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1
McKay, Ralston William. "At school with looked after children : a study of the views of children in public care". Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/1838.
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This thesis is concerned with the education of children in care. Its analytic focus is on ways in which children in public care are and have been constructed by knowledge and policies that are embedded in the discourses that surround them. A literature review of empirical research conducted in the UK concludes that the dominant research strands and epistemologic studies in this area have failed to allow foregrounding and exploration of children's own accounts of their experiences at school as children in care. Other literature concerning policy and historical contexts is considered within subsequent analytic chapters where a Foucauldian approach is adopted. The empirical work reported is of the content of interviews conducted in schools with 27 children and young people who were in foster care. A Foucauldian perspective allows consideration of the fashion whereby practices of surveillance and "the gaze" construct children by adults. The children's accounts are foregrounded in the data chapters where, firstly, their experiences of adults are explicated in terms of the three mechanisms of surveillance that Foucault identified. Adults' writings about the children, particularly within Records of Needs that had been opened to delineate the special educational needs of some of the children, are described and the fashions whereby these too construct the children, often negatively, are exposed. A sometimes overpowering sense of public intrusion into the children's private lives permeated their accounts but the final data chapter considers the ways they utilised their own agency sometimes as a struggle to resist the markers of difference experienced. Here again their own stories are given prominence. The implications of these accounts lead to suggestions about how changes to adults' practices in their dealings with children in care could be introduced in a range of settings including schools, the meetings held about children and educational psychologists' activities where, fundamentally, a need for adults to display more genuine respect to children and young people is required.
2
Shakkour, Suha. "Christian Palestinians in Britain". Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/999.
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This study seeks to address a gap in the literature with regard to the Christian Palestinians. As members of a very small minority, they are often overlooked by the media and the academic community. While this is changing to some extent for Christian Palestinians in the Middle East, there is scant literature that considers their lives in the ‘West’ and almost none on their experiences in Britain. This thesis considers how Christian Palestinians have adapted to life in London, including an analysis of the individual experiences of both Christian Palestinians and Muslim Palestinians. Interviews with respondents focused on their English language abilities, educational achievements, attitudes to intermarriage, and their sense of belonging. These aspects were chosen because they offer an insight into respondents’ private and public lives, a distinction that is particularly important in the study of integration and assimilation. Through the assessment of these attributes, this research seeks to redefine the way that assimilation has been viewed and argues that a more comprehensive study of assimilation must include not only an analysis of whether migrants have adopted a characteristic of the host nation’s population, but also an analysis of whether they have adopted the sentiments their native born counterparts have attached to them.
3
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.
4
Bregman, Abigail Sibley. "The view from the classroom : English school-teachers' responses to domestic and international problems of the interwar years 1919-1939". Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72832.
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5
Cheng, Yuan. "Education and class : Chinese in Britain and the U.S.A". Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:d1f57235-50b0-4277-be5f-7859e1228b46.
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This thesis aims to compare the relative chances of occupational success of Chinese in Great Britain and the United States. The study uses data from British national Labour Force Surveys (1983 to 1989) and American Census of Population and Housing Public Use Microdata Samples (1980). Using various methods of statistical analysis, mainly logit modelling, the thesis looks at three aspects of the research question. First, analysis is conducted on the relative level of occupational attainment (in access to the service class and avoidance of unemployment) of Chinese immigrants in Britain through comparisons with whites, Indians, Pakistanis, African Asians, West Indians and Irish. Secondly, similar analysis is done for foreign-born and native-born Chinese in the U.S. through comparisons with whites, Blacks, Hispanics, Japanese, Filipinos, Koreans, Indians and Vietnamese. Thirdly, comparisons are made directly on the relative chances of occupational success for being Chinese in Britain versus being Chinese in the U.S.A. In the thesis, specific attempts are made to bring out the effects of education in determining occupational success for Chinese as well as other ethnic groups in the two countries.
6
Jordan, Steven Shane. "The Technical Vocational Education Initiative (TVEI) and the making of the enterprise culture". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40371.
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This thesis is situated in the history of British debates over the relationship of technical and vocational schooling to capitalism. It analyses the impact of 'new vocational' policy initiatives on English education from the 1970s, using an approach termed 'historical ethnography.' Using this methodology, it draws on ethnographic studies of the Technical and Vocational Education Initiative (TVEI) between 1985 and 1992.My argument is that TVEI represents the most recent manifestation of a long history of educational policies that have systematically produced and ordered the social relations of class in an educational form. In this vein, I argue that the technical and vocational curriculum can be seen as an integral site within the English educational State for the production and formation of class relations within schooling. TVEI, I assert, was central to such a process through its capacity to concert and co-ordinate the social relations and practices of secondary schooling around the concept of enterprise, which acted as an organising device for management/administration, teaching, learning, and most crucially, the formation of individual subjectivities. Understood this way, we can see how TVEI effected reforms that contributed to the formation of clusters of social relations that produced class in new ways.
I show how this process emerged under TVEI through my ethnographic studies of enterprise, school-based management, business studies, and assessment. What each study reveals is how TVEI worked to effect a generalised shift in the culture of schooling away from the post-war social democratic politics of education, to that of a 'managed market' and enterprise culture. In this respect, I argue, TVEI prefigured many of the reforms that were to flow from the Education Reform Act (1988).
7
Campbell, James Dunbar. ""The army isn't all work" : physical culture in the evolution of the British army, 1860-1920 /". Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/CampbellJD2003.pdf.
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8
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.
9
Piper, Alan T. "The happiness of the young in Great Britain : the role of education". Thesis, Staffordshire University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596079.
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10
Keen, Susan. "Analyses of the English academicvocational divide in physical education an investigation into the claimed parity of esteem between the A-level physical education qualification and the advanced General National Vocational Qualification leisure and tourism". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32918.
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British government introduced a new General National Vocational Qualification (GNVQ) as an alternative to the A-level qualification in response to a low skilled workforce. Although these qualifications are promoted as equivalent to the A-levels, vocational qualifications are considered second best, causing an academic/vocational divide. Some researchers have analyzed the internal and external nature of the qualifications. However, little empirical evidence directly compares the two. This study focused on analyzing the two equivalent qualifications represented in the national framework.The study used common areas of the A-level Physical Education and the GNVQ Leisure and Tourism curriculum to construct an examination paper consisting of an equal number of A-level and GNVQ-style questions. Two groups of A-level and GNVQ students were randomly selected from Godalming Sixth Form College to take part in the examination, and the performance scores were analyzed. Findings suggest no significant difference in performance scores, t(28) = 0.08, p = 0.94, supporting the need for further research. These results may assist in closing the academic/vocational divide. In turn, this may lead to more opportunities in industry and in universities for those achieving the GNVQ. In order to achieve true parity of esteem between the qualifications, reform needs to focus on the internal structure of the qualifications by combining the two curricular into one course represented as one qualification rather than organising the separate qualifications in a hierarchical external framework that still promotes the academic/vocational divide within the framework.
11
Kenny, Caroline. "Reconciling social justice with economic competitveness : the coherence of New Labour's discourse on education". Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/647/.
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According to key figures within New Labour, the advent of the knowledge-based economy has ended the “sterile” battle between social justice and economic competitiveness; this now means that it is only through the provision of opportunities for all, achieved through high quality education, that the demands of the two goals can be fulfilled. I investigate the claims made by Blair, Brown and the Education Ministers that social objectives are being reconciled with economic considerations in the Party's approach to education and, in doing so, explore the existence and content of a putative 'New Labour' discourse on education. I highlight the limitations of the existing literature in dealing with issues of discourse, agency and time. I contend that in overlooking questions of discourse and ignoring the potential for differences over time and between actors, the current literature fails to capture the dynamism and complexity of the Government's discourse leading it to reach two inaccurate conclusions about New Labour as well as prohibiting us from gaining a proper sense of whether the Party has been coherent in its discussions of education. Conversely, I set out an alternative view of coherence, proposing discourse as an equivalent unit of analysis to policy and demonstrating sensitivity to differences both over time and between agents. I show that there is not one coherent 'New Labour' discourse on education, but a shared conception that is underpinned by three discourses that appeal to arguments about the knowledge-based economy, opportunity and responsibility. Within this however, are eighteen different arguments the use, meaning and significance of which varies between Blair, Brown and the Education Ministers and, over the three terms between 1997 and 2007.
