professional practice and delivery of these services when controlled by voluntary organisations and this research is a case study investigating these concerns.
By using the case study method it is possible to understand issues by incorporating concrete examples of practice within the context that it takes place, as it is only when seen in its proper setting that the general and conceptual significance of practice is understood.
This case study explores the relationships of power, control and accountability in one such non-governmental organisation, the Royal New Zealand Plunket Society and the implications these have for professional staff in the delivery of the service. The study uses the archaeology and genealogy methods suggested by Foucault. Archival material was gained from the Minutes of the meetings of the Plunket executive (1917-1984), constitution and rules. These serve to demonstrate the historical power relationships in the organisation, Plunket nurses� working conditions and how some nurses were treated. The dominant discourse in the archaeology contains two major themes, one being volunteers� autonomous 'ownership' of the organisation, and the other, the subordination of professionalism through the discipline and management of the nursing workforce.
Those same themes are also dominant in the contemporary data studied in the genealogy, which highlights the constraints imposed by volunteer 'ownership' in the contemporary period. It is a feature of the "path dependency" of the organisation that the belief that volunteers had a right to discipline and control the nursing workforce has remained largely unchanged in the contemporary period.
The practice and the context are personalised through interviews with some nurses so that their real-life experiences may give an in-depth understanding of the processes going on for them as professionals. This is one of multiple sources of evidence, including reports, reviews and research, used to triangulate the findings. Through the totality of these methods, insight into Plunket�s decision-making is made possible.
These serve to underline the continuing lack of accountability for service delivery of nonprofessional 'owners' of the voluntary organisation and the negative impact it can have on the delivery of professional services although the greater depth in the contemporary data also highlights two new subsidiary themes; the dominance of lay knowledge over both professional and managerial knowledge, and volunteers� motives for volunteering.
The contemporary interview data demonstrated how the historical culture of the organisation enabled this process to continue through poor workplace conditions, high staff attrition and, in some cases, severe personal pressure akin to workplace bullying.
This study exposes the significance of the culture of organisations, and reveals that the substance of apparent altruistic voluntary organisations may be much more complex and problematic than the ideology would lead us to believe. In a field such as this, where an NGO has sole national responsibility for such an important area and where the outcomes are so poor, change must be considered. While a path dependency explanation is pessimistic about change, it is argued that the only option for professional standards of service for this, and other NGOs, lies in much more accountability and democracy in stakeholder relationships. Recommendations are made in that direction.
31
Ryder, Rebekah. "A part of community or apart from community? : young people's geographies in mixed community developments." Thesis, University of Northampton, 2015. http://nectar.northampton.ac.uk/8880/.
Full text
32
Bowdler, Jan. "Art therapy in mainstream primary schools in the United Kingdom and the United States of America : identifying connections with the Australian experience." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1000.
Full textAbstract:
This thesis is a case study that explores art therapy programs that are being or have been established in mainstream primary education settings in the United Kingdom, United States of America and Australia. The study includes a review of literature which relates an application of art therapy principles and practice to an education framework and the developmental and emotional needs of primary age children. The art therapy programs are examined in terms of the target population (eg. abused, rejected, disaffected, vulnerable children); the value of these programs to children in the primary school system (ie. in helping to remove students' emotional blocks to learning); the logistics of their implementation in primary schools; and their source of funding. The level of interest, support and commitment from allied health and community workers as well as teachers and administrators working within a. school structure is also examined. The data analysis and conclusions reflect on the common and recurring themes which arise from the study of programs in the UK and USA. These are compared to the Australian experience. The implications of the study for the Education Department of Western Australian system is discussed.
33
Van, Blerk Daryl Anthony. "The experiences of learning support unit managers and students in London." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50151.
