Journal articles: 'New School (Abbotsholme, England)'

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de Brigard, Emilie. "Indian Summer School: Rouch in New England." Journal des Africanistes, no. 87-1/2 (May 1, 2017): 262–81. http://dx.doi.org/10.4000/africanistes.5738.

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Thompson, Roger. "Attitudes Towards Homosexuality in the Seventeenth-Century New England Colonies." Journal of American Studies 23, no. 1 (April 1989): 27–40. http://dx.doi.org/10.1017/s0021875800019162.

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The first play I attended at my all-boys secondary school was Marlowe's Dr Faustus. The lower boys crammed in the gallery were not wholly engaged by grandiloquent Elizabethan cadences, nor by the laboriously unfolding plot. What stopped the whispering and fidgeting and then brought the house down was the scene in which Faustus, as reward for selling his soul, is allowed to kiss the most beautiful woman in the world, Helen of Troy. In this production the hell-bent Doctor had to make do with the prettiest boy in the school. Wild whoops, mating calls, indecent suggestions for further action rained down from the gallery. At the curtain call Helen again stole the show. Next morning, the Headmaster, a Scottish Presbyterian whose zeal for the Lord was second only to his zeal for rugby football, rebuked the school for the shameful scenes and prescribed a three-mile run to cool our ardour.

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Bottery, Michael. "New Labour policy and school leadership in England: room for manoeuvre?" Cambridge Journal of Education 37, no. 2 (June 2007): 153–72. http://dx.doi.org/10.1080/03057640701372384.

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Gallinger, Nancy. "Still ‘Captive Voices’? High School Journalism in New England Needs Help." Newspaper Research Journal 11, no. 2 (March 1990): 12–27. http://dx.doi.org/10.1177/073953299001100203.

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Guilmette, Thomas J., Laurie A. Malia, and Michael D. McQuiggan. "Concussion understanding and management among New England high school football coaches." Brain Injury 21, no. 10 (January 2007): 1039–47. http://dx.doi.org/10.1080/02699050701633080.

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Paula Goodman. "Acting Out Biographies: Jewish Leadership at a New England Prep School." Biography 11, no. 3 (1988): 210–22. http://dx.doi.org/10.1353/bio.2010.0608.

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Williams, Joe Jack, Sung Min Hong, Dejan Mumovic, and Ian Taylor. "Using a unified school database to understand the effect of new school buildings on school performance in England." Intelligent Buildings International 7, no. 2-3 (June 23, 2014): 83–100. http://dx.doi.org/10.1080/17508975.2014.931834.

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Fuller, Kay. "Women secondary head teachers in England." Management in Education 31, no. 2 (April 2017): 54–68. http://dx.doi.org/10.1177/0892020617696625.

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The underrepresentation of women in secondary school headship in England and elsewhere is an early and longstanding theme in the women and gender in educational leadership literature. The purpose of this article is to report findings from a statistical survey of secondary school head teachers across England. Data available in the public domain on school websites have been collated during a single academic year to present a new picture of where women lead secondary schools in England. Mapping the distribution of women by local authority continues to show considerable unevenness across the country. This article argues that a geographical perspective still has value. It might influence the mobilization of resources to targeted areas and ultimately result in women’s proportionate representation in school leadership. Alongside this is a need for schools and academy trusts to comply with the Public Sector Equality Duty.

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Eaton, Kenneth A. "New Dental School in SW England: A Step in the Right Direction." Primary Dental Care os13, no. 2 (April 2006): 47. http://dx.doi.org/10.1308/135576106776337922.

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Reed, Jodie. "A Review of New Labour's Policy on School Exclusion: The Political Challenge of School Disaffection in England." International Journal on School Disaffection 1, no. 2 (July 1, 2003): 17–24. http://dx.doi.org/10.18546/ijsd.01.2.05.

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Davis, Althea T. "America's First School of Nursing: The New England Hospital for Women and Children." Journal of Nursing Education 30, no. 4 (April 1991): 158–61. http://dx.doi.org/10.3928/0148-4834-19910401-06.

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Sammons, Pam. "Zero tolerance of failure and New Labour approaches to school improvement in England." Oxford Review of Education 34, no. 6 (December 2008): 651–64. http://dx.doi.org/10.1080/03054980802518847.

