Academic literature on the topic 'Victoria Education Act 1872'
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Journal articles on the topic "Victoria Education Act 1872"
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Turner, Michael J. "Beresford Hope, the Church of England, and the Elementary Education Act of 1870." Journal of Anglican Studies 17, no. 2 (November 2019): 198–217. http://dx.doi.org/10.1017/s1740355319000275.
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AbstractHistorians have used a number of political, social, and other factors to explain the controversy surrounding elementary education in Victorian Britain. This article underscores the importance of religious motivations. The Act of 1870 – a significant extension of state responsibility – did not end debates about the purpose of education and the pros and cons of government involvement and religious instruction. Prominent among voluntaryists and anti-secularists was A. J. Beresford Hope, whose position offers useful insights into the educational agencies of the Church and the manner in which churchmen responded to new circumstances. This article explains Hope’s attitude and uses it to explore some of the causes and consequences of the Act of 1870. What type of schooling best suited the British people? Should it have a basis in something other than religion? How could the Church and its supporters meet the challenges posed by education reform?
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McKinney, Stephen J., and Walter M. Humes. "Interpretations of the Education (Scotland) Act of 1872." Scottish Educational Review 53, no. 2 (March 27, 2021): 5–19. http://dx.doi.org/10.1163/27730840-05302002.
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This article discusses the ways in which the 1872 Act, often perceived as landmark legislation in the history of Scottish education, has been interpreted by historians. In pursuing this aim, the article examines celebratory and critical narratives about the importance of the Act and highlights some key aspects of the 1872 Act: central and local administration; its implications for teachers; and the financial consequences for poor families. This is followed by a section that argues that the permissive provisions in the Act had limited effect in the short term, and that certain areas of educational importance did not feature at all. Finally, the sensitive religious issues, which were partly responsible for thwarting earlier attempts to introduce legislation, are discussed. The article concludes with some brief reflections on the social and cultural provision of the 1872 Act and its significance for the ‘democratic’ tradition of Scottish education.
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Tenbus, Eric G. "Defending the Faith through Education: The Catholic Case for Parental and Civil Rights in Victorian Britain." History of Education Quarterly 48, no. 3 (August 2008): 432–51. http://dx.doi.org/10.1111/j.1748-5959.2008.00158.x.
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The struggle to provide primary education for the Catholic poor in England and Wales dominated the agenda of English Catholic leaders in the last half of the nineteenth century. This effort occurred within the larger framework of a national educational revolution that slowly pushed the government into providing public education for the first time. Although state education grants at the elementary level began in 1833, lingering problems forced the government to establish a new era of educational provision with the controversial Education Act of 1870. This act created a dual education system consisting of the long-standing denominational schools operated by the different churches and new rate-supported board schools, operated by local school boards, providing no religious instruction or nondenominational religious instruction. In the closing years of the nineteenth century, the dual system grew intolerable for Catholics because local rates (property taxes) only supported the board schools and gave them almost unlimited funding while Catholic schools struggled to make ends meet on school pence and shrinking state grants, which Catholics had only had access to beginning in 1847.
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Keogh, Richard A. "‘from education, from duty, and from principle’: Irish Catholic loyalty in context, 1829-1874." British Catholic History 33, no. 3 (March 30, 2017): 421–50. http://dx.doi.org/10.1017/bch.2017.5.
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The passage of the Emancipation Act in 1829 presented an opportunity for Catholics to reimagine their loyalty as equal subjects for the first time under the union between Great Britain and Ireland. This article explores the way Catholic loyalty was conceived in the decades that followed the act of 1829 through to the mid 1870s, when there was renewed focus on the civil allegiance of Catholics following the declaration of Papal infallibility. Historians are increasingly exploring a range of social, political and religious identities in nineteenth century Ireland, beyond the rigid binary paradigm of Catholic nationalisms and Protestant loyalisms that has dominated Irish historiography. However, Catholic loyalty in particular remains an anachronism and lacks sufficient conceptual clarity. Our understanding of a specifically Catholic variant of loyalty and its public and associational expression, beyond a number of biographical studies of relatively unique individuals, remains limited. By providing an exposition of episodes in the history of Catholic loyalty in the early and mid-Victorian years this article illuminates the phenomenon. It demonstrates that Irish Catholic loyalty took on different expressive forms, which were dependent on the individuals proclaiming their loyalty, their relationship to the objects of their loyalty, and its reception by the British state and Protestant establishment.