Full textAbstract:
Thesis(MEdPsych)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: Following the United Kingdoms of Great Britain Government's commitment to social inclusion in the 1990s, dramatic changes have taken place in education policy. A large amount of time and money has been invested into the development of inclusive practices, one of the more recent programmes being the Learning Support Unit (LSU). The LSU programme is seen as a way forward for social inclusion and now it is playing a growing role in the context of national strategies to improve behaviour and attendance. As little evaluation research has been done, this study aims to verify good practice in relation to the guidelines set out by the Department for Education and Skills (DfES, 2002b) and identify whether the LSU programme is truly an inclusive model. Given the commitment to inclusive education the world over, this study also seeks to assess whether the LSU programme would work within the South African Inclusive Education and Training Policy. An interpretive approach was applied to the research undertaking a programme evaluation. The qualitative techniques of interviewing, observations and discussions were used for data collection. Interviews were conducted with LSU managers and their pupils, which were then triangulated with data obtained from observations, informal and focus group discussions. Using an interpretive approach allowed me to become immersed in the research process and develop an intuitive feel for the subject. This enabled more effective verification of good practice in use. Interpreting the experiences and beliefs of LSU managers and their pupils in the London Borough of Hillingdon has verified a range of good practices. It is particularly important that LSUs are an extension of, and fully integrated into, whole school behaviour policy. The LSU programme promotes social inclusion by offering in-school support to pupils with behavioural, social and emotional development needs. These needs are addressed through a short-term fixed period stay in the LSU while the pupils still engage in the curriculum and their reintegration back into class facilitated. The LSU programme could compliment the South African Inclusive Education and Training Policy by offering a viable programme to address challenging behaviour in an inclusive manner. In conclusion, the LSUs have proved to be effective in introducing social inclusion in schools. This is achieved through their uniqueness, which allows them to target the greatest needs in their school.
AFRIKAANSE OPSOMMING: Onderwysbeleid in die Verenigde Koninkryk het dramatiese veranderinge ondergaan ná die regering van die Verenigde Koninkryk se verbintenis tot sosiale insluiting in die negentigerjare van die vorige eeu. 'n Groot hoeveelheid tyd en geld is bestee aan die ontwikkeling van inklusiewe praktyke. Een van die jongste programme is die Leerondersteuningseenheid (LSE). Die LSE-program word gesien as 'n stap vorentoe in die rigting van sosiale insluiting en dit speel tans toenemend 'n rol in die bepaling van nasionale strategieë vir die verbetering van gedrag en bywoning. Aangesien min evalueringsnavorsing tot dusver gedoen is, beoog hierdie navorsing om goeie praktyk in die lig van die riglyne soos uiteengesit deur die Departement van Onderwys en Vaardighede van die Verenigde Koninkryk (DfES, 2002b) te ondersoek en om te vas te stelof die LSE-program 'n waarlik inklusiewe model is. Met inagneming van die verbintenis tot inklusiewe onderwys wêreldwyd, poog hierdie navorsing ook om te bepaal of die LSE-program binne die Suid-Afrikaanse inklusiewe Onderwys- en Opleidingsbeleid met sukses aangewend sou kon word. 'n Interpretatiewe benadering is gevolg met betrekking tot die navorsing waartydens 'n evaluering van die programme gemaak is. Die kwalitatiewe tegnieke van onderhoudvoering, waarneming en bespreking is gebruik vir die insameling van data. Onderhoude is gevoer met Leerondersteuningseenheid-bestuurders en hulle leerders, wat dan weer getrianguleer is met data wat uit waarnemings, informele besprekings en fokusgroep-besprekings verkry is. Die gebruik van 'n interpretatiewe benadering het die navorser in staat gestelom verdiep te raak in die navorsingsproses en 'n intuïtiewe aanvoeling vir die onderwerp te ontwikkel. Dit het doeltreffender verifikasie van goeie praktyk wat tans gebruik word, moontlik gemaak. Die interpretasie van die ervaringe en oortuigings van Leerondersteuningseenheidbestuurders en hulle leerlinge in die distrik Hillingdon, Londen, het bewys gelewer van 'n reeks goeie praktyke. Dit is veral belangrik dat die LSE-program 'n uitbreiding is van geheelskool- gedragsbeleid, en ook ten volle daarin geïntegreer is. Die LSE-program werk sosiale insluiting in die hand deur inskoolse ondersteuning aan leerlinge met gedrags-, sosiale en emosionele ontwikkelingsbehoeftes te bied. Daar word tydens 'n vasgestelde korttermynbywoning van die LSE na hierdie behoeftes omgesien terwyl die leerlinge steeds by die kurrikulum betrokke is en hulle heropname in die klas gefasiliteer word. Die LSE-program sou as aanvulling tot die Suid-Afrikaanse Beleid van Inklusiewe Onderwys en Opleiding kon dien deurdat dit 'n lewensvatbare program aanbied waardeur uitdagende gedrag op 'n inklusiewe wyse aandag kry. Ten slotte kan genoem word dat die LSE-program as doeltreffend bewys is by die invoer van sosiale insluiting in skole. Dit is vermag deur hulle eensoortigheid waardeur die grootste behoeftes in die besondere skool bereik kan word.