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West, Anne, Hazel Pennell, and Robert West. "New Labour and School-based Education in England: Changing the system of funding?" British Educational Research Journal 26, no. 4 (September 2000): 523–36. http://dx.doi.org/10.1080/01411920050122345.

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Marini, Stephen A. "The New England Singing School: Ritual Change and Religious Culture in Revolutionary America." Religion Compass 5, no. 6 (June 2011): 247–59. http://dx.doi.org/10.1111/j.1749-8171.2011.00276.x.

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Stevenson, Howard. "New Unionism? Teacher Unions, Social Partnership and School Governance in England and Wales." Local Government Studies 40, no. 6 (October 31, 2012): 954–71. http://dx.doi.org/10.1080/03003930.2012.726142.

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Warhol, Larisa, and Anysia Mayer. "Misinterpreting School Reform: The Dissolution of a Dual-Immersion Bilingual Program in an Urban New England Elementary School." Bilingual Research Journal 35, no. 2 (June 2012): 145–63. http://dx.doi.org/10.1080/15235882.2012.703636.

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Audrey, Suzanne, Karen Evans, Michelle Farr, Joanne Ferrie, Julie Yates, Marion Roderick, and Harriet Fisher. "Implementing new consent procedures for schools-based human papillomavirus vaccination: a qualitative study." British Journal of Child Health 2, no. 2 (April 2, 2021): 85–93. http://dx.doi.org/10.12968/chhe.2021.2.2.85.

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Background The requirement for written parental consent for school-based human papillomavirus vaccination programme in England can act as a barrier to uptake for some young women, with the potential to exacerbate health inequities. Aims To consider the practicalities and implications of implementing new consent procedures, including parental telephone consent and adolescent self-consent, in two local authority areas in the southwest of England. Methods Digitally recorded, semi-structured interviews were conducted with 53 participants, including immunisation nurses, school staff, young people, and parents. All interviews were fully transcribed and thematic analysis was undertaken. Results Parental telephone consent was welcomed by the immunisation nurses, parents, and young women in the study. Adolescent self-consent was rare. Greater understanding of the barriers to uptake outside of mainstream school-based sessions is needed to further address inequalities in uptake. Conclusions The new procedures generally worked well but some important barriers to vaccination uptake remain.

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Pennell, Michael. "More than a ‘Curious Cultural Sideshow’: Samuel Slater's Sunday School and the Role of Literacy Sponsorship in Disciplining Labor." Journal of Working-Class Studies 4, no. 1 (June 1, 2019): 51–66. http://dx.doi.org/10.13001/jwcs.v4i1.6189.

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This article investigates the concept of literacy sponsorship through the introduction of textile factories and mill villages in New England during the American Industrial Revolution. Specifically, the article focuses on Samuel Slater’s mill villages and his disciplining and socialization of workers via the ‘family’ approach to factory production, and, in particular, his support of the Sunday school. As an institution key to managerial control and new to rural New England, the Sunday school captures the complicated networks of moral and literacy sponsorship in the transition to factory production.

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Crandall, Maurice S. "Little Brother to Dartmouth Thetford Academy, Colonialism, and Dispossession in New England." New England Quarterly 95, no. 1 (March 1, 2022): 39–65. http://dx.doi.org/10.1162/tneq_a_00929.

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Abstract Inspired by Robert Lee and Tristan Ahtone's “Land-Grab Universities” (High Country News, March 2020), this essay examines how a small Vermont secondary school, Thetford Academy, is deeply connected to colonialism and Indigenous land dispossession, inviting readers to examine how their own local schools and institutions are similarly implicated.

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SCHWARZ, LEONARD. "PROFESSIONS, ELITES, AND UNIVERSITIES IN ENGLAND, 1870–1970." Historical Journal 47, no. 4 (November 29, 2004): 941–62. http://dx.doi.org/10.1017/s0018246x04004054.

