Bibliographies thématiques / Educational equalization – Great Britain

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Littérature scientifique sur le sujet « Educational equalization – Great Britain »

Auteur : Grafiati
Publié le 10 mars 2023

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Articles de revues sur le sujet "Educational equalization – Great Britain"

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Walford, Geoffrey. « Educational Choice and Equity in Great Britain ». Educational Policy 6, no 2 (juin 1992) : 123–38. http://dx.doi.org/10.1177/0895904892006002003.

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Chelnokova, E. A., et Z. I. Tyumaseva. « Tutor system in educational practice in Great Britain ». Vestnik of Minin University 7, no 2 (7 juin 2019) : 6. http://dx.doi.org/10.26795/2307-1281-2019-7-2-6.

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Breen, Richard, et John Ermisch. « Educational Reproduction in Great Britain : A Prospective Approach ». European Sociological Review 33, no 4 (19 juillet 2017) : 590–603. http://dx.doi.org/10.1093/esr/jcx061.

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Tooley, James. « The Quality of Educational Research : A Perspective From Great Britain ». Peabody Journal of Education 76, no 3 (1 janvier 2001) : 122–40. http://dx.doi.org/10.1207/s15327930pje763&4_8.

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Tooley, James. « The Quality of Educational Research : A Perspective From Great Britain ». Peabody Journal of Education 76, no 3-4 (octobre 2001) : 122–40. http://dx.doi.org/10.1080/0161956x.2001.9681994.

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Postolenko, Iryna. « PRACTICAL IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN MODERN SCHOOLS IN GREAT BRITAIN ». Psychological and Pedagogical Problems of Modern School, no 2(6) (21 décembre 2021) : 13–19. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247507.

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The article considers the practical implementation of educational programs in modern schools in Great Britain. The main methodological approaches to the implementation of the content of educational subjects are studied. The peculiarities of the organization of the pedagogical process during the study of core and basic subjects in British schools are studied in detail, namely, English, mathematics, science, art and design, citizenship, technology and design, geography, history, ICT, modern foreign languages, music, physical education, personal, social, health education, religious education. The pedagogical process in terms of the educational component, organization of extracurricular work with students is also analyzed. It is noted that the involvement of students in extracurricular activities helps to improve their academic performance. Students are mainly involved in the following activities: Dance, Drama, Life-saving, Swimming, Gymnastics, Athletics, Volleyball, Netball, Football, Badminton, Aerobics, Basketball. They also have the opportunity to attend science and mathematics clubs, computer clubs, languages and technology clubs, additional Mathematics groups, participate in the choir and the School Orchestra. Leisure clubs allow students to unite in common interests, engage in music, dance, theater, scouting, sports, games, design, decorative jewelry, and more. In their free time, students visit other schools, industrial enterprises, and farms. Students also have trips to the sea, local churches, art galleries, museums, theaters, etc. In addition, students participate in sports competitions not only among students in the school but also students of other schools in the county. Keywords: educational programs; educational activity; methodological approaches; key stages of education; British schoolchildren; core subjects; basic subjects; extracurricular activities.
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Perevozniuk, Viktoriia. « METHODS OF FORMATION OF ENGLISH TEACHERS’ SELF-EDUCATIONAL COMPETENCE IN GREAT BRITAIN ». Ukrainian Educational Journal, no 4 (24 décembre 2021) : 48–53. http://dx.doi.org/10.32405/2411-1317-2021-4-48-53.

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The article reveals the experience of English teachers’ self-educational competence formation in the UK. The essence of the teacher’s self-educational competence has been defined as his ability to learn throughout life. Forms and methods of self-educational competence formation in higher education institutions in the UK have been characterized, namely: the creation of individual educational route, compiling a portfolio, independent work of students, implementation of research projects, active teaching methods, etc. The difficulties arising in the process of English teachers’ self-educational competence formation in the UK have been revealed, namely: excessive independence of students in choosing subjects; dependence of success of educational and research work from tutor’s ability to interest the student; lack of criteria and a single system for evaluating the effectiveness of independent work, etc.
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Zorochkina, Tetіana. « FEATURES OF ACCESSION AND EDUCATION IN HIGHER EDUCATIONAL ESTABLISHMENTS IN GREAT BRITAIN ». Pedagogìčnij časopis Volinì 3(10), no 2018 (2018) : 20–25. http://dx.doi.org/10.29038/2415-8143-2018-03-20-25.

