Focuses on a scholarly, seventeenth century, religious society of Jansenists who founded the Port-Royal des Champs in Paris (France). States their writings and teachings were considered heretical. Finds Port-Royal's ideas later became popular culminating in the acceptance of Latin and language translation curricula. (KDR)

Focuses on the evolution of defining special needs students (SEN) and how they were educated in British classrooms of the 1870-1914 time period. Discusses the Warnock Report, the 1981 Education Act, and other historically relevant documents pertaining to SEN. Concludes that pragmatism and educational policy have historically traveled in…

Focuses on the British feature film, "Kes," and the British television series, "Grange Hill," as means of public education, ideology, and aesthetic subject matter. Concludes that these two mediums serve to remind us of the possibilities of film and television in promoting education growth and awareness in a public context. (MER)

Discusses the development of the British educational system and perceptions of teacher's classroom roles. Focuses on pedagogical teaching methods of 17th century English character literature in character education development. Concludes that this era of teachers demonstrated an interest in the complexities of the learning process. (KDR)

Focuses on the issue of intelligence testing within Scotland during the 1920's and 1930's. Addresses the reasons why Scotland delayed the use of intelligence tests for selection for secondary education, even though the conditions seemed to have been ideal for the adoption of intelligence testing. (CMK)

Focuses on the tensions between two psychological frameworks in the negotiation of teaching practices, curriculum, and ideas about what constitutes childhood: (1) the theories of Jean Piaget focused on behavior at different developmental stages; or (2) the Susan Isaacs research that took a general view of children's intellectual capabilities. (CMK)

Explores the history of adult education in England focusing on the relationship and interactions between the English intellectuals and people within the working class. States that the two groups were brought together due to their rejection of individualism and materialism. (CMK)

Focuses on the pre-sea and in-service education and training provision for those employed as unskilled, semi-skilled workers in the three main departments in merchant ships, such as the deck department and the engine room. Discusses the emergence of the British National Sea Training schools. (CMK)

Presents the results of a historical survey of the contemporaries of Harriet Martineau who were born in the United Kingdom between 1792 and 1812. Focuses on the length of life, marital status, number of children, women's occupations, husbands' occupations (of married women), and fathers' occupations (of unmarried women). (CMK)

Discusses the debate on gender and imperialism in India by examining the case of Mary Carpenter, a nineteenth century English educationist and social reformer, in order to provide more information on the debate. Addresses where Carpenter stood in the discourse on imperialism. (CMK)

Explores how gender reform was formulated in education policy documents during the transition to democracy in South Africa. Examines the autobiographies of men and women in South Africa. Investigates the connections between these autobiographies and policy documents that focus on gender reform during this period. (CMK)

Describes the efforts of English public-school and university missions to alleviate the suffering of urban families and to bring literacy and numeracy to several generations of children. Discusses the evolution of these humanitarian efforts beginning with the Uppingham Mission in the late nineteenth century through the mid-twentieth century. (KO)

Analyzes the problems of educational funds and scholarships in Polish areas incorporated within Russia after the third partition of the Commonwealth. Traces the history of educational funding during the early 1800s and provides statistics on the breakdown of monies appropriated by government, religion and individuals. (RW)

Traces the development of teacher education in Birmingham, England, from the Victorian period through the 1920s. Describes the transition of Mason College and the Birmingham Day Training College into the education department of Birmingham University. Discusses women's education, teacher training for men, student life, faculty, and curriculum. (DK)

Discusses the educational reconstruction movement in Great Britain during and after World War I. Describes the divergent views on reform held by leaders and the effects of those differences on the reconstruction plans they developed. Follows the development of a consensus through council reports and committee writings. (DK)