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The relationship between the ‘growth of professional society’ and the growth of new universities in England from the later nineteenth century is more often asserted than examined in detail. This article examines the policies towards graduates of three large professions, those of schoolteachers, solicitors, and accountants. The crucial first stage was the growth of an examining society during the second half of the nineteenth century; exams were necessary for almost everything and middle-class children, girls as well as boys, stayed at school longer to take them. This process provided the students both for women's colleges and for the new universities. However, graduate employment remained a problem: solicitors resisted large-scale graduate entry until well into the 1950s, accountants for a decade longer. Teaching was exceptional as a large profession that accepted graduates in large numbers. As a result, the secondary school system produced teachers, who produced university students, many of whom had little option but to return to teaching. This applied to Science as well as Arts students, male as well as female. Secondary school teaching rapidly became a graduate profession, while interwar elementary school teaching moved quite rapidly in that direction. The restricted occupations available for graduates created a vicious circle that significantly restrained the Redbrick universities' opportunities for expansion from their foundation until after 1945. Thereafter, with their traditional intake now going to university, solicitors and accountants were increasingly compelled to accept graduates in large numbers. The post-war growth in student numbers was bound up with a widening of social access to universities, particularly within the middle classes.

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Newmyer, R. Kent. "Harvard Law School, New England Legal Culture, and the Antebellum Origins of American Jurisprudence." Journal of American History 74, no. 3 (December 1987): 814. http://dx.doi.org/10.2307/1902155.

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Bubb *, Sara, Peter Earley, and Michael Totterdell. "Accountability and responsibility: ‘rogue’ school leaders and the induction of new teachers in England." Oxford Review of Education 31, no. 2 (June 2005): 255–72. http://dx.doi.org/10.1080/03054980500117884.

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Wickramasinghe, Kremlin, Mike Rayner, Michael Goldacre, Nick Townsend, and Peter Scarborough. "Environmental and nutrition impact of achieving new School Food Plan recommendations in the primary school meals sector in England." BMJ Open 7, no. 4 (April 2017): e013840. http://dx.doi.org/10.1136/bmjopen-2016-013840.

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Fazal, Nadeem, Danielle Brehm, and Julianne Jimenez. "Old is Gold! Old School is Back to a New School of Learning." Journal of Immunology 206, no. 1_Supplement (May 1, 2021): 54.04. http://dx.doi.org/10.4049/jimmunol.206.supp.54.04.

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Abstract COVID-19 has challenged the way students' learn and gain knowledge. The purpose of this research project was to investigate how students adapted to remote learning due to COVID-19. We selected a group of undergraduate Biomedical Science students at the University of Birmingham, England with the intent of understanding their new approaches to learning and whether remote teaching discriminated against the less fortunate. Our google form survey received 40 responses. 27 students said they forgot how to learn, with only 15 obtaining new ways of learning. This demonstrated how the adjustment to online teaching detracted from the time and energy students could put into learning. 75% of students did not enjoy university as much as they did pre COVID-19, and 3 students liked no aspects of online teaching. 22 students learnt worse online, while 10 felt no difference. Choosing when to watch lectures improved some students time management, self motivation and discipline. However, lack of externally-imposed routine brought new challenges as students had no time pressure, making it easier to fall behind. Cancelled laboratory work meant students missed out on vital skills. Our data showed that student satisfaction decreased, traditional learning methods were lost, and new ways of learning were hard to attain when transitioning to online teaching. With the prospect of learning returning to what the student’s consider normal, students fear this will accentuate how they have forgotten to learn in the traditional way, posing another disruption to their studies as they readjust to a post COVID world, whenever it comes. We anticipate that lessons learnt and forgotten in a pandemic-induced remote environment will remain a challenge to current students at large.

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LONG, JASON. "The Socioeconomic Return to Primary Schooling in Victorian England." Journal of Economic History 66, no. 4 (November 28, 2006): 1026–53. http://dx.doi.org/10.1017/s0022050706000416.

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In this article I provide a micro-level analysis of primary schooling in Victorian England. Using a new dataset of school-age males linked between the 1851 and 1881 population censuses, I examine the determinants of childhood school attendance and the impact of attendance on adult labor market outcomes. I find that schooling had a positive effect on adult occupational class and that the associated wage gains were likely to have outweighed the cost of schooling. However, this effect was small relative to father's class, and the effect of education on earnings appears to have been small relative to modern results.

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Bunn, Helena, and Lauren Boesley. "My New School : transition to high school for children with special educational needs in England – findings and ideas for practice." Support for Learning 34, no. 2 (May 2019): 128–47. http://dx.doi.org/10.1111/1467-9604.12244.

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Uy, Phitsamay. "Asian American Dropouts: A Case Study of Vietnamese and Chinese High School Students in a New England Urban School District." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 1 (2009): 83–104. http://dx.doi.org/10.36650/nexus7.1_83-104_uy.

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In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.