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Sousounis, Panos, et Gauthier Lanot. « Social networks and unemployment exit in Great Britain ». International Journal of Social Economics 45, no 8 (13 août 2018) : 1205–26. http://dx.doi.org/10.1108/ijse-04-2017-0137.

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Purpose The purpose of this paper is to examine the effect employed friends have on the probability of exiting unemployment of an unemployed worker according to his/her educational (skill) level. Design/methodology/approach In common with studies on unemployment duration, this paper uses a discrete-time hazard model. Findings The paper finds that the conditional probability of finding work is between 24 and 34 per cent higher per period for each additional employed friend for job seekers with intermediate skills. Social implications These results are of interest since they suggest that the reach of national employment agencies could extend beyond individuals in direct contact with first-line employment support bureaus. Originality/value Because of the lack of appropriate longitudinal information, the majority of empirical studies in the area assess the influence of social networks on employment status using proxy measures of social interactions. The current study contributes to the very limited empirical literature of the influence of social networks on job attainment using direct measures of social structures.
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Palekha, Olha. « TECHNOLOGY OF ORGANIZATION OF FUTURE FOREIGN LANGUAGE TEACHERS’ INDEPENDENT LEARNING AT BRITISH UNIVERSITIES ». Aesthetics and Ethics of Pedagogical Action, no 16 (9 septembre 2017) : 172–83. http://dx.doi.org/10.33989/2226-4051.2017.16.176004.

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Theoretical and technological bases of independent learning of future foreign language teachers in Great Britain are researched in the article. It is determined that in the process of future foreign language teachers training at higher educational institutions in Great Britain, there is a convergent combination of classroom and independent foreign language learning therefore independent learning has a significant superiority.The author has characterized technology of independent learning of future foreign language teachers at higher educational institutions in Great Britain. It has been stated that the technology is realized on three stages. Those stages are projective-constructive, organizational-technological and productive. At the projective-constructive stage, the students’ preparation to mastering the content of independent learning at higher educational institutions is being implemented. In particular: the purpose and tasks of independent learning of future foreign language teachers are determined; the common pedagogical and specific principles of organizing independent learning are singled out; its content is obtained on the basis of clearly defined criteria and value-conceptual (traditional, practically-oriented, cognitive, empirical, socially-oriented) approaches; resource support is provided (material, personnel, educational, methodical and informational, resources of control and evaluation).It has been indicated that independent learning is carried out autonomously or partly autonomously. The diversity of learning activities is defined by meaning and purpose of the course, the place of performance and the nature of cognitive activity of students and provided by traditional, electronic and human resources.Pedagogical conditions of effective implementation of future foreign language teachers' independent learning at higher educational institutions of Great Britain are characterized.The productive stage of organization of independent learning of future foreign language teachers at UK universities involves the implementation of independent learning to master skills in professional activities.
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Thèses sur le sujet "Educational equalization – Great Britain"

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Hunter, Kathleen Allison. « Gender and science in twentieth-century British engineering : an interdisciplinary analysis ». Thesis, University of Oxford, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669883.

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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/.

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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.
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Dmytryuk, S. « Educational technologies in art and design higher education of great britain ». Thesis, Diamond trading tour, 2017. https://er.knutd.edu.ua/handle/123456789/8263.

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The article provides an overview of different types educational technologies used for learning and teaching in Art and Design higher education of Great Britain. In particular, special attention is paid to the use of 3D visualization technology for educational purposes.
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Powell, Mary Ann. « Family and Schooling Effects on Educational Attainment : Great Britain and the United States Compared ». The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364298770.

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McLachlan, Benita. « Evaluation of an inset programme for learning support assistants in the United Kingdom ». Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49956.