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McDermid, Jane. "The lead up to the 1872 Act: challenges to the national tradition in education." Scottish Educational Review 53, no. 2 (March 27, 2021): 20–34. http://dx.doi.org/10.1163/27730840-05302003.
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In 1972, this journal published opposing views of the state of education in the period running up to the 1872 Education (Scotland) Act. J.C Myers painted a pessimistic picture of the national system based on the parish school and dominie whereas Donald Withrington presented a positive assessment of the contribution of non-parish schools. Both focused on the tradition fostered by the Reformation, especially by the 1696 Act of Settling Schools. Neither paid much attention to the schooling of girls or of the growing migrant Catholic community, yet reformers saw the former as vital for social stability and the latter a threat to national harmony. This survey of factors leading up to the 1872 Act will consider both within the context of the educational tradition, focusing on the schooling of the poor which was central to concerns that an ill- or even un-educated population was undermining the established order.
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McKinney, Stephen J., and Roger Edwards. "The Catholic and Episcopal Churches and the Education Act (Scotland) 1872." Scottish Educational Review 53, no. 2 (March 27, 2021): 74–87. http://dx.doi.org/10.1163/27730840-05302006.
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The Education (Scotland) Act 1872 offered the different Christian denominational schools the opportunity to transfer their schools and become non-denominational Board schools. This option was rejected by the Catholic and Episcopal churches. There were serious anxieties about issues such as the loss of denominational status and the proposal that religious instruction and observance was confined to the beginning and/or end of the school day to facilitate the conscience clause. Retaining the schools was a courageous move especially as there were very serious financial implications in the continued support for school buildings, resources and teacher salaries. There were many serious challenges for the teachers, pupils, parents and congregations (providing funds for the schools) that are addressed in the article. This article provides an examination of the Catholic and Episcopal schools in the lead up to the act, the reaction of the two churches to the Act and the consequences of the non-transfer of the schools.
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Lynch, Michael. "Music in the training colleges of England and Wales 1872–1899: perspectives from HMI." British Journal of Music Education 27, no. 2 (June 2, 2010): 171–84. http://dx.doi.org/10.1017/s0265051710000070.
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In 1872 John Hullah was appointed Inspector of Music in Training Colleges and his first act was to introduce a practical examination for each of the students. Each year he visited all of the colleges receiving financial aid from the Government to examine the students after which he wrote up his findings in a report for the Committee of Council on Education. These reports, and those of his successor John Stainer, give a unique account of music in the training colleges in the period 1872 to 1899.
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Paterson, Lindsay. "The relationship of the 1918 and 1872 Education (Scotland) Acts." Scottish Educational Review 53, no. 2 (March 27, 2021): 88–103. http://dx.doi.org/10.1163/27730840-05302007.
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Two large changes link the 1872 and 1918 Education (Scotland) Acts. One is the development of secondary education, which happened gradually between the two dates, with searching debates about the meaning, purpose, and demographic reach of advanced education of this kind. The main purpose of the 1918 Act was to make secondary provision more coherent, ensuring that its gradual extension to female, Catholic and working-class students would be sustained. The other is modernising educational governance, which meant combining a partly democratic oversight with the growing professionalism of teachers. These changes laid the basis for Scottish school education in the welfare state. So 1872 started a process which 1918 made into a stable system that, in significant respects, persists to the present.