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Ritchie, Margaret, Pamela S. Angelle, and Ian Potter. "School leaders in England transition through change: Insider and outsider perspectives." Journal of Educational Leadership, Policy and Practice 36, no. 1 (March 1, 2022): 40–58. http://dx.doi.org/10.2478/jelpp-2021-0003.

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Abstract Schools in the 21st century have grown increasingly complex and government mandates have compounded this complexity as principals have looked beyond their school to embrace stakeholders and authorities who view education from myriad perspectives. This qualitative case study examined the personal perspectives of leaders, reflecting upon their transition from organisational governance change through the formation of a multi-academy trust. Findings revealed that while the creation of a new school system offered school leaders opportunities for interorganisational transfers and promotions, the internal transition experienced was unexpected and often unaddressed. Leaders expressed their difficulty in reconciling their desire to address the needs of the schools and community through consolidation while maintaining their own health as an individual leader. Findings from this study offer lessons in the importance of examining change both within the organisation through a personal lens as well as an external lens.

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Simkins, Tim, John Coldron, Megan Crawford, and Bronwen Maxwell. "Emerging schooling landscapes in England: How primary system leaders are responding to new school groupings." Educational Management Administration & Leadership 47, no. 3 (January 18, 2018): 331–48. http://dx.doi.org/10.1177/1741143217751079.

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In England the balance of responsibilities between national and local government for the governance of education is changing. Relationships between schools are shifting and new structures, groups and alliances are being created in response to national policy. The article is part of a project to understand how the new local education landscapes are emerging. Primary schools are relatively reluctant to embrace key aspects of national policy. We analysed interviews with primary system leaders in three contrasting local authorities to find out how they were responding, and why, and the nature of the groups they wanted to join, create or cooperate with. We identify concerns, interests and motivations that conflict with key aspects of national policy. In the process, we supplement earlier contributions as to how school groupings might usefully be categorised.

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Simpson, J. "ROSEMARIE MCGERR. A Lancastrian Mirror for Princes: The Yale Law School New Statutes of England." American Historical Review 118, no. 2 (April 1, 2013): 569–70. http://dx.doi.org/10.1093/ahr/118.2.569.

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THRUPP, MARTIN. "Exploring the Politics of Blame: School inspection and its contestation in New Zealand and England." Comparative Education 34, no. 2 (June 1998): 195–209. http://dx.doi.org/10.1080/03050069828270.

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Seleznyov, Sarah. "Lesson study: exploring implementation challenges in England." International Journal for Lesson and Learning Studies 9, no. 2 (November 27, 2019): 179–92. http://dx.doi.org/10.1108/ijlls-08-2019-0059.

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Purpose Japanese lesson study (LS) is a professional development approach in which teachers collaboratively plan a lesson, observe it being taught and then discuss what they have learnt. LS’s global spread is increasing but studies have identified several challenges to its implementation: the lack of structures and systems to accommodate LS (especially time); the focus on demonstrating short-term impact; a lack of teacher research skills; a dearth of access to quality learning and research material; the absence of available koshis; and accountability pressures. The purpose of this paper is to examine the “translation” of Japanese LS through a case study of one English secondary school. Design/methodology/approach This study is a case study of a single school which has been using LS as an approach to professional development for five years. A documentary analysis of the school’s LS Handbook sought to understand the school’s approach to LS as articulated by senior leadership. Six observations of the schools LS processes were then carried out including planning, research lessons and post-lesson discussions. Finally, one senior leader who had led LS implementation and five teachers who had been working in the school during the implementation stage were interviewed. The findings are analysed against Seleznyov’s (2018) seven critical components of Japanese LS. Findings Several key deviations from Japanese LS are identified including: a lack of whole school theme studied over time; little kyozai kenkyu and no written lesson planning; teachers deviating from the role of observers in research lessons; no facilitator and little use of discussion protocols; no koshi; and struggles to ensure mobilisation of knowledge between LS groups. Several of these represent gaps between the school’s LS policy and practices. The findings show that LS practices have become diluted over time and that giving teachers choices seems to have led to teachers not adhering to important aspects of the LS policy. Research limitations/implications One of the limitations of the research is its focus on the perceptions of a small group of teachers who were likely to be more passionate about LS than others, and perhaps a deeper understanding of the challenges to implementation might be enabled by interviewing a wider range of engaged teachers, especially those who are perceived as “resisting” full engagement. Further research might also explore whether the implementation challenges faced by this school are replicated in other English schools and in other countries using LS as an approach to professional development. Practical implications Several implications for English school leaders seeking to implement LS are discussed, including the need to articulate the rationale for the protocols that shape LS, especially for staff new to the school and to check that important protocols are adhered to over time. Originality/value Whilst several studies of LS in the UK have explored its impact on teachers and pupils, and the challenges and successes of introducing LS into a UK context, this study provides a different perspective. It explores the challenges of using LS over time as a consistent approach to professional development in a school and seeks to understand how both resistance and dilution can affect its impact on practice.