12
Bertram, Anthony Douglas. "Effective early childhood educators : developing a methodology for improvement". Thesis, Coventry University, 1996. http://curve.coventry.ac.uk/open/items/ae2a0bef-f3bf-1f7e-e50e-35a49ca6bccf/1.
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This research was embedded in the Effective Early Learning (EEL) Project (Pascal et al., 1995), a national evaluatory and development programme looking at the quality of learning experiences for 3 and 4 year olds in the varied range of settings which typify United Kingdom provision. It was, however, a separate and discrete study focused on the effectiveness of the adult, whatever her level of training, as an educator. It was a 'real world', inclusionary, interpretive, research enquiry using qualitative and quantitative paradigms. The purpose of this study was to develop and implement a methodology to assess and improve the quality of educators working in a range of settings. A conceptual framework for assessing quality was developed. Also an observation schedule, 'the Adult Engagement Scale', focusing on three aspects of educative interaction: 'Sensitivity', 'Stimulation' and 'Autonomy' was created. Evidence was gathered using this scale and triangulated with other data, including participant interview, professional biography questionnaire and focused observation. The cohort consisted of 169 practitioners in 115 settings who worked with the researcher to collect the data. The practitioners had varied roles and backgrounds and were trained by the researcher in the methdology. They mainly worked in settings broadly representational of the four most frequent types of UK centre based provision; Reception Classes in Primary Schools, Nursery Schools, Nursery Classes and Pre-school Learning Alliance Playgroups. The data generated by this strategy was analysed to consider the characteristics of an effective early childhood educator. The 'Adult Engagement Scale' was shown to be an effective means of assessment, development and improvement. The data revealed that an adult's ability to be an effective 'engager' was linked to her 'educative disposition', which included her 'professional self image and emotional well being'. The analysis showed that the educative categories of 'Sensitivity', 'Stimulation' and 'Autonomy' were hierarchical and progressively less well addressed. All settings scored relatively highly on Sensitivity. Those settings which were better at Stimulation generally had more qualified staff. Autonomy was least well addressed by all settings, yet appears to be the category most closely linked to adult effectiveness. Most early childhood educaors are emotionally committed to their work yet feel undervalued. Universally practitioners in this study displayed a poor profesisonal self image, and this was clearly linked to their ability to be effective as an 'engaging' educator of young children.
13
Makin, Dorothy. "Policy making in secondary education : evidence from two local authorities 1944-1972". Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:f976f873-c5c2-493a-87ab-1fa7ef8e4e19.
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The 1944 Butler Act laid the legal foundations for a new secondary education system in England, one which would see all children entitled to free and compulsory schooling up to the age of 15. The Act therefore represented a bold step forward in the pursuit of a fairer society: expanding access to training and qualifications, while promoting a more equal distribution of educational opportunities. This thesis explores the process of constructing and delivering secondary education policy in England following the 1944 Butler Education Act. It offers a close examination of two Local Education Authorities- Oxfordshire and Buckinghamshire- exploring how they interpreted and implemented 'secondary education for all' after the Second World War. The dissertation is composed of two parts: Part One looks at how selective secondary schooling was developed and operated in the respective areas between 1945 and 1962; Part Two explores the response of both authorities to the prospect of reforming secondary education after 1962. By exploring the process of policy implementation after 1944, Part One of this thesis highlights the problems of delivering secondary education for all in an era of resource constraint. It is demonstrated in this thesis that Local Authority capacity to build new schools was firmly tethered to Ministerial control. The relatively low priority accorded to education created a decade-long delay between the announcement of policy change and its eventual delivery. The implications of this delay at the Local Authority and school level are explored in chapters three and six. Chapters four and seven question how resources were distributed between selective and non-selective school sectors, while chapters five and eight evaluate the treatment of selective education within each authority, asking how policy makers conceived of, and operated, the grammar school and secondary modern sectors. Part Two of this thesis turns to the question of secondary organisation. Debates surrounding the question of comprehensive rather than selective systems of secondary schooling dominated discussions about secondary education policy in the later twentieth century. When it came to comprehensive re-organisation, Oxfordshire and Buckinghamshire opted for different paths: Oxfordshire adopted comprehensive schooling relatively early with a remarkable degree of county-wide consensus, while Buckinghamshire fiercely resisted external and internal pressure to reform. Chapter ten of this thesis is devoted to identifying the drivers of comprehensive reform in Oxfordshire. Chapters eleven and twelve explore the Buckinghamshire story establishing how and then why this county successfully held-out against wholesale policy change.
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Hodges, Sushmita. "Women and education : social feminism and intellectual emancipation in England and America". Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720136.
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Social Feminism, as influenced by the Enlightenment, manifested itself between 1780 and 1860. An important aspect of social feminism was intellectual emancipation for women. Such intellectual emancipation came about through the blending of ideas emanating from prominent cultural and social centers in the western world. Women had been absorbing the reformist ideas of the Enlightenment philosophies, incorporating them into their own lines of thinking, and producing a social theory aiming at educational freedom for women. The individual efforts to initiate change in time reached beyond national boundaries through the pioneer social feminists' literary works and word of mouth. It is the intent of this dissertation to examine and analyze the linkage between the concept of social feminism and educational emancipation.The purpose of this research is to establish the significance of education as a major branch of social feminism within the context of the women's movement. To overcome language barriers that prevented research into other countries' women's movements, I have restricted this study to England and America and developed the concept of transatlantic feminism.Between 1780 and 1860 the women's "question" in England and America gained its theoretical foundations. Although there was no organized feminist movement, societies in both countries were being made conscious of the problems stemming from the subordinate status of women. This social awareness resulted from the tracts and discussions of certain male philosophers and of various exceptional females who focused on the question of women's rights and other related issues.The major emphasis during this early stage of the women's "question" was the issue of education as a vehicle for elevating the position of women. The education of available to women at that time was limited in nature. Training caring mothers was what social feminists protested against in their writings and discourses. Yet they understandably differed in their aims and formulas for change. Some spokeswomen, while accepting the societal status quo, promoted education as a means for women to recognize their moral superiority. There were yet others who demanded a "separate but equal" education so that women could exploit their full potential and, in some cases, assert their economic independence. All these social reformers, through their own unique experiences, also set examples for their contemporaries and future generations to follow.Despite some inconsistencies in their approaches to educational reform for women, almost all of the individual feminists discussed in this dissertation felt that intellectual emancipation would pave the way for improved social standing for women.Department of History
15
Hilton, Adrian. "Free schools : the role of Conservative and Liberal political thought in shaping the policy". Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:961415dd-a137-4f0d-b8e7-1b1927835053.
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'The landscape of schooling in England has been transformed over the last five years' (House of Commons Education Committee, 2015:3). More than half of secondary schools in England have become academies, independent of local authorities and funded directly by central government. The programme was begun by New Labour in 2002, and by the time they left office at the 2010 General Election 203 academies had been established. The policy was considerably extended between 2010-2015 by the Conservative and Liberal Democrat coalition, and 'Free Schools' were introduced by Education Secretary Michael Gove: that is, schools 'set up in response to what local people say they want and need in order to improve education for children in their community' (DfE, 2013/2015). By the time of the 2015 general election, there were 4,674 newly-sponsored or converter academies and 252 'Free Schools', representing 64% of secondary school students (47% of all state school students), and 51% of secondary schools (32% of all state schools). This research argues the hypothesis that there is a high degree of philosophical continuity on this policy across the main political parties in England. It also analyses the extent to which the policy-makers invoke historical expressions of conservatism and/or liberalism in their articulation of that convergence. Drawing on past associations with politicians, the principal expositors and key architects of the 'Free Schools' policy were interviewed, and these transcripts have given insight into how the themes of policy are conceptualised and understood. The data suggests that there are convergent philosophical views across the main political parties, and agreement on the course of history of the policy. There are, however, ethical concerns about the pace of reform, the primacy of the 'market', and the extent to which democratic public goods are consistent with schools that are 'free'.
16
Napier, Steven. "Political Development of Subaltern Education in Great Britain, the United States, and India". University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337718264.
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Allen, Jennifer. "Going higher, going further? : student perspectives on higher education at further education colleges and universities in England". Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:23fc08c0-cbf1-4ae4-8c6a-3420136b8ea0.