34
Moore, Lisa. "Teachers' knowledge and practice of empowering young children in four early childhood settings in Australia and the United Kingdom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/989.
Full textAbstract:
This study explores teacher's knowledge and practice of empowering young children as learners. Empowerment is a complex and multifaceted construct, and a recurring theme in early childhood literature. This study took place in four early childhood settings in Australia and the United Kingdom. The research was conducted using qualitative methodology, primarily with the use of video-taped observations and stimulated-recall teacher interviews. Findings indicate that the teachers enacted their knowledge and practice of empowerment. However, empowerment was interpreted differently by each teacher. The current study found links existed between teachers' knowledge and practice and their pedogogic orientation.
35
Doherty, Michael Joseph. "The integration of students with profound multiple learning difficulties: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957833.
Full text
36
Parker, Angela. "The History and Educational Legacy of the Manchester Art Museum, 1886-1898." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/623.
Full textAbstract:
This thesis examines the history of the Manchester Art Museum (Manchester, England), which was founded by Thomas Coglan Horsfall (1841-1932) in 1886. It considers the museum’s permanent collections and its programming from 1886 to 1898 with brief notes on the later years of the institution. While, like previous work on the Manchester Art Museum, the thesis contextualizes the museum within Victorian arts and community institutions, it breaks new ground by highlighting the ways in which it diverged from these institutions. The analysis of the museum’s collections and programming emphasizes the contributions that Horsfall and the Art Museum Committee made to museum education through the museum’s circulating loan collections and school tours.
37
Bolam, Fiona Louise. "Working class life in Bradford 1900-1914 : the philanthropic, political and personal responses to poverty with particular reference to women and children." Thesis, University of Huddersfield, 2001. http://eprints.hud.ac.uk/id/eprint/4755/.