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Mogra, Dr Imran. "On Being a Muslim Teacher in England." American Journal of Islam and Society 28, no. 2 (April 1, 2011): 34–62. http://dx.doi.org/10.35632/ajis.v28i2.342.

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This article charts a new area in Muslim educational thought by providing insights into perspectives held by Muslim primary state-school teachers in England regarding teachers and teaching. It attempts to explore themes, in the context of education, related to the evolving relationship between faith and professionalism. Drawing on data from research conducted using a life-history approach to discover the experiences of these teachers, it examines the dynamics of teacher identity and the role of faith in schooling. The findings indicate that faith is important to these teachers in relation to their work, although fundamental distinctions exist about its role. “Ideal teachers” are conceptualized in terms of the religion and teaching. From a teacher’s perspective, their narratives give the perception that from various standpoints, Muhammad (ṢAAS) is considered as an ideal teacher and a model. Their interpretation of the meaning of being a Muslim teacher reflects a heterogeneous understanding, and it affects some of their thinking in the classroom. The article concludes, cautiously, that for these Muslim teachers, while the centrality of faith is significant in their lives, there does not appear to be a necessary transference of being a Muslim and having a faith position into being a teacher. Apparently, their foremost concern is teaching, and successful teaching is achieved by maintaining their integrity and that of the children they teach. Some teachers among them are able to meet their faith requirements through the guidelines provided by their faith. Guidelines from faith perspectives need to be understood by school leaders in order to assist teachers from all communities to be comfortable with their faith in a school environment.

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Mogra, Dr Imran. "On Being a Muslim Teacher in England." American Journal of Islamic Social Sciences 28, no. 2 (April 1, 2011): 34–62. http://dx.doi.org/10.35632/ajiss.v28i2.342.

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This article charts a new area in Muslim educational thought by providing insights into perspectives held by Muslim primary state-school teachers in England regarding teachers and teaching. It attempts to explore themes, in the context of education, related to the evolving relationship between faith and professionalism. Drawing on data from research conducted using a life-history approach to discover the experiences of these teachers, it examines the dynamics of teacher identity and the role of faith in schooling. The findings indicate that faith is important to these teachers in relation to their work, although fundamental distinctions exist about its role. “Ideal teachers” are conceptualized in terms of the religion and teaching. From a teacher’s perspective, their narratives give the perception that from various standpoints, Muhammad (ṢAAS) is considered as an ideal teacher and a model. Their interpretation of the meaning of being a Muslim teacher reflects a heterogeneous understanding, and it affects some of their thinking in the classroom. The article concludes, cautiously, that for these Muslim teachers, while the centrality of faith is significant in their lives, there does not appear to be a necessary transference of being a Muslim and having a faith position into being a teacher. Apparently, their foremost concern is teaching, and successful teaching is achieved by maintaining their integrity and that of the children they teach. Some teachers among them are able to meet their faith requirements through the guidelines provided by their faith. Guidelines from faith perspectives need to be understood by school leaders in order to assist teachers from all communities to be comfortable with their faith in a school environment.

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McGrail, Peter, and Anthony Towey. "Partners in progress? An impact study of the 2016 Religious Education reforms in England." International Journal of Christianity & Education 23, no. 3 (August 27, 2019): 278–98. http://dx.doi.org/10.1177/2056997119865569.

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Recent educational reform in England occasioned new interactions between the state, universities, faith communities and schools. In 2016, a suite of new public examinations testing the academic ability of English students matriculating at 16 and 18 years of age was introduced. In Religious Education, these state-driven changes deliberately involved religious stakeholders, universities and the ‘faith school’ sector. The curricula generated by this fourfold interaction have received a mixed reception. Themselves part of the agency for change, the authors outline the context of the reform and their investigation into its impact upon the strategies of school leaders and heads of department.