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Watters, Diane M. "‘Our Catholic school’: themes and patterns in early Catholic school buildings and architecture before 1872." Innes Review 71, no. 1 (May 2020): 1–66. http://dx.doi.org/10.3366/inr.2020.0244.
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The transformation in Catholic schooling after the Education (Scotland) Act, 1918, is widely recognised. But research on the building of Catholic schools, beginning with the early decades of the nineteenth century, has not yet been done to a level that can support the claim that the ‘greatest impact’ on building was the transfer of voluntary Catholic primaries to the education authorities. By contrast with the history of Catholic education, there has been no thematic study of Scotland's historic school architecture. The aim here is to address that gap, and provide a foundation for further study, by tracing the early development of Catholic school buildings down to the Education (Scotland) Act, 1872. Educational historians have maintained the narrative that, before 1872, many school buildings were ‘little more than hovels’, and the date of 1918 has been identified as the watershed for improvement. That view is challenged.
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Stevenson, John. "The Education (Scotland) Act 1872 and its significance for the Church of Scotland." Scottish Educational Review 53, no. 2 (March 27, 2021): 35–53. http://dx.doi.org/10.1163/27730840-05302004.
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During the 1850’s and 60’s there was increasing discontent regarding the provision of school education as controlled and managed by the Church of Scotland. This led to a number of Parliamentary Bills being brought forward proposing a new national system. The Church opposed these mainly on the grounds that there was no guarantee that Religious Instruction would continue to have a place in the school curriculum. In February 1872 Lord Advocate George Young presented in the Commons an Education Bill ‘To extend and amend the provisions of the law of Scotland on the subject of education’ in order that ‘the means of procuring efficient education … may be furnished and made available to the whole people of Scotland.’ This was passed on 2nd August as The Education (Scotland) Act 1872 and transferred the full control of schools from church to state. The Act included a Preamble allowing for Religious Instruction to be taught according to ‘use and wont’. The removal of its management of school education may be seen as a major blow for the Church of Scotland, removing a historic contribution to national life. In actual fact, the consequence was the revitalising of the Church enabling it to concentrate its energy on strengthening its influence in the community and in outreach to its parishes with a new sense of social mission. Although the Church had lost its direct control of the school curriculum it continued to support Religious Instruction through its Teacher Training, its Sunday schools and its ministerial representation on school boards.
Dissertations / Theses on the topic "Victoria Education Act 1872"
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Rutherford, Brian Craig. "The churches and Aberdeen School Board 1872-1900." Thesis, University of Aberdeen, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368899.
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The involvement of the Churches in public education was radically altered by the Education (Scotland) Act 1872. This Act placed education firmly in the hands of elected school boards rather than churches and led to the handing over of many church schools. Only those of the Roman Catholic and Episcopal Church continued for a time outside the state system. This thesis argues that in Aberdeen the Churches were successful in introducing and in keeping the Bible and a general religious education along Presbyterian lines in the state schools, even although this very success led to a diminution in direct church influence over state education and a shift to more secular control. To secure the position of religious education, the Churches in Aberdeen, in particular the Church of Scotland, acted as quasi-political parties and ran candidates in the school board elections. This led to head-on clashes with the "secularists" who wanted no religion in the schools at all and with the newly-emerging forces of "labour", in particular the Aberdeen United Trades Council, which wanted workingmen on the Board, free education, and freedom from clerical control. By the 1890s the position of religious education had been secured beyond challenge and the involvement of "Church" candidates ceased. Nevertheless, individual ministers and members continued to play a high-profile role in educational policy through ongoing membership of the Board.
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Betts, Nicholas. "The Struggle toward Equality in Higher Education:The Impact of the Morrill Acts on Race Relations in Virginia, 1872-1958." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3052.