Full textAbstract:
The challenge that faced Edwardian Britain was how to respond to poverty and related social problems. The Victorian ideas on poverty and philanthropy were under attack by the beginning of the twentieth century and had not been replaced by those of the mid to late twentieth century, large-scale state welfare. This meant that the first twenty years of the twentieth century were a time when there was no consensus on how to respond to poverty. The concern about poverty with the lives of the working-class highlighted by Booth, Rowntree and the Boer War led to the development of new responses to poverty. Two groups who attracted attention at this time were working-class women and children whose poverty and related problems were highlighted during the first two decades of the twentieth century. In Bradford there were developments in both the political and philanthropic spheres in response to poverty. This thesis seeks to add to the knowledge of the early twentieth century through focusing on responses to poverty within one English town, Bradford, concentrating on both the philanthropic and political community. No study has investigated the work of both the Guild of Help and the ILP together and examined how their work and their policies impacted on poverty in Bradford. The Guild of Help looked to alleviate the poverty of those best placed to help themselves whereas the ILP aimed to alleviate, if not eliminate problems for all of those in poverty. The working class in Bradford responded to poverty largely through the development of practical strategies that enabled them and their families to survive. They were not able to alleviate their own poverty on a long-term basis and in some cases needed outside assistance in order to survive. The main response of the philanthropic community was the establishment of the Bradford City Guild of Help. It aimed to provide a community wide response to poverty in Bradford and to act as a clearing-house for charity in order to eliminate fraud. This response of the Bradford charitable elite aimed to investigate personal circumstances and provide help in the form of advice rather than money. The Guild of Help looked to alleviate rather than eliminate poverty and helped those in the best position to practice self-help. Although its acceptance of a role of the state in areas that had had been the traditional preserve of charity showed that the Guild of Help had moved on from Victorian charity, it still aimed to preserve the status quo and would not advocate any measures that would change this. The knowledge built up by the Guild of Help in relation to the problems of working-class women and children ensured that it was well placed to deal with these problems. However it preferred to deal with each case on an individual basis by individual Helpers which meant that there was no consistency in dealing with the poverty of working class women and children. The major response from the political community came from the Independent Labour Party. The ILP looked to eliminate poverty and the social ills associated with it and if poverty could not be eliminated without a change in society, then the ILP advocated that society should be fundamentally changed. The ILP lacked a coherent plan to tackle poverty and related problems in Bradford and had little success in responding to problems such as unemployment. However, the ILP did make the issue of education their own and built on the work of Margaret McMillan in Bradford. The ILP did challenge traditional views on responsibility for children and their policies made a difference to the lives of working-class children.
38
Bowes, Evelyn Ruth. "Researching the experiences of children and young people from armed forces families." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/28852.
Full textAbstract:
Children from armed forces families are identified internationally as a group facing challenging situations, circumstances which can have a negative impact on their educational experiences. The main focus in existing research has been on measuring children's outcomes, but these studies generate little insight into how children themselves make sense of their experiences. There are only a few in-depth qualitative studies, mostly conducted outside the UK, exploring the lived experiences of children from armed forces families. This study explores how children of armed forces personnel from schools across Scotland expressed their experiences. It aims to better understand approaches to the provision of inclusive educational support. A suite of methods - object elicitation, video diaries, peer interviewing, drawing, and vignettes - was employed, to generate expressions from a total of 41 children and young people aged eight to 14 years, from three primary and two secondary Scottish schools. A post-qualitative orientation supported the inquiry to look beyond children's voices in isolation. An assemblage approach was taken to the analysis of the audio/video recordings, transcripts, artefacts, and field notes from the research encounters. The analysis showed how the different and shifting conditions of the research led to the creation of ongoing productive encounters. A key insight was that schools have much unrealised capacity to positively contribute to the experiences of these children. Methodological insights alongside empirical findings are used to generate signposts for the provision of improved educational support. The thesis argues that, ultimately, any improvement will involve entering into reciprocal, experimental, and socio-materially mediated dialogues with children in ways that both align with children's lived experience of armed forces life but also allow for the exploration of change and becoming-different as outcomes of those dialogues.
39
Newton, Michael John. "GCSE music : year nine and ten students' perceptions and enrolment intentions in relation to music education rationale and government educational policy." University of Western Australia. School of Music, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0126.