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Preston, Jo Anne. "Domestic Ideology, School Reformers, and Female Teachers: Schoolteaching Becomes Women's Work in Nineteenth-Century New England." New England Quarterly 66, no. 4 (December 1993): 531. http://dx.doi.org/10.2307/366032.

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Daugherty, Jill, Dana Waltzman, Katherine P. Snedaker, Jason Bouton, Xinjian Zhang, and David Wang. "Concussion Experiences in New England Private Preparatory High School Students Who Played Sports or Recreational Activities." Journal of School Health 90, no. 7 (May 5, 2020): 527–37. http://dx.doi.org/10.1111/josh.12899.

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Bristol, Laurette. "Paul Miller, Exploring school leadership in England and the Caribbean: New insights from a comparative approach." Power and Education 9, no. 3 (September 22, 2017): 213–15. http://dx.doi.org/10.1177/1757743817734058.

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Levačić, Rosalind, and Derek Glover. "Value for Money as a School Improvement Strategy: Evidence from the New Inspection System in England∗." School Effectiveness and School Improvement 8, no. 2 (June 1997): 231–53. http://dx.doi.org/10.1080/0924345970080204.

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Konefsky, Alfred S. "Piety and Profession: Simon Greenleaf and the Case of the Stillborn Bowdoin Law School, 1850–1861." New England Quarterly 85, no. 4 (December 2012): 695–734. http://dx.doi.org/10.1162/tneq_a_00232.

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In 1850, Bowdoin College turned to former Harvard professor Simon Greenleaf when it sought to establish a law school. Although the school did not materialize, Greenleaf wrote a remarkable report that reveals anxieties about the profession, competing visions of legal education, and controversies over the meaning of the science of law in antebellum New England.

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Puffett, Neil. "Timpson is confident his ‘unique experience’ can help children." Children and Young People Now 2018, no. 7 (July 2, 2018): 10–11. http://dx.doi.org/10.12968/cypn.2018.7.10.

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In an interview with CYP Now, former children's minister Edward Timpson outlines his approach to new roles at Cafcass, the children's commissioner for England, school exclusions review and safeguarding practice panel

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Holt, Madeleine. "A Film for Our Times: The Story of XP School." FORUM 64, no. 2 (July 21, 2022): 74–78. http://dx.doi.org/10.3898/forum.2022.64.2.07.

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A new film explores the UK's most radical state secondary school. XP school in Doncaster, a disadvantaged area of England, is putting kindness at the heart of its school culture, and reaping outstanding student engagement, attainment, attendance and behaviour. Its approach is in marked contrast to a recent tendency in UK schools to focus on tough discipline, teaching to exams and excluding students who don't deliver academic results.

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Pathak, Parag A., and Tayfun Sönmez. "School Admissions Reform in Chicago and England: Comparing Mechanisms by their Vulnerability to Manipulation." American Economic Review 103, no. 1 (February 1, 2013): 80–106. http://dx.doi.org/10.1257/aer.103.1.80.

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In Fall 2009, Chicago authorities abandoned a school assignment mechanism midstream, citing concerns about its vulnerability to manipulation. Nonetheless, they asked thousands of applicants to re-rank schools in a new mechanism that is also manipulable. This paper introduces a method to compare mechanisms by their vulnerability to manipulation. Our methodology formalizes how the old mechanism is at least as manipulable as any other plausible mechanism, including the new one. A number of similar transitions took place in England after the widely popular Boston mechanism was ruled illegal in 2007. Our approach provides support for these and other recent policy changes. (JEL C78, D82, H75, I21, I28)

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Alexander, Christian, and John Fraser. "THE PROMOTION OF HEALTH CAREERS TO HIGH SCHOOL STUDENTS IN THE NEW ENGLAND HEALTH AREA: THE VIEWS OF HIGH SCHOOL CAREERS ADVISERS." Australian Journal of Rural Health 9, no. 4 (August 2001): 145–49. http://dx.doi.org/10.1046/j.1038-5282.2001.00332.x.

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Fraser, John, Christian Alexander, Berniece Simpkins, and John Temperley. "HEALTH CAREER PROMOTION IN THE NEW ENGLAND AREA OF NEW SOUTH WALES: A PROGRAM TO SUPPORT HIGH SCHOOL CAREER ADVISERS." Australian Journal of Rural Health 11, no. 4 (August 2003): 199–204. http://dx.doi.org/10.1046/j.1440-1584.2003.00511.x.