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Thesis (MEd)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: In England, education settings have embraced the philosophy that it is the human right of pupils to be taught in inclusive schools with their peers. Part of the school's readiness and willingness to accept all pupils requires that it adopt a whole-school philosophy, which includes support staff provision, for example in the form of teaching assistants. Taking the above into account, the purpose of this study is to evaluate the effect of participation in the NCFE Level 2 programme for teaching assistants on the professional development of teaching assistants working as support staff in inclusive classrooms. The research design is evaluative in nature and both quantitative and qualitative methods of data collection are used. The in-service programme was delivered during weekly three hour sessions over a period of thirty weeks. The programme consisted of five units: • Developing professional skills and knowledge • Understanding legal and national requirements • Supporting the teacher in relation to pupils' learning • Exploring the management of pupils' behaviour • Supporting pupils with special educational needs. Analysis of qualitative data such as observations and interviews indicates that participants benefited from programme participation and that, by the completion of the prgramme, there was a marked increase in confidence, knowledge and application of newly acquired skills. Analysis of quantitative data such as the pre and post self-assessment questionnaires indicate a significant difference between the pre and post scores on all the sections confirming improvement of participants' levels of confidence, knowledge and application of practical skills. It seems that programme participants benefitted significantly from participating in this in-service training programme.
AFRIKAANSE OPSOMMING: Opvoedkundige instellings is Engeland ondersteun die filosofie dat dit die mensereg van leerders is om binne inklusiewe skole, saam met hulle portuurgroep, onderrig te ontvang. As deel van skole se gereedheid en bereidheid om alle leerders te aanvaar, is die implementering van 'n geheelskool filosofie wat onder andere ondersteunings personeel byvoorbeeld leerondersteunings assistente insluit. In aansluiting by bogenoemde was dit die doel met hierdie studie om die effek van programdeelname aan die 'NCFE Level 2 Certificate for Teaching Assistants' te evaluaeer ten opsigte van die professionele ontwikkeling van leerondersteunings assistente in inklusiewe skole. Die navorsingsontwerp was evaluerend van aard en het beide kwantitatiewe sowel as kwalitatiewe metodes van data insameling ingesluit. Die indiensopleidingsprogram is weekliks aangebied in drie-uur sessies oor 'n tydperk van dertig weke. Die program het die volgende vyf eenhede ingesluit: • ontwikkeling van professionele vaardigheidskennis; • begrip van nasionale beleidstukke en regsaspekte; • ondersteuning van onderwysers met verwysing na leer; • verkenning van die gedragshantering van leerlinge • ondersteuning van leerders met spesiale onderwysbehoeftes. Kwalitatiewe data analise dui daarop dat programdeelname bygedra het tot 'n verhoging in die vlak van selfvertroue, 'n verbetering in die toepassing van nuutaangeleerde vaardighede en 'n vermeerdering van kennis vir leerondersteunings assistente. 'n Kwantitatiewe analise van voor en na programdeelname vraelyste, dui op 'n beduidende verskil tussen die twee evaluerings metings en ondersteun bogenoemde aanname ten opsigte van 'n verhoogde vlak van selfvertroue, 'n verbetering in die toepassing van nuutaangleerde vaardighede en 'n toename in kennis vir leerondersteunings assistente. Uit bogenoemde kan dit afgelei word, dat leerondersteunings assistente beduidend baat gevind het by deelname aan hierdie spesifieke indiensopleidings program.
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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.

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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.
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Nwauwa, Apollos Okwuchi. « Imperialism, academe and nationalism : Britain and university education for Africans 1860 - 1960 / ». London : Cass, 1997. http://www.loc.gov/catdir/enhancements/fy0652/96021116-d.html.

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Dynes, Jacqueline. « 14-19 education reform under New Labour : an exploration of how politics and the economy combine with educational goals to affect policy ». Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/51394/.

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The area of 14-19 education and training was a significant priority for the Labour Government of Tony Blair and New Labour. Reforms such as the 14-19 White Paper (Feb 2005) were seen as key to this government’s ‘third term’ agenda. This research has at its heart the desire to identify the true drivers for 14-19 education and training reform, and critically analyse the results against alternative ‘aims’ of education. Much of current policy for this phase of education mentions the economic imperative of providing young people with the skills which both they and businesses need to compete in the global economy. This research intends to question the fact that economic goals appear to be inexorably entwined with this area of education, and analyse if this is an appropriate philosophy on which to base reform of the 14-19 phase. To achieve this, document analysis was used to identify the drivers for education reform contained within five policy documents in an attempt to understand the goals of New Labour’s 14- 19 education and training reform policy between May 1997 and February 2005. The conclusions which came from this analysis point to a consistency in the 14-19 reform programme of New Labour around the theme of the economy, with much of the content of the reforms focusing on adapting the phase in order to promote economic objectives. It is argued that by accepting economic objectives as a basis for educational reform, New Labour confused the influence of the economy for an educational aim.
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Berner, Ashley Rogers. « Metaphysics in educational theory : educational philosophy and teacher training in England (1839-1944) ». Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:f604b518-5ea3-4e29-98b9-cecbe3c78843.