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This thesis examines the impact of the 1862 and 1890 Morrill Acts on Virginia’s public higher education system. While the Morrill Acts, issued by the federal government, expanded access to higher education for all Americans, they also resulted in the entrenchment of segregation in seventeen different state public higher education systems. The segregated public higher education systems in Virginia and elsewhere led to inequality in the higher education available to African Americans students, compared with the higher education available to white students within these states. This thesis will address the disparity, brought about by unequal funding of institutions based upon race, which Virginia’s state government policy exacerbated, from 1872 to 1953. It will analyze the difference between the funding and program availability at Virginia Tech, designated to educate white students, compared with Virginia State University, which was the public institution designated to educate African American students during this period.
Books on the topic "Victoria Education Act 1872"
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Maddocks, D. Inspection under Section 9 of the Education (Schools) Act 1992: Victoria Rothwell Junior School...Leeds...[date of inspection] 9 November 1995. [London]: Ofsted, 1995.
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Hardwick, J. S. [Inspection under Section 9 of the Education (Schools) Act 1992]: Victoria Primary School ... : dates of inspection 8-9 December 1998. London: Ofsted, 1997.
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Hardwick, J. S. [Inspection under Section 9 of the Education (Schools) Act 1992]: Alwoodley Primary School...Leeds... : date of inspection 18 -21 September 1995. [London]: Ofsted, 1995.
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Island, Prince Edward, ed. School act of Prince Edward Island, 31st Victoria, cap. 6: Intituled "An act to consolidate and amend the several laws relating to education," passed 24th April, 1868, went into operation 1st June, 1868. [Charlottetown, P.E.I.?: s.n.], 1986.
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McLeod, Wilson. Gaelic in Scotland. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474462396.001.0001.
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This the first comprehensive study of the Gaelic language in modern Scotland, covering the period from 1872 to the present. It considers in detail the changing role of Gaelic in modern Scotland - from the introduction of state education in 1872 up to the present day - including the policies of government and the work of activists and campaigners who have sought to maintain and promote Gaelic. In addition, it scrutinises the competing ideologies that have driven the decline, marginalisation and subsequent revitalisation of the language. Taking an interdisciplinary approach - at the boundary of history, law, language policy and sociolinguistics - the book draws upon a wide range of sources in both English and Gaelic to consider in detail the development of the language policy regime for Gaelic that was developed between 1975 and 1989. It examines the campaign for the Gaelic Language (Scotland) Act 2005 and analyses its contents and implementation. It also assesses the development and delivery of development and delivery of Gaelic education and media from the late 1980s to the present.
Book chapters on the topic "Victoria Education Act 1872"
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Jacob, W. M. "Religion and Education in Victorian London." In Religious Vitality in Victorian London, 262–87. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192897404.003.0011.
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Most of the provision of elementary education for poor children in London was by churches until the Education Act 1870 and thereafter a considerable proportion of education continued to be provided by the churches. Christianly motivated people played a significant part in the development of the London School Board and its schools. To improve the quality of teaching in schools, teacher training was pioneered by Christianly motivated individuals and subsequently by churches. This enabled teaching to develop as a profession, especially for women. The development of elementary education and teacher training by the churches, contributed significantly to providing the clerks and shopworkers to support the commercial growth of London, and the immense expansion of the middle class.
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Atkinson, Juliette. "Conclusion." In French Novels and the Victorians. British Academy, 2017. http://dx.doi.org/10.5871/bacad/9780197266090.003.0007.
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There are sound reasons for concluding in 1870–1. The Franco-Prussian War affected attitudes towards France, some of France’s major novelists died, a new generation of novelists led by Zola was on the rise, and the 1870 Education Act created fresh concerns about the composition and tastes of the reading public. Although interest in French literature did not begin in the 1870s, as many critics have claimed, the decade did mark a more defiant attitude towards supposed Victorian prudery, and a willingness to highlight and champion the transgressive qualities of French literature. It was in this period that censorshiptook centre stage, but those who resisted it were also ambivalent about the wisdom of allowing readers to access French works indiscriminately. As in previous decades, the critical discourse was often quietly challenged by reading practices.
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McLeod, Wilson. "Foundations, 1872–1918." In Gaelic in Scotland, 56–111. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474462396.003.0004.
