Poetry is an Unfamiliar Text: Locating Poetry in Secondary English Classrooms in New Zealand and England during a Period of Curriculum Change     

Sue Dymoke 《Changing English: An International Journal of English Teaching》2012,19(4):395-410

Undertaken during a period when changes in the assessment of English in public examinations at 16+ were becoming embedded in classroom practice, this comparative research explores where poetry is located within the newly aligned examination assessment frameworks of New Zealand and England. It comments on how these frameworks are locally interpreted by a sample group of English teachers in two culturally diverse cities. It identifies the challenges for assessment of poetry writing and retention of poetry study at examination level that are instantiated within these contexts. In investigating poetry’s location, key issues are highlighted about teachers’ perceptions of poetry, confidence and the support needed for examination level teaching of a genre that is in danger of becoming increasingly unfamiliar to many students.  相似文献   

Responding to students' needs in special schools in Ireland and England: findings from two schools     

Therese Day  Anita Prunty  Maeve Dupont 《Journal of Research in Special Educational Needs》2012,12(3):141-150

As more students with special educational needs attend mainstream schools, it is critical that the role and operation of special schools be examined. This article reports on two case studies, one special school in England and one in Ireland, which formed part of a national review of the role of special schools and special classes in Ireland. Two students, in each case study school, were shadowed and observed during two‐day visits by the research team. These students, and everyone belonging to them, were interviewed and relevant documents were analysed. Findings are discussed in terms of responding to students' needs through: organization of teaching and learning, curriculum, leadership, specialist staff, collaboration and links outside the special school. The implications are considered with reference to research, policy and practice and the authors conclude that the evidence provides support for maintaining the special school as an integral part of the continuum of educational provision for students with special educational needs.  相似文献   

英国古代赡养习俗     

王玉亮 《廊坊师范学院学报》2012,(4):49-52

在英国古代流行着这样的赡养习俗：当儿子继承家庭的土地等财产的时候,要与退出生产领域的父母订立一份＂赡养协议＂,说明赡养的各项细节及维护协议的措施方法。当父母没有得到适当照顾时,他们可以依据协议维护自己的权益。在以协议作为保障的同时,社区邻里也起着监督作用。赡养责任的承担与财产转移密切相关,以财产转移为赡养介质,谁继承谁赡养,谁赡养谁继承,无论继承人是谁。这种赡养方式,虽不尽合于我国的国情和传统,但对于我国老人权益的保障和家庭赡养关系的法治化却具有现实的借鉴意义。  相似文献   

2O世纪上半叶英国乡村成人教育的发展及其启示     

赵丹 《河北大学成人教育学院学报》2012,(2):106-111

“三农”问题一直是我国长期关注的重点问题,而改善农村整体水平的关键在于教育。重视农村成人的教育,将会发挥出成人的无限潜力,对于建设新农村有着重大意义。20世纪上半叶以来,英国乡村成人教育取得了很大的成绩,乡村社区委员会、乡村学院、妇女讲习会等组织的出现增强了对成人的教育作用。本文从史学的视角分析英国近代乡村成人教育的发展情况,挖掘历史经验,以便更好地为我国农村成人教育服务。  相似文献   

解析两次世界大战期间爱尔兰问题的演变     

胡莉  胡娟 《沈阳教育学院学报》2012,14(3):57-60

通过对两次世界大战期间爱尔兰问题的梳理,认为20世纪以来,爱尔兰问题因两次世界大战而得以变化,并最终演变为北爱的归属问题。两次世界大战成了爱尔兰问题发展的契机,爱尔兰问题在这一时期演变的结果主导了二战后爱尔兰问题发展的主轴。  相似文献   

Further education outside the jurisdiction of local education authorities in post-war England     

Robin Simmons 《Journal of educational administration and history》2014,46(1):57-73