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In 1839 the English Parliament first disbursed funds for the formal education of teachers. Between 1839 and the McNair Report in 1944 the institutional shape and the intellectual resources upon which teacher training rested changed profoundly. The centre of teacher training moved from theologically-based colleges to university departments of education; the primary source for understanding education shifted from theology to psychology. These changes altered the ways in which educators contemplated the nature of the child, the role of the teacher and the aim of education itself. This thesis probes such shifts within a variety of elite educational resources, but its major sources of material are ten training colleges of diverse types: Anglican, Nonconformist, Roman Catholic, and University. The period covered by this thesis is divided into three broad blocks of time. During the first period (1839-1885) formal training occurred in religious colleges, and educators relied upon Biblical narratives to understand education. This first period also saw the birth of modern psychology, whose tools educators often deployed within a religious framework. The second period (1886-1920) witnessed the growth of university-based training colleges which were secular in nature and whose status surpassed that of the religious colleges. During this period, teacher training emphasized intellectual attainment over spiritual development. During the third period (1920-1944), teachers were taught to view education from the standpoint of psychological health. The teacher's goal was the well-developed personality of each child, and academic content served primarily not to impart knowledge but rather to inform the child's own creative drives. This educational project was construed in scientific and anti-metaphysical terms. The replacement of a theological and metaphysical discourse by a psychological one amounts to a secular turn. However, this occurred neither mechanically nor inevitably. Colleges and theorists often seem to have been unaware of the implications of their emphases. This thesis contemplates explanatory models other than the secularisation thesis and raises important historical questions about institutional identity and the processes of secularisation.
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Cook, Elaine D. « The challenges of leading the attainment agenda : framing the role and practices of the new Secondary Headteacher ». Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22251.

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Scottish institutions within the educational networks, including Government, local authorities, and schools, are entangled in performative activities dedicated to improvements in student attainment. Secondary school performance in Scotland is measured nationally predominantly by the number and level of national qualifications achieved. The thesis makes the case that this attainment agenda places enormous pressures on Headteachers to ensure student outcomes are maximised and that the culture of performativity is a major factor in shaping the roles and practices of Headteachers. The study is based on four new secondary school Headteachers in a single Scottish local authority. It is through an examination of their work practices that the formation of subjectivities within a range of power relations and discursive regimes are explored. Performativity and accountability influence the role and actions of the Headteacher in many ways which are unanticipated. There is an ongoing power struggle engendered by the pressures and controls imposed on new Headteachers which modify and discipline their behaviours. In this thesis, a case study methodology is employed and the concepts of Michel Foucault are applied to provide an alternative means of understanding the practices of Headteachers. A Foucauldian approach also provides a different perspective on the problematic conceptualisation of school leadership. The aim of this study is to make a research-based contribution to our understanding of the complexities and competing priorities negotiated by new Headteachers. The research evidences the dominance of the attainment agenda on the lived lives of the new Headteachers. This study should enable the development of additional ways to assist with Headteacher preparation and the provision of improved support in the early years of Headship.
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Livres sur le sujet "Educational equalization – Great Britain"

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Graham, Haydon, dir. Educational equality. New York, NY : Continuum International Pub. Group, 2010.

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Howe, Kenneth R. (Kenneth Ross), Tooley James et Haydon Graham, dir. Educational equality. New York, NY : Continuum International Pub. Group, 2010.

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Dale, Spender, dir. The education papers : Women's quest for equality in Britain, 1850-1912. London : Routledge, 2001.

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Unequal educational provision in England and Wales : The nineteenth-century roots. London, England : Woburn Press, 1987.

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Maude, Gould, Lahiff Ann et University of Greenwich. School of Post Compulsory Education and Training., dir. Equality, participation and inclusive learning : A reader. London : Greenwich University Press, 2000.