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This chapter discusses the first wave of Gaelic revival activity in Scotland from the late 18th century onwards, with a focus on the period from 1872 to 1918. It considers the development of different Gaelic organisations and their varying perspectives on the role of Gaelic and the appropriate strategies for development. Most important of these was An Comunn Gaidhealach, which became the main Gaelic organisation until the 1980s. The most important field of controversy concerned the role of Gaelic in the state education system, which was established in 1872. Over time, the education authorities made limited concessions that gave Gaelic a greater role, most notably the clause in the Education (Scotland) Act 1918 requiring education authorities in Gaelic-speaking areas to make provision for the language in the curriculum. The chapter also considers the role of Gaelic in public administration and the churches, and issues concerning the development of linguistic resources for the language.
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Gillespie, Deanna M. "The Citizenship Education Program’s “Second Phase,” 1966–1969." In The Citizenship Education Program and Black Women's Political Culture, 163–82. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066943.003.0009.
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This chapter examines the CEP after passage of the Voting Rights Act of 1965. The end of the literacy test opened voter registration for African Americans but did not address persistent poverty and illiteracy. As Martin Luther King Jr. issued calls for a Poor People’s Campaign, CEP staff and local teachers steered the program into a “second phase.” New CEP director Dorothy Cotton and Septima Clark returned to Alabama’s Black Belt to lend support for a comprehensive anti-poverty initiative in Wilcox County, while Bernice Robinson and Victoria Gray worked to refashion the CEP into a crash political education course. In local communities across the South, CEP veterans leveraged program experience and applied lessons to organize local initiatives, most notably newly-created Head Start programs.
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Gillespie, Deanna M. "“So Much Taking Place … So Rapidly”." In The Citizenship Education Program and Black Women's Political Culture, 141–62. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066943.003.0008.
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In 1965, Victoria Gray struggled to sustain the Citizenship Education Program during the ongoing Mississippi Freedom Democratic Party (MFDP) Congressional challenge. At the same time, the Southern Christian Leadership Conference took a prominent role in a campaign centered in Selma, Alabama, aimed at prompting federal action to end discriminatory voter registration laws and practices. As marchers filed out of Selma on the way to Montgomery, Septima Clark organized local women with handwriting lessons in preparation for voter registration. Following passage of the Voting Rights Act of 1965, Clark, Gray, and local teachers adapted the CEP to prioritize voter education and organization and local anti-poverty initiatives.
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Purcell, Carl. "Every Child Matters and the Children Act 2004." In The Politics of Children's Services Reform, 61–74. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447348764.003.0005.
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This chapter highlights the political drivers of Labour’s structural reforms to English local government through an examination of the Every Child Matters Green Paper and the subsequent passage of the Children Act 2004. It is argued that the initiation of the Green Paper chaired by Paul Boateng, then Chief Secretary to the Treasury, was not a response to the Victoria Climbié Inquiry. Safeguarding and child protection policies did not receive the explicit prioritisation that Lord Laming had called for. Labour’s structural reforms were designed to address concerns relating to the delivery of a broader range of policy priorities incorporating health, education and crime and anti-social behaviour. Moreover, social services and social work were largely overlooked under the new structural arrangements with the focus being primarily on the early intervention and preventative responsibilities of universal services including schools and health service providers. The chapter also discusses the involvement of children’s sector NGOs in the development of Labour’s reforms and how opposition to structural reform was ultimately ignored.
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Marshall, Stephen, and Jonathan Flutey. "The Virtual CSU." In Administrative Leadership in Open and Distance Learning Programs, 63–83. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2645-2.ch003.
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The Virtual CSU is a model of distributed leadership and team-based consultancy and support which has been implemented at Victoria University of Wellington over the last four years as part of an overall plan transitioning to greater use of online, open and distance provision of higher education. The model uses ideas drawn from industry to create flexible virtual teams that act as internal consulting teams. The resulting teams combine professional and academic staff from a variety of internal units into a semi-formal group focused on specific university projects, operational needs or strategic challenges in a way that avoids the costs of formal restructuring and that provides a mechanism for professional development and facilitation of wider changes in the capability of the university.
