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Aitkin, Don – Oxford Review of Education, 1991
Examines the preeminence of research in higher education. Reviews the modern university's history. Suggests that as most academics desire recognition, funding bodies are besieged by people seeking money for research. Argues that university staff members should be expected to contribute to, and should be evaluated for, teaching, research,…
Descriptors: Educational History, Educational Research, Faculty College Relationship, Faculty Publishing
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Kang, Hee-Chun – Oxford Review of Education, 1983
The history of access to secondary education and movements toward sexual equality in education in Great Britain between World Wars I and II are covered. The major questions raised in this period were: "Who is capable of, or eligible for, secondary education?" and "What secondary education system is most desirable?" (IS)
Descriptors: Access to Education, Admission (School), Comparative Education, Educational Change
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Rowlinson, P. J. – Oxford Review of Education, 1983
Student interest in improving the quality of science teaching at Oxford University led to an active role for the Oxford University Junior Scientific Club during the late nineteenth to early twentieth centuries. Students presented papers and organized lectures, demonstrations, and exhibitions to disseminate scientific knowledge. (IS)
Descriptors: Comparative Education, Educational History, Educational Improvement, Foreign Countries
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Titley, E. Brian – Oxford Review of Education, 1983
The Irish educational system in the period following Irish independence was heavily influenced by the Rev. Timothy J. Corcoran. Rejecting any sort of child-influenced curriculum, he called for a rigid classics-based education based on Catholic dogma with maximum emphasis on memorization and repetition rather than on inquiry. (IS)
Descriptors: Catholic Schools, Comparative Education, Conventional Instruction, Educational History
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Manicol, John – Oxford Review of Education, 1983
The idea that social problems were caused by people who were genetically unfit, that such people were readily identified, and that they should not be permitted to reproduce was an important part of discussions about mental deficiency in the period from 1900-1940. Mention is made of the papers which follow. (IS)
Descriptors: Birth Rate, Foreign Countries, Identification, Medicine
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Barker, David – Oxford Review of Education, 1983
Eugenists in Edwardian Great Britain believed that society was in imminent danger because degenerate individuals were outbreeding normal people. Four strategies to prevent the unfit from reproducing--regulation, birth control, sterilization, and segregation--are discussed as well as the political and social climate in which eugenics developed. (IS)
Descriptors: Birth Rate, Contraception, Foreign Countries, Identification
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Ray, L. J. – Oxford Review of Education, 1983
Eugenics was not exclusively the concern of conservatives; it also appealed to certain socialists, particularly those whose middle class status was dependent upon their expert services and who believed that social problems could be resolved scientifically. Reasons for the appeal of eugenics to this group are discussed. (IS)
Descriptors: Capitalism, Foreign Countries, Mental Retardation, Population Trends
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Thomson, George O. B. – Oxford Review of Education, 1983
Since 1872, legislation has required that some education be provided for all Scottish children. Legislation affecting the schooling of mentally handicapped children since then is discussed. A trend away from institutionalization toward more localized and individualized treatment is noted. Despite progress, problems exist in training teachers and…
Descriptors: Access to Education, Comparative Education, Educational History, Educational Legislation
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Howarth, Janet – Oxford Review of Education, 1985
In order to study women's social mobility in the United Kingdom, a typology of girls' schools is needed. Proposed here is a typology for girls' secondary schools before 1914. The typology preserves distinctions between public and private, boarding and day schools, and introduces subdivisions indicating academic quality. (Author/RM)
Descriptors: Classification, Comparative Education, Educational History, Females
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Brehony, Kevin J. – Oxford Review of Education, 1997
Focuses on the educational theories and practices of John Dewey and their reception in England between 1895 and 1939. Adopting Quentin Skinner's approach to the definition of influence, prevailing accounts of Dewey's impact on the English educational system are found to be misleading. Presents an alternative account which minimizes Dewey's role.…
Descriptors: Educational Assessment, Educational History, Educational Practices, Educational Theories
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Sangwan, Satpal – Oxford Review of Education, 1990
Traces the imprints of colonial constraints on the evolution of science education in India against the backdrop of the British colonial legacy. Divides the British Educational Policy into three phases: 1792-1813, 1814-35, and 1836-57. Assesses British education policy with regard to the teaching of science following the descriptive analysis. (DB)
Descriptors: Colonialism, Educational History, Educational Policy, Educational Practices
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Kogan, Maurice – Oxford Review of Education, 1987
This paper considers the membership, terms of reference, and assumptions governing the work of the Plowden committee. It evaluates criticisms made of the report and relates the committee's conclusions to possible change models and forms of policy analysis that might have been used. (Author)
Descriptors: Early Childhood Education, Educational History, Educational Planning, Educational Policy
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Smith, George – Oxford Review of Education, 1987
Examines why, after a successful beginning, EPA programs faltered and all but disappeared by the end of the 1970s. Concludes that while there were many causes, three major factors were the failure of the EPA to respond to changing values, changing base of research support, and the worsening conditions of the inner city. (Author/JDH)
Descriptors: Early Childhood Education, Educational History, Educational Planning, Educational Policy
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Scruton, Roger – Oxford Review of Education, 1987
Maintains that Plowden Report appealed as much for its underlying ideology as for its practical instructional suggestions. The ideology was one of "expressionist egalitarianism": belief that each child's potential is equal and is reached through a process of free expression. States that such ideas are inherently implausible and maintains…
Descriptors: Early Childhood Education, Educational History, Educational Philosophy, Educational Planning
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Winkley, David – Oxford Review of Education, 1987
Argues that the Plowden Report underrated the seriousness of race and cultural issues in the inner city and took inadequate account of differences in experiences and backgrounds of the children and their families. Analyzes the shortcomings of the types of programs developed during the 1970s and offers suggestions for future improvement.…
Descriptors: Early Childhood Education, Educational History, Educational Philosophy, Educational Planning
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