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Millman, Val. Sex differentiation in schooling : Is there really a problem ? : final report from the former Schools Council Project on Reducing Sex Differentiation in Schools. York : Longman Resources Unit, 1985.

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Education policy and social class : The selected works of Stephen Ball. London : RoutledgeFalmer, 2005.

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Myers, Kate. Genderwatch : Self-assessment schedules for use in schools. London : SCDC Publications, 1987.

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Tannock, Stuart. Educational Equality and International Students : Justice Across Borders ? Palgrave Macmillan, 2018.

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Tannock, Stuart. Educational Equality and International Students : Justice Across Borders ? Palgrave Macmillan, 2019.

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Chapitres de livres sur le sujet "Educational equalization – Great Britain"

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Kennedy, Kerry J. « An Analysis of the Policy Contexts of Recent Curriculum Reform Efforts in Australia, Great Britain and the United States ». Dans International Perspectives on Educational Reform and Policy Implementation, 71–85. London : Routledge, 2021. http://dx.doi.org/10.4324/9780203761427-8.

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Moore, Michael Grahame. « From Correspondence Education to Online Distance Education ». Dans Handbook of Open, Distance and Digital Education, 1–16. Singapore : Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_2-1.

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AbstractThis chapter is about the history of open, distance, and digital education, with the primary focus on its evolving in the USA and Great Britain. A selection of key developments, trends, and players of more than 150 years includes reference to the nineteenth century correspondence schools, the American Land Grant universities, the pedagogical revolution in Charles Wedemeyer’s Articulated Instructional Media project, and its influence on the teaching model developed in the UK’s Open University. Brief coverage is included of the history of educational radio and television, the early computer networks, and the virtual classrooms. Knowledge of past achievements and failures is essential when planning for the future, and so the chapter aims to encourage research into personalization of learning in the correspondence tradition, most importantly research into institutional change and the reform of national systems.
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Moore, Michael Grahame. « From Correspondence Education to Online Distance Education ». Dans Handbook of Open, Distance and Digital Education, 27–42. Singapore : Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_2.

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AbstractThis chapter is about the history of open, distance, and digital education, with the primary focus on its evolving in the USA and Great Britain. A selection of key developments, trends, and players of more than 150 years includes reference to the nineteenth century correspondence schools, the American Land Grant universities, the pedagogical revolution in Charles Wedemeyer’s Articulated Instructional Media project, and its influence on the teaching model developed in the UK’s Open University. Brief coverage is included of the history of educational radio and television, the early computer networks, and the virtual classrooms. Knowledge of past achievements and failures is essential when planning for the future, and so the chapter aims to encourage research into personalization of learning in the correspondence tradition, most importantly research into institutional change and the reform of national systems.
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« The Great Britain-China Centre Educational Trust ». Dans The Grants Register 2018, 351–52. London : Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_527.

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« The Great Britain-China Centre Educational Trust ». Dans The Grants Register 2019, 349. London : Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-95810-8_543.

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Cheung, Sin Yi, et Muriel Egerton. « CHAPTER EIGHT Great Britain : Higher Education Expansion and Reform-Changing Educational Inequalities ». Dans Stratification in Higher Education, 195–219. Stanford University Press, 2007. http://dx.doi.org/10.1515/9780804768146-010.

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Mullett, Margaret. « Byzantine Scholarship : Twelfth-Century Constantinople, Twentieth-Century Britain ». Dans A Century of British Medieval Studies. British Academy, 2007. http://dx.doi.org/10.5871/bacad/9780197263952.003.0009.

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This chapter examines twentieth century Byzantine studies in Great Britain. It explains that British Byzantinists have been negatively affected by the restructuring of university departments, increasing educational emphasis on vocational subjects, and declining academic salaries. In the British context Byzantine studies could clearly be described as a small subject with disproportionate international influence and it is not clear whether they would ever regain the authority and influence in the academic establishment that they had in 1903.
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Slobozhenko, R. A., et Y. Y. Melnyk. « SECTION #5. LANGUAGE PICTURE OF THE WORLD : LINGUISTIC AND CULTURAL ASPECTS 5.2 THE PROBLEM OF ACCENT DISCRIMINATION IN GREAT BRITAIN AND FRANCE ». Dans CURRENT THEORY AND PRACTICE ASPECTS OF LINGUISTICS, SOCIOLINGUISTICS AND METHODOLOGY OF FOREIGN LANGUAGES AT UNIVERSITIES IN MODERN GLOBAL HIGHER EDUCATIONAL SPACE. RS Global Sp. z O.O., 2022. http://dx.doi.org/10.31435/rsglobal/052-11.