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Mathew, John, and Pushkar Sohoni. "Teaching and Research in Colonial Bombay." In History of Universities: Volume XXXIV/1, 259–81. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844774.003.0013.
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Bombay did not play the kind of administrative nodal role that first Madras and later Calcutta did in terms of overarching governance in the Indian subcontinent, occupying instead a pivotal position for the region’s commerce and industry. Nonetheless, the nineteenth and twentieth centuries in Bombay were a formative age for education and research in science, as in the other Presidencies. A colonial government, a large native population enrolled in the new European-style educational system, and the rise of several institutions of instruction and learning, fostered an environment of scientific curiosity. The Asiatic Society of Bombay (1804), which was initially the hub of research in all disciplines, became increasingly antiquarian and ethnographic through the course of the nineteenth century. The Victoria and Albert Museum (conceived in 1862 and built by 1871 and opened to the public in 1872), was established to carry out research on the industrial arts of the region, taking for its original collections fine and decorative arts that highlight practices and crafts of various communities in the Bombay Presidency. The University of Bombay (1857) was primarily tasked with teaching, and it was left to other establishments to conduct research. Key institutions in this regard included the Bombay Natural History Society (1883) given to local studies of plants and animals, and the Haffkine Institute (1899), which examined the role of plague that had been a dominant feature of the social cityscape from 1896. The Royal Institute of Science (1920) marked a point of departure, as it was conceived as a teaching institution but its lavish funding demanded a research agenda, especially at the post-graduate level. The Prince of Wales Museum (1922) would prove to be seminal in matters of collection and display of objects for the purpose of research. All of these institutions would shape the intellectual debates in the city concerning higher education. Typically founded by European colonial officials, they would increasingly be administered and staffed by Indians.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Lamberti, Marjorie. "The Politics of School Reform and the Kulturkampf." In State, Society, and the Elementary School in Imperial Germany. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195056112.003.0007.
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Bismarck’s struggle against political Catholicism and dissatisfaction with the supervision of the schools in the Polish-speaking areas of Prussia propelled the school administration on to a new course after 1870. His choice of Adalbert Falk brought to the head of the Ministry of Education on January 22, 1872 a judicial official who was philosophically close to the National Liberal party. During his seven years in office, Falk broke with the practices followed by his predecessors and introduced measures to dissolve the traditional bonds between the church and the school. The objectives of the school reforms were to professionalize school supervision by the appointment of full-time school inspectors in place of the clergy, to weaken the church’s influence in the school system by curtailing its right to direct the instruction of religion, and to merge Catholic and Protestant public schools into interconfessional schools, providing an education that would dissolve religious particularism and cultivate German national consciousness and patriotic feeling. These innovations thrust school politics into the foreground of the Kulturkampf in Prussia. School affairs became a matter of high politics for Bismarck when groups whom he regarded as enemies of the German Empire coalesced into a Catholic political party in 1870. Opposition in the Catholic Rhineland to Prussia’s aggressive war against Austria in 1866 led him to question the political loyalty of the Catholics, and the political behavior of the Catholics after the founding of the North German Confederation confirmed his suspicion. While the Polish faction in the Reichstag of 1867 protested the absorption of Polish Prussia into a German confederation, other Catholic deputies took up the defense of federalism and criticized those articles in Bismarck’s draft of the constitution that created too strong a central government. In the final vote the Catholics formed part of the minority that rejected the constitution. This act reinforced his image of political Catholicism as an intransigent and unpatriotic opposition. The organization of the Center party was a defensive response to the vulnerable position of the Catholic minority in the new empire, which had a political climate of liberal anticlericalism and Protestant nationalist euphoria that seemed to threaten the rights and interests of the Catholic church.