Full textAbstract:
The international drive among western countries to shift from industrial to knowledge economies has focussed considerable attention on education. United Kingdom government educational policy, influenced by the global knowledge economy, has shifted responsibility for learning work skills from the workplace to schooling and post-compulsory education. Government policy emphasises the importance of education's role in preparing students with the skills, knowledge and understanding required to enhance the United Kingdom's competitiveness in the global market. In contrast to the work-related emphasis of the wider educational context, music education emphasises the enrichment of experience. The value of music education is related to people's needs, and the functions it performs in their lives. Music education should be transformative, creative, enriching and relevant. Participation in music education is motivated by the intrinsic satisfaction of making music, rather than the extrinsic need for work-related competencies and qualifications. Music education competes for students with other subjects in the educational marketplace when the music curriculum ceases to be compulsory at age fifteen. Therefore, it is important to understand how students relate not only to music education, but also to the wider work-related educational context in which their subject participation choices are made. Therefore, the purposes of this study are twofold: (1) to establish an overview of how students perceive music education and the factors that influence their enrolment intentions, and (2) to establish an overview of how students perceive music within the wider context of education. Statements were chosen that were considered representative of the rationales for education presented by the government and the music education community. Questionnaires and interviews were developed using the statements, and were ii administered to a random sample of Year Nine and Ten (GCSE Music and non - GCSE Music) students Music was not a relevant subject for most students. However, the perceptions of a small percentage of students (mainly Music students) did find music education relevant in the ways the literature suggested it should be. The most common influences on enrolment were perceptions of ability and enjoyment (or lack of). Despite the strong emphasis on work-related skills and qualifications in the wider educational context, students generally agreed that Music was a subject better suited to enhancing life and lifestyle than career options. However, reflecting the wider educational context, Music was perceived as being more careers/future study orientated than transformative, creative, enriching and relevant.
40
Kuester, Peter Allen. "THE TWO MARYS: GENDER AND POWER IN THE REVOLUTION OF 1688-89." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1909.
Full textAbstract:
Thesis (M.A.)--Indiana University, 2009.Title from screen (viewed on August 27, 2009). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Jason Kelly. Includes vita. Includes bibliographical references (leaves 106-113).
41
Camara, Ahmady. "La transmission culturelle du traitement de la criminalité chez les enfants mineurs de la Grande-Bretagne à l'Écosse à la suite de la dévolution de 1999." Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20088/document.
Full textAbstract:
Cette thèse est construite en quatre parties : 1) la contextualisation historique de la transmission non pas du Royaume-Uni mais de la Grande-Bretagne vers l’Écosse ; 2) la transmission culturelle n’est pas un phénomène spontané mais elle peut s’opérer dans le traitement de la criminalité par un effet de pression politique ; 3) la criminologie qui se développe en Europe du dix-neuvième siècle concerne la Grande-Bretagne et affecte l’Écosse bien que celle-ci ait préservé son indépendance judiciaire lors de la signature de la loi d’union de 1707 ; 4) l’étude de la criminalité se concentre sur les enfants mineurs en mettant en opposition l’approche punitive et l’approche welfariste (Children’s Hearing)This dissertation is built around four parts : 1) an historical contextualisation of the phenomenon of transmission not from the United Kingdom but from Great Britain towards Scotland; 2) cultural transmission is never spontaneous, yet it can be carried out through the handling of crime; 3) criminology, developing in 19th-century Europe, reaches Great Britain and consequently Scotland, although the latter has retained some degree of judicial independence since the passing of the Treaty of Union in 1707; 4) reviewing crime and how to handle it is then focused on children, and how punishment can be opposed to a Welfare approach
42
Middleweek, Fiona. "A study of the word reading and comprehension skills of children speaking English as an additional language : exploring the relationship between lexical knowledge and skilled reading." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669718.
Full text
43
Robic, Béatrice. "‘Where Are the Children?’ : the Long Decline of Child Labour in England and Wales (1870-1914)." Electronic Thesis or Diss., Sorbonne université, 2022. http://www.theses.fr/2022SORUL066.