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The article deals with the issue of accent discrimination – the focus on prejudice against regional accents. It has been noted that lack of regional lexicon is one of the main reasons as to why ‘accentism’ is still going strong. It has been articulated that the reasons for glottophobia are hegemony of the monolingualism in France and class divisions in Britain that can lead to a skewed view of the world. Examples of accent bias are given. It has been found that there is currently no legislation to protect someone from accent discrimination. It has been studied that ‘Received Pronunciation’ or the ‘Queen’s English’ in Britain and standardized French in France seem to sound ‘very intelligent’ and it is a wide held view. It is being identified that academic institutions still support the idea of a single language model and accent prejudice. It has been concluded that in multicultural and multilingual Britain and France the solution is reasonable accommodation. It is required that the speaker is to make themselves understood whatever accent they choose.
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Davis McGaw, Martha Ann. « The Growth of Learning Colleges Including a Case Study from 2008 Revisited in 2015 ». Dans Handbook of Research on Applied Learning Theory and Design in Modern Education, 520–44. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch025.

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In 1981, the National Commission on Excellence in Education identified “widespread public perception that something is seriously remiss in our educational system” (Fiske, 2008). Thirty years later, in 2011, Harvard School of Education's Pathways to Prosperity Project states “In an era in which education has never been more important to economic success, the U.S. has fallen behind many other nations in educational attainment and achievement.” Learning-centered learning is not a new concept, with roots dating back to the progressive movement of early 1900's, gaining prominence in post-modern education with Nation at Risk: The Imperative for Educational Reform. A major focus of applied learning theory in post-modern education is preparing learners for a profession, a basis for achieving economic independence. This chapter identifies higher education institutions in the United States, Australia, and Great Britain highlighting methodologies, best practices, challenges. Two community college case studies are reviewed, identifying successes and opportunities of current learning practices.
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VanderKam, James C. « Introduction ». Dans R. H. Charles, 37–45. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192869289.003.0002.

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Abstract The chapter presents as background for Charles’s early work an account of the University of Oxford in the late nineteenth and early twentieth centuries and the educational reforms that took place in it. In these decades, the reforms moved the university beyond some of its traditional ways toward greater inclusion as well as a research culture. The chapter also describes the gradual and not always peaceful development of critical biblical scholarship in Great Britain in the same period. Some of the controversies it aroused are exemplified through surveys of two publications, Essays and Reviews and Lux Mundi, and the varied reactions they aroused.
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Actes de conférences sur le sujet "Educational equalization – Great Britain"

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Kovacova Svecova, Zuzana, Milena Lipnicka et Dagmara Smalley. « COMPLEMENTARY SCHOOLS OF NATIONAL MINORITIES IN GREAT BRITAIN WITH A FOCUS ON SLOVAK EDUCATIONAL CENTRES ». Dans 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1715.

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Shapovalova, O. « Development of pedagogical education of Great Britain in conditions of improving the quality of educational services ». Dans Pedagogical comparative studies and international education – 2020 : a globalized space of innovation. NAES of Ukraine ; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-410-412.

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Simion, Elena, Narcisa delia valentina Chirvasiu et Theodora Michel. « INFORMATION AND COMMUNICATION TECHNOLOGIES AND THE EQUALIZATION OF OPPORTUNITIES ». Dans eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-125.