This article revisits the three decades following the end of World War Two – a time when, following the 1944 Education Act, local education authorities (LEAs) were the key agencies responsible for running the education system across England. For the first time, there was a statutory requirement for LEAs to secure adequate facilities for further education (FE), and the post-war era is generally remembered as a period when they dominated FE. Yet this is not the full story of FE in post-war England: it is often forgotten that a significant amount of FE existed outside the municipal framework. This article returns to the post-war decades and begins to uncover the largely forgotten history of FE outside local authority control at that time. It highlights how voluntary and private organisations offered various forms of post-compulsory education outside the municipal framework, and how they contributed to the eclectic and diverse nature of FE across England. This, I argue, not only reflected the expedience, compromise and inertia that characterised FE in post-war England but was rooted in a capture of educational policy more generally by a privileged elite intent on maintaining a social order characterised by social, economic and cultural divisions.  相似文献   

Education policy and the question of child labour: the Lancashire cotton industry and R. D. Denman's Bill of 1914     

Neil Daglish 《History of education》2013,42(3):291-308

Those of our people who avail themselves of the advantages of education, are generally distinguished for their good conduct, steadiness, neatness and self respect; and I perceive them afterwards becoming attendants in our reading room for their recreation and improvement instead of frequenting the ale‐houses

(John Walsh MacMaster, 12 January 1851).  相似文献   

英国的工业化与小农户的命运   总被引：2，自引：0，他引：2  

杨豫 《华东师范大学学报(哲学社会科学版)》2005,37(2):35-43,57

人口普查数据证明英国的小农户并没有因工业化的完成而消失,而是相反地与工业化同步发展,重新获得了自身发展的动力,并通过先进技术的应用对英国经济发挥着积极的作用。英国革命以后的小农户从性质上讲已不属于传统的“农民”,不再属于自然经济的成分。他们的生产和生活方式更加接近于城镇中的手工业者或小商贩,因此应当把他们看作是农村的小资产阶级。  相似文献   

刍议都铎时代的圈地运动   总被引：2，自引：0，他引：2  

姜守明 《湘潭师范学院学报(社会科学版)》2000,(1)

都铎王朝统治时期 ,英国社会处于从封建制度向资本主义制度过渡的历史阶段 ,即资本原始积累时期。作为原始积累的方式之一 ,圈地运动在都铎时代第一次达到高潮 ,它是 14 - 15世纪英国社会大变动的产物。都铎时代的圈地狂潮具有直接暴力的典型特征 ,它包括掠夺公共土地、侵占农民份地、没收教会土地等等。圈地运动使耕地减少、牧场增加 ,这只是一种表面现象 ,由圈地引起的新旧生产关系的消长 ,反映了英国农业社会中资本主义成长的实质。就都铎时代圈地运动对封建生产关系的扫荡作用而言 ,它的历史意义决不在 17世纪中叶的政治革命之下。  相似文献   

A possible teleology of cultural sector data in England     

Sara Selwood 《Cultural Trends》2019,28(2-3):177-197

ABSTRACT

In March 2019, Arts Council England (ACE), an official statistics producer, started collecting a new set of data from its National Portfolio Organisations intended to reveal whether those organizations’ intentions correlate with the perceptions of their peers and audiences. In a world dominated by quantitative data, the Impact and Insight Toolkit addresses a perceived lacuna and marks a substantial investment in qualitative metrics. ACE also expects it to address a number of other concerns – help organizations self-evaluate, measure their short-term outcomes and advocate more effectively. Indeed, it envisages that an aggregation of the data collected will support the case for sustained public support of the sector. The Toolkit’s launch comes at a time when changes to the UK’s official statistics are encouraged, and policymakers are looking elsewhere to inform their thinking. The campaigning aspect of ACE’s aspirations suggests a model of data collection and analysis distinct from that of official statistics production, valued for its impartiality. This article considers what might happen if the Toolkit, which relates to ACE’s role as a development agency, encourages data to be collected and analysed in order to deliver specific outcomes. It reflects on three visions of cultural sector data from the past 50 years: Toffler’s The Art of Measuring the Arts, DCMS’s Taking Part and ACE’s Impact and Insight Toolkit. These suggest a trajectory of cultural sector data determined by increasing importance being attached to institutional interests, and implies that the future of cultural sector data in England may be determined by how ACE addresses its potentially conflicting interests as an official data provider and development agency. Greater investment in the former would more accurately reveal the arts’ contribution to economic and social development; greater investment in the latter would encourage the teleological development of cultural sector data designed for sectorial advocacy.  相似文献