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Post-compulsory education in England is divided into two sectors: one for higher education (HE) and one for further education (FE). Although they mostly function separately, there is an overlap between the two in terms of HE provision. Currently around eight per cent (159,000) of HE students in England are taught at FE colleges (Association of Colleges, 2016) and approximately 14 per cent (22,060) of these students are pursuing a bachelor's degree (Higher Education Statistics Agency, 2016). To offer bachelor's degrees, FE colleges must partner with universities to validate their qualifications. Consequently, college graduates enter the labour market with university-validated degrees. However, very little is known about how college students' journeys through HE compare with those of their university counterparts. This study used semi-structured interviews (N=30) and a questionnaire (N=78) to explore how the decisions, experiences, post-graduation expectations and employment or further study outcomes of business undergraduates at English universities compare with those at English FE colleges. In particular, this research focused on students from six institutions (four FE colleges and two universities) across Yorkshire and Humberside and the West Midlands who were in the final year of bachelor's degrees in business-related subjects in 2013. The differences between these two groups of students emerged throughout their HE journeys. Whereas university students portrayed their pursuit of HE as inevitable, college students (depending upon their age) described making an active choice to go to HE, being directed towards it or drifting into it. When selecting an institution, most university students made a choice based on preferences, while college students made one based on constraints. Their student experiences were largely shaped by the particular environment of their type of institution, meaning college students often faced tension between HE and FE that did not feature in the university student experience. This tension permeated every aspect of the college student experience, from the style of teaching to the facilities and services available at their institution. Although college students appeared to have slightly more realistic post-graduation expectations (especially in terms of salary), university students tended to have more positive outcomes, largely due to the fact that they completed work placements during their course which led to full-time jobs after they graduated. The data from this study were analysed using the concepts of the 'figured world' (Holland et al., 1998), boundaries, identity and culture. In so doing, it becomes clear that despite the fact that these two groups of students undertook similar qualifications in similar subject areas, they did not achieve similar outcomes. As a consequence, it is argued that although HE in FE does widen participation in terms of offering more students the chance to pursue HE, it does not necessarily grant access to the same types of post-graduation opportunities.
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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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Hoy, Michael. "Isaac Barrow : builder of foundations for a modern nation : the church, education and society in the Isle of Man, 1660-1800". Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2010267/.
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This thesis examines the contribution made to the political, ecclesiastical and social development of the Isle of Man by Isaac Barrow, bishop of Sodor and Man (1663-71) and governor (1664-69). The condition of the Island and its people after the civil wars and interregnum is described and the nature and scope of the challenges faced by Barrow are assessed. Barrow’s vision for the people in his care and the pastoral and educational strategies he adopted to better their moral, spiritual and social condition are described, and his motives in introducing his wide-ranging reforms are considered. The civil legislation enacted during his administration and the ecclesiastical legislation which he initiated are analysed, and the immediate and longer term effects of his reforms are evaluated. Barrow identified two key targets for reform: improved education and conditions for the parish clergy; and the provision of English elementary schools for every boy and girl, with grammar and academic schools for the most able. Barrow’s skill in exploiting four different sources of funds and setting up well-constructed endowment instruments to ensure effective investment management is considered, and the quality and consistency of the oversight of schools and other aspects of pastoral and social care provided by the clergy and the courts are also evaluated. The thesis then reflects on Barrow’s continuing interest in and contribution to the development of education in the Isle of Man during his episcopate in St Asaph (1670-80), and considers reasons for his relative lack of success in addressing comparable social challenges in north-east Wales. The impact of variations to the conditions of the academic endowments which Barrow made in his will (1680) is also assessed. At the centre of the thesis is a reflection on Barrow’s life before 1663. The contrast between his high church, royalist convictions and academic career in Cambridge, Oxford and Eton on the one hand, and the liberal credentials of his reforms on the other, is considered. The thesis questions the extent to which the influence of former friends and colleagues, and the strengths and weaknesses of his self-sufficient, authoritarian character may have contributed to his ideas and the success of their implementation. The thesis evaluates the long-term effectiveness of Barrow’s reforms, notably in education, by analysing evidence for the progress of literacy in reading and writing in the Isle of Man through the eighteenth century. It assesses particularly the efficacy of schooling in English in an isolated community where only Manx Gaelic, a vernacular without a written orthography, was spoken, and considers similar challenges in the teaching and acquisition of reading skills in Wales. Comparisons are then drawn with contemporary developments in the dioceses of Chester (Cheshire and south Lancashire) and St Asaph (Denbigh, Flint and Montgomery) and in the wider context of the progress of literacy in England and Wales. In conclusion the continuing contribution of Barrow’s ideas and endowments today is summarised.
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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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Urk, Felix van. "Function-focused implementation fidelity for complex interventions : the case of Studio Schools". Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:5c73b308-efbf-48aa-91b1-f8c06b7eb885.
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This thesis is concerned with an initial assessment of the implementation of Studio Schools, a novel and highly flexible model of secondary education, in England. Responding to the methodological challenges towards evaluating a 'standard' national social programme that is encouraged to be adapted to context by local schools, the thesis also reports the development, operationalisation, and testing of a new approach towards the concept of implementation fidelity for evaluation science. The thesis commences by presenting the modern-historic foundations and challenges of the current English secondary education system that gave rise to Studio Schools, and describing the nature and objectives of the schools. This is followed by a discussion of the general challenges involved in the development and evaluation of complex social interventions and the specific challenges presented by the case of Studio Schools. The remainder of the thesis reports the development, use, and assessment of methods to overcome these challenges - with particular focus on evaluating implementation as part of process evaluations - as well as the current state of implementation in the schools. Delphi-inspired consensus methods were used in order to develop an explicit programme theory for Studio Schools where none previously existed, involving stakeholders in the theory specification process. The process demonstrated that stakeholders without a background in programme evaluation can agree to a specific and explicit theory of change after a programme was designed but prior to its evaluation. Next, a novel conceptual approach towards defining and measuring implementation fidelity was developed to translate a standard programme theory into flexible implementation measures. This approach focuses on the functions - or targeted change mechanisms - of a programme alongside its form of a given set of activities. Implementation measures were developed in the form of quantitative, paper-based questionnaires that were used to rate form- and function- focused fidelity of implementation of project-based learning (PBL) and personal coaching in schools on ordinal Likert scales. These measures were piloted and refined, and subsequently tested for their psychometric properties through the use of factor analysis in addition to established methods for determining the reliability of instruments in terms of internal consistency and inter-rater agreement. Findings show that it is feasible to monitor programme functions alongside form in process evaluations, and that the validity and reliability of measures based on this approach can be established using common psychometric methods. The measures developed earlier in the thesis were used by the doctoral candidate as well as teachers and students to rate the current state of implementation practices of PBL and coaching in Studio Schools was monitored over a period of four months in four participating schools. Ratings were based on observations made in-vivo or based on video- and audio recordings made during repeated visits to the schools. Quantitative implementation scores were calculated per rater group for PBL and coaching by aggregating ratings given to individual sessions, and were compared within and between schools. Spearman's correlation coefficients were calculated to assess correlation between form- and function-focused fidelity scores. The results of this study imply that implementation in Studio Schools likely varies substantially between individual schools and can be improved in all of them, but also suggest that the model could be evaluated for its effectiveness as long as implementation and process are carefully monitored. The additions of this thesis to the evaluation literature are considered, as well as its strengths and limitations and implications for practice and research.
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Doherty, Robert Anthony. "New Labour : governmentality, social exclusion and education policy". Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2667/.
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This thesis critically explores the broad relationship between New Labour’s adoption of social exclusion as a policy concept and the outworking of this commitment within instances of policy directed at compulsory education. It presents and deploys Foucault’s idea of governmentality as a perspective from which to undertake critical policy analysis. It considers approaches to policy analysis and posits a layered model that looks to explicate levels and forms of power within the policy system; including a concern to integrate the place and function of policy texts. An account of the main dimensions of New Labour’s Third Way politics is developed, together with a broad account of New Labour’s attempts to govern compulsory education. Critical Discourse Analysis is applied to interpret and explain two texts posited as capturing a particular historical moment in New Labour’s adoption and commitment to a recognisable conceptualisation of social exclusion. A governmentality perspective is employed to analyse policy around social exclusion within the Third Way politics of New Labour following 1997. This analysis has a particular focus on how this social exclusion dimension was accommodated within the broader schematic of Third Way governmentality and how it interacted with and emerged within policy around compulsory education in the early years of New Labour. The analysis concludes that the social exclusion dimension of New Labour’s policy ambitions was present, but sublimated within the conflicted policy climate of compulsory education arising from New Labour’s distinctive governmentality.