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Information and communication technology (ICT) is a useful expression to describe the multitude and variety of ways in which technology has infiltrated into many aspects of everyday life, in education, at work or at home in the spare time. The last 20 years have brought remarkable innovations in the delivery of educational content. Traditionally distinct, text, sound, graphics and video content are now combined into a single "multimedia" document. The world around us is becoming increasingly interconnected through computer networks. Moreover, the evolution of the field of ICT is closely intertwined with the advancement of science in general and technology in particular and with the development of legislative initiatives that support research, implementation and dissemination of its applications within the educational system. The use of assistive technologies allows students with special needs to participate actively in the process of interaction and communication; in other words, technology can recover or replace deficiency to a very great extent, depending on several factors: the moment when its use was introduced, the manner of implementation, ongoing support from the persons around etc. The use of interactive information technologies has great potential for the education of children with special educational needs. Technology can be an equalization factor - for many people with disabilities, technology can serve as a support to overcome or compensate for cognitive difficulties in learning. This paper attempts to summarize some of the current directions for the deployment of information and communication technologies in education. Various possibilities of using these technologies in the educational process are presented, with reference to the use in teaching, to the use as a communication tool, as a compensatory tool or means for training, exploration or evaluation.
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Nicoleta, Danescu. « VOCATIONAL DISTANCE LEARNING OF AGRICULTURAL SCIENCES IN THE EU AND COMPARATIVE STUDIES WITH THE UK, GERMANY, AUSTRALIA AND THE U.S.A. » Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-170.

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Lately we have been witnessing a very intense form of promoting education, learning and training called distance learning. This phenomenon requires clarifications at both conceptual and practical levels, especially since the methods seem to be approved by a large number of participants in the educational process, therefore we’ll try to approach things from a global perspective. This paper reviews the evolution and impact of all types of distance learning. Distance learning is not a new phenomenon, there was at least 100 years ago, representing a form of teaching and learning through printed educational material was distributed by mail. Due to increased interest in training electronic or "e-learning", in recent years, rapid progress of electronic learning programs, developing Internet and e-mail. This report analyzes the media of information. Except for a few leading companies, the adoption of e-learning in Europe occurred in a much slower rate than in the U.S., one of the main reasons being the different types of training systems in Europe. Also, each European country has a different educational system on access to education, the financing of it, and participating students (as individuals, supported by employers or public systems). Such systems have been developed following discussions between employers, government agencies, educational institutions, accreditation authorities and trade unions. For example, in Germany, these systems are very well organized. Students can participate in distance learning, developing his skills, but not required to work in a field requiring professional mobility. Distance learning courses are also designed a number of contextual issues. Many employees are satisfied with their professional performance and we need much persuasion for them to understand that such courses can improve the existing system. This summary’s meaning is to be a review of the professional development of distance education, particularly in the agricultural and biological sciences in Great Britain and Germany, seeking as well the recommendations for future actions in Romania, Slovenia and Bulgaria.
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Simigiu, Aurora. « ONLINE PSYCHOLOGICAL COUNSELING OF THE PREGNANT TEENAGER ». Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-051.

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Over 27000 teenage births are registered in Romania annually, ranking our country on the second place in Europe after Great Britain, and the number of births in the case of teeangers under 15 years has increased up to 50% after the year 1990. This phenomenon is caused by the decrease of pubertal age on national level together with the failure of sexual education in school and family.From this point of view statistics shows that the situation becomes critical and urgent measures of rising of educational influences are required. In Romanian school sexual education is not a compulsory subject as it is in other countries. Sexuality is still a taboo topic what requires an alternative approach. The article aims to provide a model of good practices describing a site that offers online counseling to the teenagers, concerning educational topics such as sexual health. The site we are about to present offers teenagers accurate information concerning human sexuality and a forum location.We suggest a way of online counseling just to encourage teenagers to express their fears by protecting their identity. Online environment is considered to be much more accessible to young generation and the presentation of a psychological counseling model is useful. This way we hope that we will reduce school abandonment, we will prevent teenagers’ premature births and we will lower extremely high social costs taking into consideration that teenagers’ babies will be probably socially assisted by the Romanian governement. E-learning solution for teenagers’ sexual education that we suggest comes to parents and teachers’ assistance not only by the information offered but also by testing the problems they rise.
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Fatima Hajizada, Fatima Hajizada. « SPECIFIC FEATURES OF THE AMERICAN VERSION OF THE BRITISH LANGUAGE ». Dans THE FIRST INTERNATIONAL SCIENTIFIC – PRACTICAL VIRTUAL CONFERENCE IN MODERN & SOCIAL SCIENCES : NEW DIMENSIONS, APPROACHES AND CHALLENGES. IRETC, 2022. http://dx.doi.org/10.36962/mssndac-01-10.