Full textAbstract:
Bien que le travail des enfants en Grande-Bretagne pendant la Révolution industrielle soit l’un des grands thèmes de l’histoire économique et sociale, la question de savoir quand et pourquoi il cessa d’être endémique a été relativement peu étudiée. En outre, quatre écoles de pensée s’affrontent sur ce point. Selon trois d’entre elles, le déclin du travail des enfants se serait amorcé avant 1870 et aurait été causé par des facteurs exogènes à l’organisme étatique, principalement économiques et culturels. D’autres travaux ont mis au contraire l’accent sur le rôle de l’État dans cette évolution, par le biais du droit du travail ou de sa politique éducative, mais sans chercher pour autant à le démontrer. C’est dans ce débat que notre thèse vient s’inscrire. Plus précisément, elle porte sur l’Angleterre et le pays de Galles, dont les systèmes légaux et éducatifs sont identiques. La période choisie (1870-1914) est caractérisée par une diminution marquée du nombre d’enfants actifs d’après les recensements de population. C’est pourquoi nous formulons l’hypothèse qu’il existe un lien fort entre la mise en œuvre de la scolarité obligatoire après 1870 et l’élévation progressive de l’âge du travail. Pour évaluer l’impact des politiques publiques sur la chronologie du déclin du travail des enfants, nous nous appuyons sur un vaste corpus de sources primaires et secondaires relatives notamment à l’histoire de l’éducation et du travail. L’originalité de notre étude tient à ce qu’elle est fondée sur une double approche, qualitative et quantitative, et intègre l’histoire locale dans un récit nationalAlthough child labour in Britain during the Industrial Revolution is a well-documented topic in economic and social history, the question as to when and why it ceased to be endemic has received relatively little attention. Moreover, there are four schools of thought on this issue. According to three of them, the decline of child labour began before 1870 and was caused by exogenous factors, mainly economic and cultural, rather than by State interference. By contrast, other studies have underlined the role of the State in this development, through labour law or educational policy, but without seeking to demonstrate it. It is to this debate that this thesis makes a contribution. More specifically, it focuses on England and Wales, which have identical legal and educational systems. The period chosen (1870-1914) was characterised by a marked decline in the number of working children according to population censuses. This is why we formulate the hypothesis that there was a strong relationship between the implementation of compulsory schooling after 1870 and the gradual increase in the average age for starting work. In order to assess the impact of public policies on the timing of the decline of child labour, we rely on a vast corpus of primary and secondary sources relating in particular to the history of education and work. This study is original in so far as it combines quantitative and qualitative approaches, and incorporates local history into a national narrative
44
Terrapon, Wendy. "Utilizing dyadic brief gestalt play therapy within an unstable adolescent foster placement." Diss., 2001. http://hdl.handle.net/10500/2889.
Full textAbstract:
In the experience of being a play therapist and social worker, the researcher became aware of the breakdown of adolescent foster placements. Although there are many causal factors of adolescent foster care breakdown, it was the treatment and sustaining of these placements that the researcher was interested in. The utilization of dyadic brief Gestalt play therapy aims to support the relationship between the carer and adolescent in order to sustain and stabilize the foster placement.
The empirical study includes data collection and analysis. The data was gathered through observations and field notes from unstructured interviews, in this case the dyadic therapeutic process with the adolescent and carer. The data was then analyzed, and eleven outcomes were discussed: the building of a therapeutic relationship, the process of dialogue, the gaining of awareness, contact, resistance, the internal working model, polarities, working in the here and now, the utilization of Gestalt experiments and Gestalt play therapeutic techniques. In addition, the implications of the brief Gestalt therapeutic model were identified. These themes are discussed fully in the final chapter encompassing conclusions and recommendations.This study found that it was possible to work effectively with the adolescent and carer in a dyadic brief Gestalt therapeutic way utilizing play therapy techniques. Recommendations regarding the conclusions were made in relation to the outcomes of this study.Social Work
M.Diac. (Play therapy)
45
Palmer, Glen. "Reluctant refuge : unaccompanied refugee and evacuee children in Australia, 1933-45 / by Glen Palmer." Thesis, 1995. http://hdl.handle.net/2440/18678.
Full text
46
HANSSON, John-Erik. "To teach every principle of the infidels and republicans? : William Godwin through his children's books." Doctoral thesis, 2018. http://hdl.handle.net/1814/59870.