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Morehart, Miriam Corinne. ""Children Need Protection Not Perversion": The Rise of the New Right and the Politicization of Morality in Sex Education in Great Britain, 1968-1989". PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2207.
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Two competing forms of sex education and the groups supporting them came to head in the 1970s and 1980s. Traditional sex education retained an emphasis on maintaining Christian-based morality through marriage and parenthood preparation that sex education originally held since the beginning of the twentieth century. Liberal sex education developed to openly discuss issues that reflected recent legal and social changes. This form reviewed controversial subjects including abortion, contraception and homosexuality. Though liberal sex education found support from national family planning organizations and Labour politicians, traditional sex education found a more vocal and powerful ally in the New Right.
This thesis explores the political emergence of the New Right in Great Britain during the 1970s and 1980s and how the group utilized sex education. The New Right, composed of moral pressure groups and Conservative politicians, focused on the supposed absence of traditional morality from the emergent liberal sex education. Labour (and liberal organizations) held little power in the 1980s due to internal party struggles and an insignificant parliamentary presence. This allowed the New Right to successfully pass multiple national reforms. The New Right latched onto liberal sex education as demonstrative of the moral decline of Britain and utilized its emergence of a prime example of the need to reform education and local government.
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Sunderland, Jacqueline Karen. "A critical analysis of the processes of referral to special school and integration to mainstream school for certain children perceived by their teachers to be maladjusted". Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:e973f3a4-8631-4306-a36b-9d13f58fc86e.
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The recommendations of the Warnock Committee <1978) and the 1981 Education Act stated that the goals of education were the same for all pupils and they set the scene for all children, irrespective of handicap, to be educated in ordinary schools. The principle of equal opportunities for all pupils, whether or not they have statements of special educational needs, finally achieved statutory recognition in the 1988 Education Reform Act. All pupils now share the same right to a broad, balanced and differentiated curriculum relevant to their needs. However, in spite of the fact that numerous HMI reports state that special schools offer narrow and restricted curricula which may hinder the prospect of reintegration into mainstream schools for their pupils, there is evidence indicating that teachers continue to refer 'maladjusted' or 'difficult to teach' children for assessment with a view to special school placement. This study provides a critical analysis of the processes associated with referral and integration for two groups of children. When the research began, the referred children in mainstream school were likely to be transferred to special school, and the children in special school were already integrating into mainstream.
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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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Rizvi, Sadaf. "A Muslim girls' school in Britain : socialization and identity". Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670074.
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Tisdall, Laura Alison. "Teachers, teaching practice and conceptions of childhood in England and Wales, 1931-1967". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708670.
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Duncan, Andrew George. "The military education of junior officers in the Edwardian army". Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7634/.
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This thesis charts the military education of junior Edwardian army officers, moving chronologically through key aspects of the process. It examines the detail of curricula at Sandhurst and Woolwich, the prevalence of entry via auxiliary forces and the military knowledge of men who gained commissions by that route, the training and study officers undertook after commissioning, and the education available at Camberley and Quetta. It thus offers a holistic examination of officer education. It concludes that there was a strong and growing professionalism among the junior commissioned officers, founded on their acquisition of skilled expertise and their expectations of advancing in their careers on the basis of professional merit. This thesis contributes to broader debates in three ways. Firstly, by going beyond existing studies which focus heavily on the upper echelons of the officer corps, it allows a more complete examination of the competence and military capacity of the Edwardian army. Secondly, it contributes to discussions on professionalism and processes of professionalization at the beginning of the twentieth century. Thirdly, it considers the nature of the training and education that the Edwardian Army undertook and seeks to locate this within discussions on the proper form and objectives of officer education.
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Xu, Hongxia. "Poet as teacher : Wordsworth's practical and poetic engagement with education". Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9463.
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This thesis revisits William Wordsworth’s practical and poetic engagement with education as epitomised in his claim that “Every Great poet is a Teacher: I wish either to be considered as a Teacher, or as nothing.” By situating this claim in the larger contexts of Wordsworth’s writings and Britain’s educational development from the late eighteenth century to the end of the nineteenth century, it argues that Wordsworth advocated a poetic education of receptive and creative imagination as a corrective to the practical education of passive learning and reading, and that his authority as a poet-teacher was confirmed rather than challenged by the wide divergence of his reception in Nineteenth Century Britain. The introduction defines the research topic, argues for Wordsworth’s relevance as a poet-teacher against his dubious reception in contemporary educational institutions, and examines some mistaken notions of him as a poet of nature and childhood. Chapter One investigates Wordsworth’s lifelong critique of contemporary pedagogical theories and practices for their confusion of education with instruction and their neglect of religion. Chapter Two studies Wordsworth’s proposal for an alternative mode of poetic education that relies on nature, books, and religion to foster the individual’s religious imagination, which informed Wordsworth’s vocation as a poet, and underlay the revisions of the educational backgrounds of his major poetic speakers. Chapter Three explores Wordsworth’s endeavours to cultivate readers’ receptive and creative imagination against the prevalent literary taste through differentiating strategies of communication in his poetic theories and short poems written between 1794 and 1815. Chapter Four discusses the educational uses made of Wordsworth’s poetry through studying the representative selections of his poems edited by Victorian educators, so as to reveal the slow, winding, but steady process of his being recognised as a teacher in both practical and poetic senses. The thesis concludes with a reaffirmation of Wordsworth’s authority and relevance as a teacher, both then and now.
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Dean, Fiona. "Border crossings : in/exclusion and higher education in art and design". Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/3542.
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This study explores ideas of inclusion and exclusion - in/exclusion - within art and education contexts, more specifically how they shift and alter within the processes of selection to one Scottish institution of Higher Education in Art and Design. The empirical focus of selection is told through detailed narratives that follow the thinking and responses of a diversity of selectors to the visual and written submissions of wide ranging applicants. These discussions make visible the ways in which candidates are deliberated into and out of the institution and are layered further by a broader quantitative look, exploring how this detail plays out more widely in the chances of in/exclusion across all applicants. This research has implications for a number of areas, including policy and practice on social in/exclusion, particularly as it relates to the arts and Higher Education. However, it is not solely an access or admissions study; it tries to extend understanding and approaches to in/exclusion by questioning what people are being included into as well as the ways of in/excluding. It gets inside and lays open a process of decision-making that has not previously been explored in this kind of depth and is made visible here through an often troubling, personal, methodological and theoretical assemblage of stories and crossings. My own shifts as a learner, artist and educator en/unfold with selection narratives and rich visual images that confront and question issues of representation, difference and risk as they surface within the research. It is this very detail of insight, getting inside those areas that are often unspoken and unseen that makes this investigation so unusual, adding new layers of questioning and understanding to the many approaches that exist in thinking and acting on in/exclusion. If there was any sense that in/exclusion to Higher Education in the Arts and Design might be determined or resolved simply by altering indicators and numbers in terms of social class, education or the spatiality of where an individual lives, then this study offers a different kind of view. It reveals a more complex process of looking and decision-making, in which selectors often try to see beyond the surface of the visual and written in search of the individual. It shows the shifting balance in what is looked for in a process that is fraught with chance, ethics, trust and emotional dilemmas. In doing so, it makes the case for a more reflexive and ontological engagement in approaches to in/exclusion. Nothing is certain. In/exclusion becomes an assemblage of elements that displace across selectors, taking new forms and combinations that are rooted in qualities that applicants bring with them as well as what selectors bring into the process. How these fold together can lead to very different outcomes.
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Goodwin, Mark. "Education governance, politics and policy under New Labour". Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1771/.
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This thesis investigates the political management of state schooling under New Labour from 1997-2010. The thesis considers and rejects two mainstream approaches to the analysis of New Labour‟s education strategy which characterise the New Labour education project as either a process of marketisation or as a symptom of a shift to a new governance through networks of diffused power. Instead, the thesis argues that the best general characterisation of New Labour‟s education strategy is as a centralising project which has increased the power and discretion of the core of the core executive over the education sector at the expense of alternative centres of power. The thesis proposes that the trajectory of education policy under New Labour is congruent with a broader strategy for the modification of the British state which sought to enhance administrative efficiency and governing competence. Changes to education strategies can then be explained as the result of changing social and economic contexts filtered through the governing projects of strategic political actors. The thesis argues that New Labour‟s education strategy was largely successful in terms of securing governing competence and altering power relations and behaviour in the sector despite continuing controversy over the programmatic and political performance of its education policies.