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English is one of the most spoken languages in the world. A global language communication is inherent in him. This language is also distinguished by a significant diversity of dialects and speech. It appeared in the early Middle Ages as the spoken language of the Anglo-Saxons. The formation of the British Empire and its expansion led to the widespread English language in Asia, Africa, North America and Australia. As a result, the Metropolitan language became the main communication language in the English colonies, and after independence it became State (USA, Canada, Australia, New Zealand) and official (India, Nigeria, Singapore). Being one of the 6 Official Languages of the UN, it is studied as a foreign language in educational institutions of many countries in the modern time [1, 2, s. 12-14]. Despite the dozens of varieties of English, the American (American English) version, which appeared on the territory of the United States, is one of the most widespread. More than 80 per cent of the population in this country knows the American version of the British language as its native language. Although the American version of the British language is not defined as the official language in the US Federal Constitution, it acts with features and standards reinforced in the lexical sphere, the media and the education system. The growing political and economic power of the United States after World War II also had a significant impact on the expansion of the American version of the British language [3]. Currently, this language version has become one of the main topics of scientific research in the field of linguistics, philology and other similar spheres. It should also be emphasized that the American version of the British language paved the way for the creation of thousands of words and expressions, took its place in the general language of English and the world lexicon. “Okay”, “teenager”, “hitchhike”, “landslide” and other words can be shown in this row. The impact of differences in the life and life of colonists in the United States and Great Britain on this language was not significant either. The role of Nature, Climate, Environment and lifestyle should also be appreciated here. There is no officially confirmed language accent in the United States. However, most speakers of national media and, first of all, the CNN channel use the dialect “general American accent”. Here, the main accent of “mid Pppemestern” has been guided. It should also be noted that this accent is inherent in a very small part of the U.S. population, especially in Nebraska, Iowa, and Illinois. But now all Americans easily understand and speak about it. As for the current state of the American version of the British language, we can say that there are some hypotheses in this area. A number of researchers perceive it as an independent language, others-as an English variant. The founder of American spelling, American and British lexicographer, linguist Noah Pondebster treats him as an independent language. He also tried to justify this in his work “the American Dictionary of English” written in 1828 [4]. This position was expressed by a Scottish-born English philologist, one of the authors of the “American English Dictionary”Sir Alexander Craigie, American linguist Raven ioor McDavid Jr. and others also confirm [5]. The second is the American linguist Leonard Bloomfield, one of the creators of the descriptive direction of structural linguistics, and other American linguists Edward Sapir and Charles Francis Hockett. There is also another group of “third parties” that accept American English as a regional dialect [5, 6]. A number of researchers [2] have shown that the accent or dialect in the US on the person contains significantly less data in itself than in the UK. In Great Britain, a dialect speaker is viewed as a person with a low social environment or a low education. It is difficult to perceive this reality in the US environment. That is, a person's speech in the American version of the British language makes it difficult to express his social background. On the other hand, the American version of the British language is distinguished by its faster pace [7, 8]. One of the main characteristic features of the American language array is associated with the emphasis on a number of letters and, in particular, the pronunciation of the letter “R”. Thus, in British English words like “port”, “more”, “dinner” the letter “R” is not pronounced at all. Another trend is related to the clear pronunciation of individual syllables in American English. Unlike them, the Britons “absorb”such syllables in a number of similar words [8]. Despite all these differences, an analysis of facts and theoretical knowledge shows that the emergence and formation of the American version of the British language was not an accidental and chaotic process. The reality is that the life of the colonialists had a huge impact on American English. These processes were further deepened by the growing migration trends at the later historical stage. Thus, the language of the English-speaking migrants in America has been developed due to historical conditions, adapted to the existing living environment and new life realities. On the other hand, the formation of this independent language was also reflected in the purposeful policy of the newly formed US state. Thus, the original British words were modified and acquired a fundamentally new meaning. Another point here was that the British acharism, which had long been out of use, gained a new breath and actively entered the speech circulation in the United States. Thus, the analysis shows that the American version of the British language has specific features. It was formed and developed as a result of colonization and expansion. This development is still ongoing and is one of the languages of millions of US states and people, as well as audiences of millions of people. Keywords: American English, English, linguistics, accent.
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