Full textAbstract:
Defence date: 23 November 2018Examining Board: Ann Thomson, EUI (Supervisor), Stéphane Van Damme, EUI, Pamela Clemit, Queen Mary, University of London (External Advisor), Gregory Claeys, Royal Holloway, University of London
Focusing on the late eighteenth- and early nineteenth-century radical William Godwin, this thesis examines the relationship between children’s books and society by investigating the different ways in which authors try to bring about social change. The main claim of this work is that, in writing books for children, Godwin was attempting something radical and complex: to create a new kind of youth culture that was enquiring, knowledgeable and critical. A youth culture, therefore, that was likely to pave the way for the kind of social and political progress Godwin advocated in his better-known works such as the Enquiry Concerning Political Justice (1793). Often treated either as a way for a financially precarious, out-of-fashion radical writer to make ends meet or as illustrations of Godwin’s broader philosophical and political claims from the 1790s, Godwin’s books for children have not received sustained scholarly attention. This thesis, taking the form of an ‘intellectual history through children’s books’, seeks to show their significance in Godwin’s oeuvre and as cultural and literary artefacts of the turn of the nineteenth century. Godwin’s works for children are therefore contextualised at three different levels: (1) within Godwin’s own thinking, expressed in print and in unpublished manuscripts; (2) within the range of similar writing for children of the time; and (3) within broader late-eighteenth and early-nineteenth century intellectual debates, particularly those concerning education, morality, religion and history. By contextualising Godwin’s children’s books in this way, this thesis (1) highlights the relationship between the cultural and intellectual worlds of children and adults; (2) clarifies Godwin’s broader lines of thought during the less well studied ‘middle period’ of his life; (3) examines in detail Godwin’s attempt to reform (or re-form) a whole generation of children as he sought to unseat common assumptions about morality, religion, history and society while more generally “awakening” their minds.
47
Adler, P., Andy J. Scally, and Brendan T. Barrett. "Test-retest variability of Randot stereoacuity measures gathered in an unselected sample of UK primary school children." 2012. http://hdl.handle.net/10454/6782.
Full textAbstract:
AIM: To determine the test-retest reliability of the Randot stereoacuity test when used as part of vision screening in schools. METHODS: Randot stereoacuity (graded-circles) and logMAR visual acuity measures were gathered in an unselected sample of 139 children (aged 4-12, mean 8.1+/-2.1 years) in two schools. Randot testing was repeated on two occasions (average interval between successive tests 8 days, range: 1-21 days). Three Randot scores were obtained in 97.8% of children. RESULTS: Randot stereoacuity improved by an average of one plate (ie, one test level) on repeat testing but was little changed when tested on the third occasion. Within-subject variability was up to three test levels on repeat testing. When stereoacuity was categorised as 'fine', 'intermediate' or 'coarse', the greatest variability was found among younger children who exhibited 'intermediate' or 'coarse'/nil stereopsis on initial testing. Whereas 90.8% of children with 'fine' stereopsis (50 but /=200 arc-seconds) stereoacuity on initial testing exhibited stable test results on repeat testing. CONCLUSIONS: Children exhibiting abnormal stereoacuity on initial testing are very likely to exhibit a normal result when retested. The value of a single, abnormal Randot graded-circles stereoacuity measure from school screening is therefore questionable.
48
Evans, Katherine. "The Alice books - an imaginative testimony to a child's experiences of socio-cultural norms of the late Victorian age." Thesis, 2004. http://hdl.handle.net/10413/2598.