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Al-Sarraf, Abdul-R. "Management education, training, and development in Great Britain : a case study of the Strathclyde MBA programme". Thesis, University of Strathclyde, 1988. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24933.
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The purpose of the present research was to evaluate the MBA programme offered at Strathclyde Business School to determine whether the MBA programme is designed to meet the needs of local industry or whether a 'mis-match' does in fact exists between industry and the MBA programme. By systematic evaluation of attitudes displayed within the student, employer, and academic communities. In general, the findings of this research clearly indicated that there is a perceived 'mis-match' between the industrial world and the MBA programme. The results of this research and the comments of the target group (business/industry) supported many other research studies that MBA programmes in general are characterised by lectures and academic theories, and therefore, are not suitable for the contemporary business organizations. Chapter 1 is a general introduction to the present research study. Chapter 2 examines the growth of formal management education and training in Great Britain, and attempts to describe the attitudes and opinions of British industry toward the formal management courses offered by various British colleges and universities, with special reference to the 1960s and beyond. Chapter 3 focuses mainly on discussing the 'mis-match' described by many writers between the MBA programme and British industry, and attempts to demonstrate how and why the MBA programme is unsuited to British industry. Chapter 4 focuses on five interviews with key administrators involved in the Strathclyde MBA programme since its inception. Each interview relates to a different time period. Chapters 5, 6, 7 and 8 are based upon an analysis of questionnaires that were distributed to the new (incoming) MBA students, MBA graduates, MBA staff, and business/industry. The questionnaires contain various questions related to individual experience with the MBA programme, and information on the attitudes, opinions, and recommendations of respondents. In addition, the various comments received from respondents were considered to be a valuable source of information for the analysis. Chapter 9 discusses in detail the 'mis-match' widely hinted at in the literature review (Chapters 2 and 3) between the MBA and the target group (business/industry). The evidence presented in this chapter centers around issues related to sponsorship and recruitment of MBAs, communication (relationships) between the business scnool and the industrial world, and the MBA curriculum including: course content, teaching methods and teachers. Chapter 10 presents a brief summary of the various findings discovered throughout the present research studies. In general, the findings clearly indicated that the present MBA programme needs to be closely studied and revised to meet the needs of business and industry. Recommendations for change and improvements in the MBA programme centered around a course content relevant to the real needs and requirements of tne local companies and organizations, teachers who are skilled at handling group dynamics and influencing the content of the discussion in the classroom, and a variety of teaching methods with active involvement of the student in the learning process. More important, as emphasized throughout this research study, a better communication process between the business school and the industrial world was clearly required and needed to eliminate the present 'mis-match' between the MBA training and the industrial world.
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Hand, Jane. "Visualising food as a modern medicine : gender, the body and health education in Britain, 1940-1992". Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/70950/.
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This thesis investigates the role and function of visual images produced by both central government and Unilever P.L.C. from 1940 to c.1992 in constructing knowledge about diet, disease and the body. It examines historical instances of the use of visual images – posters, leaflets, magazine advertisements, product advertisements and documentary film and television – in promoting healthy eating as a tool of disease prevention. I historicise these images as important ‘vehicles of communication’, reclaiming their importance in understanding the historical development of disease risk as it related to food in wartime and postwar Britain. I have limited the project to analyses of central government health education campaigns centred on food and the advertising output of one multinational food company, Unilever. This selectivity allows for the promotion of the food industry within historical understandings of health education in the twentieth century. Through the analytic lens of visual representation this thesis explores the complexities of understanding disease risk in relation to lifestyle and behaviour choice. Therefore, this thesis contributes to the literature on the historicising of disease, while providing a working model for analysing images as important agents of information provision. I explore and decode visual representations, sensitive to the complex ways meanings are produced, circulated and understood in specific socio-cultural contexts. As a collective these images do not conform to a visual ‘look’, but they do perform important functions beyond their intended use. They repeatedly reference gender norms, the primacy of the body and the enduring focus on modernity and the ‘modern’ in ‘selling’ health and new lifestyles. While such images construct food, gender and the body in different ways, this thesis suggests that collectively they represent food as a modern medicine.
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Andermann, Anne Adina Judith. "Patient education, risk communication and informed choice : women with a family history of breast cancer who present to primary care". Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:37490745-91a4-4472-aa60-71ca9e0592ba.
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This thesis describes research carried out to explore the needs, expectations and experiences of the increasing number of women with a family history of breast cancer who present to primary care. This work was intended to inform clinical practice and policy, and to directly address women's needs where possible. Although a great deal of research has looked at the experiences of women with a family history of breast cancer in a specialist setting, when this work began, no research had yet been published on women's needs in primary care. This is particularly important, as general practitioners (GPs) are the first port of call, and often the main source of information, advice and support. A qualitative interview study was used for the preliminary work exploring women's subjective experiences of consulting primary care about a family history of breast cancer and understanding their primary care consultation needs (Chapter 2). This work was further elaborated upon using a prospective descriptive study to quantify the extent to which women shared the same views or experiences, and therefore, would benefit from certain changes in health care provision (Chapter 3). The qualitative and quantitative research showed that women's main primary care consultation needs were to discuss their risks of breast cancer with their GP and to receive verbal as well as take-home information. When this work was being carried out, no patient information was available suitable for a general population of women with breast cancer in the family who present to primary care. For this reason, a leaflet was developed based on women's information needs and the best available evidence (Chapter 4). The leaflet entitled Breast and/or Ovarian Cancer in the Family: Learning More about Your Risks and Options was evaluated with almost 200 women to ensure that it met their needs (Chapter 5). Over 90% of women were glad to have received the leaflet and felt that it provided the information they wanted to know. The implications of the work described in this thesis are that GPs could greatly assist their patients by acknowledging family history concerns as a legitimate reason for presenting to primary care, by providing verbal and take-home information and by inviting patients to return for future discussions if needed. Nationally accepted management guidelines for breast cancer family history and accompanying educational materials for use in primary care will also be instrumental in meeting patient needs and promoting informed choice in this new and difficult area of medicine.
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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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Boyd, Victoria A. "'Looking okay' : exploring constructions of fluctuating or recurring impairments in UK Higher Education". Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/11014.
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This research explores constructions and understandings of fluctuating or recurring impairments in Higher Education in the UK. It considers ways in which institutional discourses within one UK University have shaped policy and provision for disabled students, and how students with fluctuating or recurring impairments negotiate and enact identities in this context. For many students, impairments such as chronic fatigue syndrome (CFS)/ myalgic encephalomyelitis (ME), epilepsy or diabetes, for example, have the potential to vary in intensity, and thus impact, on participation in learning activities and on self-perception/ identity. With increasing disclosure, yet limited recognition, of such types of impairment comes a need for institutions to better understand changing impact in terms of inclusion and in observing anticipatory aspects of legislation, as well as furthering insight into how student identities are negotiated and constructed in an educational context. This research uses a social constructionist framework to explore constructions and subjectivities as regards fluctuating or recurring impairments, and comprises both staff and student perspectives. The staff perspective is based on the thematic narrative analysis of interviews with three members of staff, and is presented in conjunction with an example of institutional policy to highlight discourses drawn upon in constructing disability and disabled students. The impact of these discourses on institutional constructions and practice is key to the analysis. The student perspective is based on two phases of data collection: firstly, 24 semi-structured interviews with students who self-described a fluctuating or recurring impairment; and secondly, five students’ responses to six bi-weekly emails over the course of one academic trimester (January – April 2011). Summary data from the first phase is used to frame discussion on issues raised by students regarding institutional constructions and support. A ‘hybrid’ narrative analysis framework incorporating positioning analysis as well as both ‘big’ and ‘small stories’ has been used in analysing the phase two data. The approach considers the influence of institutional discourses on how students are positioned institutionally and position themselves, as well as ways in which performances of identity may be shaped. The thesis concludes by considering the implications of the research outcomes for Higher Education. In so doing, it notes the significance of policy implementation and cultural change, and makes recommendations for areas of focus in raising institutional awareness of fluctuating or recurring impairments within existing constructions of disability.
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Tramposch, William Joseph. "A matter of degree : mid-career professional training for museum workers in the United States & Great Britain". W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618305.