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Синельников, И., and I. Sinel'nikov. "Why the «Frame« Standards of School Education Are Replaced by the «Detailed» Standards in Russia: Problem-Risk Analysis." Standards and Monitoring in Education 7, no. 4 (August 7, 2019): 48–54. http://dx.doi.org/10.12737/article_5d2db3a3133ab4.18245729.

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The article is devoted to the issue of standardization of the content of Russian school education. The article reveals new approaches to the regulation of the content of school education, proposed in the draft federal state educational standards for 2018-2019; identifi es the main problems and risks of the regulatory framework of the Russian school education; examples from the practice of standardization of education in England, Finland, and South Korea are given.

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Daigneault, Susan Dahlgren, and Elizabeth Wirtz. "Before the Pomp and Circumstance: Seniors Reflect on Graduating from High School." Professional School Counseling 11, no. 5 (June 2008): 2156759X0801100. http://dx.doi.org/10.1177/2156759x0801100506.

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This article reports on a study conducted at a large, comprehensive high school in New England. The study focused on identifying seniors’ concerns and sources of excitement as they anticipated their transition from high school. Results indicate that the seniors worried about money, being successful, and leaving friends and family. In contrast, the seniors expressed excitement about having more freedom and fewer rules. In addition to suggesting intervention strategies for school counselors, this article gives school counselors a model for using qualitative research practices in their work.

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Racine, Karen. "NEWSBOYS: SPANISH AMERICAN PATRIOT CHILDREN AND ‘THE HAZELWOOD MAGAZINE’ IN BIRMINGHAM, ENGLAND, 1820s." Estudos Ibero-Americanos 46, no. 2 (August 11, 2020): e35358. http://dx.doi.org/10.15448/1980-864x.2020.2.35358.

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There was a close connection between the expansion of the press and experiments with new pedagogical strategies in the early industrial age. An expanding public school system required textbooks thus creating a whole new category of demand which appealed to printers who always on the lookout for reliable markets. At the same time, literacy was increasingly understood to be a desirable characteristic for a productive, patriotic citizenry. For a period of five years or so in the 1820s, several sons of important Spanish American patriot leaders were sent abroad to study in a progressive school called Hazelwood, near Birmingham in the heart of industrializing England. While there, the boys and their friends wrote and published a monthly periodical called the Hazelwood Magazine that clearly imitated the contents of professional newspapers andshared the underlying values of the medium.

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Hancock, David. "Language and literacy development in the early years." Journal of Health Visiting 7, no. 6 (June 2, 2019): 266–70. http://dx.doi.org/10.12968/johv.2019.7.6.266.

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In 2018, the BBC announced a new education strategy to help address language and communication delays in children starting primary school. David Hancock investigates how the initiative and others across England are working to tackle the issue

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SUNDERLAND, HELEN. "POLITICS IN SCHOOLGIRL DEBATING CULTURES IN ENGLAND, 1886–1914." Historical Journal 63, no. 4 (October 21, 2019): 935–57. http://dx.doi.org/10.1017/s0018246x19000414.

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ABSTRACTDebating was an important part of schoolgirls’ political education in late Victorian and Edwardian England that has been overlooked in the scholarship on female education and civics instruction. Debates offered middle- and working-class schoolgirls an embodied and interactive education for citizenship. Considering both the content of discussions and the process of debating, this article argues that school debates provided a unique opportunity for girls to discuss political ideas and develop political skills. Debates became intertwined with girls’ peer cultures, challenging contemporary and historiographical assumptions of girlhood apoliticism. Positioning girls as political subjects sheds new light on political change in modern Britain. Schoolgirl debates show how gendered political boundaries were shifting in this period. Within the unique space of the school debating chamber, girls were free to appropriate and subvert ‘masculine’ political subjects and ways of speaking. In mock parliaments, schoolgirls re-created the archetypal male political space of the House of Commons, demonstrating their familiarity with parliamentary politics. Schoolgirl debates therefore foreshadowed initiatives that promoted women's citizenship after partial suffrage was achieved in 1918, and they help to explain how the first women voters were assimilated easily into existing party and constitutional politics.

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Journal articles on the topic 'New School (Abbotsholme, England)'

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