Full textAbstract:
Introduction: Alice in Wonderland is perhaps the most renowned fantasy book for children. Over and above this though, it has relevance for adults. People too often dismiss it as purely escapist reading, a means to escape from the monotony of everyday realism by delving into the realms of fantasy. Many critics propose that it operates on more than one level and I would have to agree - it is a pioneer of children's literature as well as a product and critique of the Victorian age. It is a story that has captured the world's imagination, with vivid characters and exciting adventures. The sequel, Through the Looking-Glass, although not as well known, equally offers an insight into the late nineteenth-century. I intend to explore the many layers found in these stories, and hope to expose them as being more than mere narratives, but as pieces of literature that thrive because they are so cleverly constructed Perhaps also their success lies in that they deal with the universal theme (for children and adults alike) of making sense of the seemingly nonsensical aspects of life and society. The stories, as well as the strange characters and happenings, are reminiscent of the Absurdist genre in drama, in which the objective is to turn the world upside down, so to speak, in order to understand people and society. My dissertation will begin by exploring the literary trends of children's books prior to 1865, in other words, before Alice in Wonderland was published. I intend to present an overview of Victorian and pre-Victorian children's fiction, tracing the development of the story for teaching and religious instruction, up until the time when the story was liberated to be simply the vehicle for pleasurable recreational purposes. Thus my opening chapter is an exploration of the didactic children's literature that dominated the early nineteenth century, examining the educationalists that helped expand the genre of children's literature. Next, I will include a brief biography of Lewis Carroll. It is important to my overall theme in that a biography sums up, in one human centre, the forces at play in Victorian sensibility. As a modern audience, we seem to seize upon the idea of his 'character', desperately attempting to understand what motivated him to write such tour de force stories. The interest for me at this point is to examine how academics have portrayed Carroll's 'character'. The motive behind this section is to beg the question of whether his complex personality affects our reading of the texts, or whether they can be seen as entirely separate from a life to which some scandal has been attributed. In the remainder of my dissertation, I shall focus on how the texts are a reflection of a typical Victorian child's experiences, and discuss how Alice 'grows' as a character, and what she reveals about her society in the process of discovering how she should define herself. Alice is the vehicle for Carroll's subversive commentary about his society, and her experiences in Wonderland and Looking-Glass land are often rooted in the undermining of conventional behaviour and traditions. Lastly, I will examine Carroll's stylistic organization of the narratives, paying particular attention to his treatment of time, dreams and language in the texts. I will discuss what his intentions are in creating 'nonsense that makes sense', as well as what this 'nonsense' discloses about the society he lived in and the values he seems to object to.Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.
49
Marten, Carina. "Zwischen Sorgerecht und Unterhaltspflicht." Doctoral thesis, 2008. http://hdl.handle.net/11858/00-1735-0000-0006-B527-4.
Full text
50
Raghavan, R., Nicole Pawson, and Neil A. Small. "Family carers' perspectives on post-school transition of young people with intellectual disabilities with special reference to ethnicity." 2013. http://hdl.handle.net/10454/9794.
Full textAbstract:
No90009335
School leavers with intellectual disabilities (ID) often face difficulties in making a smooth transition from school to college, employment or more broadly to adult life. The transition phase is traumatic for the young person with ID and their families as it often results in the loss of friendships, relationships and social networks. The aim of this study was to explore the family carers' views and experiences on transition from school to college or to adult life with special reference to ethnicity. Forty-three families (consisting of 16 White British, 24 Pakistani, 2 Bangladeshi and one Black African) were interviewed twice using a semi-structured interview schedule. The carers were interviewed twice, Time 1 (T1) and Time 2 (T2), T2 being a year later to observe any changes during transition. The findings indicate that although transition planning occurred it was relatively later in the young person's school life. Parents were often confused about the process and had limited information about future options for their son or daughter. All family carers regardless of ethnicity, reported lack of information about services and expressed a sense of being excluded. South Asian families experienced more problems related to language, information about services, culture and religion. The majority of families lacked knowledge and awareness of formal services and the transition process. Socio-economic status, high levels of unemployment and caring for a child with a disability accounted for similar family experiences, regardless of ethnic background. The three key areas relevant for ethnicity are interdependence, religion and assumptions by service providers.