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What are the differences between the continuing education programs for museum workers in the United States and Great Britain, and what do these distinctions reveal about the ways in which the role of the museum worker is perceived in these respective countries?;This study will: (1) analyze the literature surrounding these questions, literature ranging in topics from the sociology of professions to descriptions of mid-career training options, (2) compare and contrast the museums, museum studies programs, and continued learning schemes for museologists, and, finally, (3) examine the differences and similarities between two representative programs, one for each country: the Seminar for Historical Administration and the Diploma Scheme of the Museums Association in Great Britain. From these comparisons both general and specific, the investigation will conclude with an interpretation of the differences in so far as they shed light on the varying perceptions of the museum worker in the United States and Great Britain.;In the United States, museum workers are exposed to a seemingly unlimited array of mid-career training options, a veritable smorgasbord of professional learning opportunities of varying quality and usually offered by agencies quite independent of the academy. "Contest" mobility prevails. The programs are responsive to an ever-changing market. While, in Great Britain, only a few options are available, most notable is the diploma scheme with its university affiliations. When compared to the American system, a semblance of "sponsored" mobility prevails, and one is struck by the limited, single-level and insulated nature of the programs available. This dissertation identifies these distinctions and expands on their significances as they pertain to current perceptions of the museum workers in each country.
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Evans-Worthing, Lesley J. "Physical education for Soviet children and teacher and coach education. Physical education for children (to seventeen years). An historical overview and contemporary study of organisation and methods. An examination of the professional training of physical education teachers and sports coaches". Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.
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The starting point for this study was when as a
specialist physical education teacher working in a school,
I undertook a part-time inservice B. Ed degree and wrote a
dissertation comparing the systems of physical education in
the USSR and in England and Wales. I made one visit in 1979
to Moscow but, otherwise, had to rely heavily upon Western
sources of material owing to my lack of knowledge of Russian
and the difficulty in obtaining primary source material.
I discovered that virtually no profound study in English
had been made of children's physical education in one of the
world's largest and most important countries. Yet since
the early 1950s, the USSR has been one of the leading sporting
nations in international competitions.
For many years I have been interested in comparative
physical education and, helped by my background of foreign
languages' study at school, have visited schools in the USA,
Canada, Germany, Austria and Israel, as well as the USSR.
In 1981, I began work as a university lecturer with
responsibilities for teacher training and started to gather
information for this thesis for which I had to learn Russian,
helped by staff at the Centre for Modern Languages at the
University of Newcastle-upon-Tyne.
During several study visits to the USSR, I visited
1981 - Two weeks sports study tour to Moscowt Leningrad
and Minsk.
1983 - Four weeks in Leningrad.
1985 - Six weeks in Moscow, Leningrad and Brest on a
British Council Travel Scholarship.
USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports
institutions, interviewed officials, lecturers, teachers,
students and pupils and observed lectures, lessons and training
sessions. In addition, I gathered text books, syllabuses
and journals and, after several years of research and study
visits, set out to describe and examine all aspects of Soviet
children's physical education from preschool to school-leaving
age as well as the training of their teachers and coaches.
It has been necessary to describe the whole physical
education system since it is a more complex series of
activities in and out of school than what we in England and
Wales, understand as physical education, that is, lessons in
school. Descriptions are fairly extensive since readers are
unlikely to be able to read the sources in Russian for themselves
or to make their own visits.
Because the concept of physical education in the USSR
is so different compared to our own, and because its structure
is determined by the state of development and needs of
Soviet society, a background description of the country and
education system is given in Chapter I and an explanation of
the development of Soviet sport and physical education in
Chapter II.
The concepts of Soviet physical culture, sport and
physical education are different to our own and are explained.
Soviet terminology in direct translation is used, for example,
school physical education programmes, but physical culture
lessons and teachers to emphasise the different concepts
which are employed.
The aims, methods and reasons behind the system of
physical education for Soviet children are described and
analysed and the theory and practice of its implementation
have been investigated through primary sources - syllabuses,
visits, observations. and interviews.
The effectiveness of physical education for all Soviet
children is discussed and some cross-cultural comparisons
are made. Finally, suggestions are put to physical educators
in England and Wales on how this study might be useful to
them when considering changes in their own physical education
system.
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Faggian, Alessandra. "Human capital, migration and local labour markets : the role of the higher education system in Great Britain". Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553098.
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The positive impact of higher education institutions (HEI) on local economies has been long acknowledged, but it has generally been evaluated by using regional multipliers or input-output techniques, which are static in nature and more focused on short-term effects. This study tried to give a more complete and dynamic account of how HEI are affecting the local economies by incorporating into the analysis the role of human capital and interregional migration. My analysis is based on micro- econometric data on around 800,000 British students graduating between the academic years 1996-97 and 1999-00. In order to analyse the data I employ dichotomous, multinomial, and conditional logit models, which investigate how the characteristics of the individuals, the institutions, and the regions together determine graduate migration behaviour. Most of my results on the determinants of student migration were in line with the expectations of the traditional migration research although some surprising results were also revealed. One of the most interesting results is the different attitude of men and women towards migration to study and migration to work. Another important result is the effect of the final degree classification on graduate migration. In the last part of the thesis we used the knowledge developed on student and graduate migration to study the relationship between innovation and human capital flows. Given the nature of the problem, we move away from a micro-econometric framework to use simultaneous equation models, which better account for the feedback mechanisms between the two phenomena under investigation. The results show that the primary role of the university system appears to be as acting as a conduit for bringing potential high quality undergraduate human capital into a region. If the region is already economically buoyant, many of these migrants will remain in the university region for employment after graduation, subsequently contributing to the region's innovative performance. The migration effects of embodied human capital appear far more important than informal university-industry spillovers as an explanation of regional learning effects.
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Madzivhandila, Lusani T. "The higher civil service and bureaucracy: A comparative analysis of Great Britain and the' United States". University of the Western Cape, 1994. http://hdl.handle.net/11394/7858.
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Magister Artium - MAThis thesis is a comparative study of the higher civil service and bureaucracy of Great Britain and the United States. The study analyzes the political framework of the British and the United States systems of governance, examples of administrative reforms in the two systems, and the impact of education, socialization, recruitment, and civil servants as policy-makers. The methodology used in this study involves longitudinal as well as cross-national comparison. In dealing with differences between Great Britain and the United States, the study concentrates on the antecedent variables (constitution, political framework, cultural and administrative reform), intermediate variables (education, socialization and recruitment procedures), and the dependant variables (status of senior civil servants as policy- makers)In the first part of the study, the constitutional allocations of political power, history and the political system in which the higher civil service and bureaucracy operate are analyzed. The purpose here is to show that the bureaucracy and the civil service do not exist in a vacuum, they are influenced by constitutional, political and cultural constraints. The second part of the thesis deals with the education, socialization and the recruitment of the higher civil servants of Great Britain and the United States. This section points to the disproportionate representation of educated, high-status officials at the top of the political and administrative hierarchy of both countries. In Britain, however, there are social traditions built into the education system. The education and recruitment process concentrates on a general approach. In the United States, on the other hand, the specialist tradition dominates the civil service. Thus, United States higher civil servants are essentially specialists. The third part of the study analyzes the impact of education, socialization and recruitment processes on the role and performance of senior civil servants as policy-makers, in both societies. It is evident that civil servants are involved in the process of policy-making and, therefore, have a political role. This is due to the intricacies of bureaucracy and the fact that civil servants relative permanency, experience and expertise gives them a vast amount of knowledge that is relevant to policy-making. The conclusions suggest that the generalist approach applied in Great Britain hampers the capability of senior civil servants when it comes to negotiating with interest groups involved in policymaking. A specialist approach applied in the United Sates should be followed .
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Hawthorne, Kamila. "Overcoming cross-cultural differences in diabetes management : making diabetes health education relevant to a British South Asian community". Thesis, University of Manchester, 1997. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.674726.
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Yoda, Otoe. "Human capital selectivity, human capital investment, and school to work transition of those from immigrant backgrounds". Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669814.
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Smalley, Nina. "An exploration of the design and implementation of a simulation exercise linking a university with its surrounding schools". Thesis, University of South Wales, 2002. https://pure.southwales.ac.uk/en/studentthesis/an-exploration-of-the-design-and-implementation-of-a-simulation-exercise-linking-a-university-with-its-surrounding-schools(2f05b45c-8f15-4a40-ba19-538fe9320a97).html.
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Velarde, Andres Octavio. "Institutional transmission : a case study on the institutionalisation of disability equality at university". Thesis, University of London, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549594.
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Evans-Worthing, Lesley Jean. "Physical education for Soviet children and teacher and coach education : physical education for children (to seventeen years) : an historical overview and contemporary study of organisation and methods : an examination of the professional training of physical education teachers and sports coaches". Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.
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The starting point for this study was when as a specialist physical education teacher working in a school, I undertook a part-time inservice B. Ed degree and wrote a dissertation comparing the systems of physical education in the USSR and in England and Wales. I made one visit in 1979 to Moscow but, otherwise, had to rely heavily upon Western sources of material owing to my lack of knowledge of Russian and the difficulty in obtaining primary source material. I discovered that virtually no profound study in English had been made of children's physical education in one of the world's largest and most important countries. Yet since the early 1950s, the USSR has been one of the leading sporting nations in international competitions. For many years I have been interested in comparative physical education and, helped by my background of foreign languages' study at school, have visited schools in the USA, Canada, Germany, Austria and Israel, as well as the USSR. In 1981, I began work as a university lecturer with responsibilities for teacher training and started to gather information for this thesis for which I had to learn Russian, helped by staff at the Centre for Modern Languages at the University of Newcastle-upon-Tyne. During several study visits to the USSR, I visited 1981 - Two weeks sports study tour to Moscowt Leningrad and Minsk. 1983 - Four weeks in Leningrad. 1985 - Six weeks in Moscow, Leningrad and Brest on a British Council Travel Scholarship. USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports institutions, interviewed officials, lecturers, teachers, students and pupils and observed lectures, lessons and training sessions. In addition, I gathered text books, syllabuses and journals and, after several years of research and study visits, set out to describe and examine all aspects of Soviet children's physical education from preschool to school-leaving age as well as the training of their teachers and coaches. It has been necessary to describe the whole physical education system since it is a more complex series of activities in and out of school than what we in England and Wales, understand as physical education, that is, lessons in school. Descriptions are fairly extensive since readers are unlikely to be able to read the sources in Russian for themselves or to make their own visits. Because the concept of physical education in the USSR is so different compared to our own, and because its structure is determined by the state of development and needs of Soviet society, a background description of the country and education system is given in Chapter I and an explanation of the development of Soviet sport and physical education in Chapter II. The concepts of Soviet physical culture, sport and physical education are different to our own and are explained. Soviet terminology in direct translation is used, for example, school physical education programmes, but physical culture lessons and teachers to emphasise the different concepts which are employed. The aims, methods and reasons behind the system of physical education for Soviet children are described and analysed and the theory and practice of its implementation have been investigated through primary sources - syllabuses, visits, observations. and interviews. The effectiveness of physical education for all Soviet children is discussed and some cross-cultural comparisons are made. Finally, suggestions are put to physical educators in England and Wales on how this study might be useful to them when considering changes in their own physical education system.
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Chew, Esyin. "A blended learning model in higher education : a comparative study of blended learning in UK and Malaysia". Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/a-blended-learning-model-in-higher-education(34470b43-d024-47cd-9d67-b88bdc46bcc9).html.
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Blended learning, involves the combination of two fields of concern: technology and education; or two groups of people: technologists and educationists. However, current literature shows less consideration on the potential disciplinary gap in the blended learning experience, as a result there is a paucity of evidence from cross-country/institutional/disciplinary investigations. This study aimed to explore, analyse and compare the blended learning experience in higher education. The research is reflected in 3 questions: (1) What are the current blended learning experiences in the selected higher educational institutions? (2) How such experience varies in different disciplines? (3) What are the reflections on the comparative experiences in (1) and (2)? The qualitative case study with comparative methods was used to obtain in-depth findings for these research questions. I visited 4 universities in two countries and sampled 51 research participants’ voices from contrasting disciplines. With these voices, I thoroughly discussed individual case studies, followed by a cross-case and cross-discipline comparison. These findings enabled insights to be drawn on a major argument: blended learning did enable and enhance learning experiences in all case studies but disciplinary differences remain a major challenge. The analysis shows that academics from science-based disciplines have an advantage at the instrumental level of technological usage without transforming learning experience; social science-based academics, due to their disciplinary nature, have embedded technology in wider trans-technical aspects that would enhance and transform learning and teaching. In the context of blended learning, I would argue that learning has not been enhanced (1) if the technology is the sole focus; (2) if the research effort of “technology enhanced learning” does not gain ground in educational theories and (3) does not recognise the disciplinary differences. Arising out of these findings, I proposed a blended learning model that indicates the boundary of the current literature and research findings, and a blended learning definition - an educational-focused process to enhance and transform f2f learning with the blend of technology in a symbiotic relationship. It is necessary for educationists and technologists to establish such a symbiotic relationship and the inter-disciplinary integration and discourse, that may impact on the individuals’ practice beyond their own disciplinary territory.
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Lau, Alice Man Sze. "Assessment for learning in higher education". Thesis, University of South Wales, 2013. https://pure.southwales.ac.uk/en/studentthesis/assessment-for-learning-in-higher-education(3dbf6052-980d-45d8-b059-6be56c13dc59).html.
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The thesis is about assessment for learning. It aims to examine the gap between theory and practice in assessment for learning through a case study approach. By examining closely the assessment practice in one higher education institution in the UK, the thesis presents a number of original contributions to the literature, knowledge base and practice of assessment for learning. The thesis challenges the established literature in assessment for learning and proposes that the literature should move away from the dichotomised view of summative and formative assessment. The thesis also highlights the lack of an explicit theoretical underpinning in assessment for learning and proposes that the social constructivist approach should be made more explicit in the assessment for learning literature. With the case study demonstrating that lecturers often take a surface approach towards assessment for learning principles, the thesis proposes that dialogue needs to be seen as the common thread in assessment for learning. By understanding that assessment for learning is about a process that involves meaningful dialogue between 1) tutors and tutors, 2) tutors and learners, 3) learners and peers and finally 4) learners themselves, lecturers will be presented with a new knowledge base to re-consider their assessment practice. The case study also reveals that lecturers from certain disciplines found the notion of assessment for learning aligned with their disciplines more readily. This finding together with the contributions to literature and knowledge base will present a new perspective towards assessment for learning and look to inform practice that will result in a deep approach to assessment for learning.
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Bain, Heather A. "The unique knowing of district nurses in practice". Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22213.
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Several issues have impacted on district nursing practice and education within the UK, which can be conceptualised within four main areas: national policy; local organisational structures and practice; professional and disciplinary theory; and practice of individuals (Bergen and While 2005). However, there has been a lack of direction in district nursing in recent years within the UK, with a decline in the number of district nurses being educated (Queen’s Nursing Institute 2014a) and the educational standards supporting district nurse education being over 20 years out of date (Nursing and Midwifery Council 2001). In addition to this, the standards of education for pre-registration nursing (Nursing and Midwifery Council 2010) have supported a graduate workforce with an increasing focus on nursing in the community. This was identified as a consideration for me as an educator when examining the future educational requirements of nurses beyond the point of registration in the community, and became the focus of this study. Knowing in practice is a key concept within this thesis, that is, the particular awareness that underpins the being and doing of a district nurse in practice (Chinn and Kramer 2008). This study explores the unique knowing of district nursing in practice, and how this professional knowing is developed. Understanding the knowing of district nurses and how this is developed will contribute to future educational frameworks and ways of supporting professional development within community nursing practice. A question that is often asked is what makes district nurse knowing different from nursing in inpatient settings, and this emerges in this thesis. A qualitative study using an interpretative approach within a case study design was adopted using three Health Boards within Scotland as the cases. Within each Health Board area, interviews were undertaken with key informants and also, group interviews with district nurses were undertaken using photo elicitation as a focussing exercise. The data were analysed using framework analysis (Spencer et al. 2003). This approach illuminated a depth and breadth of knowing in district nurse practice and how this knowing is developed. The study findings depict the complexity of knowing in district nursing, acknowledging the advancing role of district nursing practice, where the context of care is an essential consideration. The unique knowing can be described as a landscape that the district nurse must travel: crossing a variety of socio-economic areas; entering the private space of individuals, and the public space of communities; as well as acknowledging professional practice; navigating the policy agenda while maintaining clinical person-centred care; and leading others across the terrain of interprofessional working. The unique knowing in practice that characterises the expertise of district nurses is a matrix of elements that incorporates different aspects of knowing that contribute to leadership, as suggested by Jackson et al. (2009). The participants in this study recognised that due to the complexity of the district nurse role, and its continuing advancements, that district nurse education needs to move to a Master's level preparation and it needs to continue to be supported by a suitably qualified practice teacher. Furthermore, the findings within this study demonstrate that the development of the unique knowing in district nurses does not happen in isolation and it is very complex. It consists of networks, conversations, engagement with policy, understanding of professional contexts, adhering to organisational boundaries, and interaction with complex and challenging situations. Theory and practice are mutually dependent on each other; change is inevitable and is unpredictable; and practices change by having experiences, therefore change is integral to practice. Consequently, it was concluded that the interdependent elements, which interact, develop the unique knowing of district nurses in practice. Finally this thesis makes recommendations and discusses future implications for policy, practice and research.
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Walters, Sue. "Bangladeshi pupils : experiences, identity and achievement". Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:7036edf0-2278-4951-b85b-8b147e0a7840.
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This thesis focuses on the experiences of Bangladeshi pupils attending schools in England in the context of their perceived underachievement in the English school system. Statistical studies in the 1970s and 1980s established that Bangladeshi pupils were doing very poorly in school while later surveys in the 1990s continued to show Bangladeshi pupils as low achieving. The study explores 'What is it in the lives, backgrounds and schooling experiences of Bangladeshi pupils that helps and hinders them in learning and achieving in the English school system?' The study also questions the appropriateness of considering pupils in terms of their ethnicity in relation to achievement. An ethnographic case study approach was adopted so that the micro-processes of learning and being a pupil could be examined. Six Bangladeshi children were identified in one predominantly white, rural county. The six children were attending three different schools in the same city. The research was thus conducted in three different classrooms over the period of one year. Data were collected through unstructured observations and in-depth semistructured and unstructured interviews. Families, teachers and other children in the classrooms were included in the research. The case studies show how the children's teachers came to assess the case study children and their learning needs through the ways in which the children took part in teacher-pupil classroom interaction. Each case study shows how these teacher assessments affected each child's access to resources such as support and to opportunities for using language and learning in the classroom. The case study pupils were particularly vulnerable because their under-resourced teachers rarely recognised their English as an Additional Language (EAL) needs. As a result 'within-child' explanations, often connected to mistaken assumptions about the child's home, culture or Muslim identity, were then called on to explain poor work or inattention. The case study children were also vulnerable because their teachers only considered their academic performance in relation to other Bangladeshi or EAL pupils and not in relation to the other White English language background children in the classroom. Where pupil needs were recognised and provided for the focus of support was on modifying behaviour so that pupils behaved like an 'ideal pupil' rather than on developing the appropriate English language needed for accessing the curriculum and becoming or remaining an achieving pupil. Other kinds of support resulted in 'fragmented' learning experiences and being placed in supported lower sets from which movement into higher sets was not possible. The case studies also show how some of the case study children took part in reading interactions with their teachers and appeared as successful readers although they were not able to read for meaning. These particular case studies demonstrate that learning the interaction patterns of reading in the Early Years classroom is not enough to allow a pupil to become a successful reader and that what counts as reading in different contexts and literacy practices needs to be given attention. The case studies also reveal how some of the case study children were hindered in their learning and achievement in school by their lack of access to resources outside school. These included having someone at home to help them with their English school reading and homework as well as their access to pre-school education. The study concludes by suggesting that to focus on achievement in terms of ethnicity conceals the language needs of many Bangladeshi pupils and the role that these play in achievement. To this end a trajectory of what needs to be acquired in terms of language and literacy to be a successful pupil in English schools is provided. The question of why Bangladeshi pupils have been one of the lowest achieving pupil groups in England is then addressed and it is concluded from the data provided by the study that having few economic, social and cultural resources can make it difficult for a pupil to achieve in school, as can being an EAL pupil with unmet language needs or being a pupil with home literacy and learning practices that are different to the literacy and learning practices of English schools. Taken alone none of these situations necessarily predicates underachievement, yet some of the pupils in this study found themselves disadvantages by all three situations.
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Agostini, Daniele. "Promoting Outdoor Cultural Heritage Education with Mobile Mixed-Reality Learning Tools : Two Case Studies in Italy and Great Britain". Thesis, Lille 3, 2019. http://www.theses.fr/2019LIL3H054.
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Le doctorat étudie l'impact des nouvelles technologies sur la transmission et la promotion du patrimoine culturel sur les élèves des écoles primaires afin de démontrer l’importance d’une pensée éducative qui allie ‘histoire’, culture visuelle et 'technologie'. Deux études de cas à partir de deux « corpus » distincts ont permis de conduire deux expérimentations in situ : l’architecture antique en Italie à Vérone et le jardin paysager du XVIIIe siècle en Angleterre à Hestercombe. La cotutelleété encadrée par un spécialiste italien du story-telling éducatif en réalité augmentée (Prof. Corrado Petrucco, Padoue) et un spécialiste français des jardins et du paysage dans la culture britannique des Lumières (Prof.Laurent Châtel, Lille). Il ressort de l’étude que l’apprentissage par réalité mixte mobile (Augmented and mixed Reality Mobile Learning) est particulièrement pertinent.L'apprentissage mobile est né dans les années 80 lorsque l'ordinateur portable (sommet de la technologie de l'époque) a été introduit dans la classe sur une base expérimentale. Puis sa popularité est venue à la fin des années 90 grâce à des programmes éducatifs expérimentaux pour explorer le potentiel éducatif du PDA (Personal Digital Assistant). Depuis le milieu des années 90, on a pu identifier trois principales phases de l'apprentissage mobile, qui ont trois approches paradigmatiques différentes : les outils, l'apprentissage en dehors de la salle de classe, la mobilité des étudiants. Le rôle de l'enseignant devient plus fondamental encore : l’utilisation d’une application sur tablette ne vise pas à remplacer la guide ou l’éducateur culturel, mais à compléter et à enrichir la visite. Du point de vue pédagogique,l'accent sera mis sur une approche constructiviste de l'enseignement et l'apprentissage qui va stimuler les étudiants à devenir des citoyens actifs, bien conscients de leur identité historique : en tant que personnes informées et responsables, elles sont en meilleure mesure de préserver leur patrimoine. Danssa publication " Cultural Heritage Counts for Europe (CHCfE) Vers un indice européen pour le patrimoine culturel", le Conseil de l'UE des ministres européens considère le patrimoine comme une "ressource stratégique pour une Europe durable" et une source importante de créativité et d'innovation, qui génère de nouvelles solutions aux problèmes, tout en créant des services innovants - allant de la numérisation des biens culturels à l'utilisation de la technologie de la réalité virtuelle de pointe - dans le but d'interpréter les espaces et les bâtiments historiques et les rendre accessibles aux citoyens et aux visiteursThe thesis studies the impact of new technology on the transmission and promotionof heritage on primary school pupils in order to demonstrate the importance of an alliance between history, visual culture and technology. Two case studies with two distinct types of corpus generated two experiments in situ: ancient architecture in Verona (Italy) and eighteenth-century landscape garden at Hestercombe (Britain). Verona and Hestercombe are two sides of the same patrimonial coin. The cosupervisionwas done under a specialist in digital storytelling of history, Corrado Petrucco (Un. of Padua) and one in eighteenth-century garden and landscape history, Laurent Châtel (Un. of Lille).Mobile Learning began in the 80’s when portable computers (the “in-thing” in those days) where first introduced into the classroom on an experimental basis being a genuine take-off in the late 1990’s thanks to experimental educational programs aimed to explore the didactic potential of PDAs (Personal Digital Assistant). From the mid-’90s to today, three different phases can be pinned down: a tool-focused phase, extra-mural learning, and an emphasis on student mobility. What this study shows is that the teacher’s role is of fundamental importance. The learning process is on-site, situated and enhanced by AR tools and devices (which are equipped with an ‘app’ developed specifically for this project): the ‘app’ is however not intended to replace the guide or the cultural educator, but to be complimentary and to enrich his/her route. In its documents such as “Cultural Heritage Counts for Europe (CHCfE). Towards a European Index for Cultural Heritage" the EU Council of European Ministers recognized heritage as a "strategic resource for a 'sustainable Europe" and a source of benefits – a source of creativity and innovation, generating new solutions to problems. This thesis shows why and how heritage education when augmented via technology improves the interpretation of historic environments and buildings and also makes them accessible to citizens and visitors