Aims of this study include establishing the level of female participation at the Polytechnic at Regent Street, indicating the subjects they studied, and detailing evidence related to the social status of female students. Discusses the extent of gender bias in the curriculum and investigates female choices about educational paths. (DSK)

Explores the comparative 'history of history teaching' in England and Wales in the twentieth century, focusing on the final reports of the National Curriculum History Working Group in England and the National Curriculum History Committee for Wales. Provides a historical explanation of how the Wales history curriculum emerged. (CMK)

Provides background information on the state of women teachers' positions in the Netherlands. Addresses changes that accelerated the feminization of teaching and limiting factors faced by women teachers. Discusses three strategies employed by Dutch women teachers and offers a comparative perspective of the position of women teachers until 1920.…

Attempts to write the history of female education are hampered by the relative informality of teaching provision for women in early modern England. Since most women were excluded from male centres of learning--the grammar schools, universities and Inns of Court--historians are deprived of institutional records, which so well elucidate the…

The purpose of this article is to relate the different scholarly views on reading and writing problems, proposed by influential agents with different research backgrounds, to the general development of participation in schooling and to educational policies in the Swedish welfare state during the 1900s. An historical perspective makes it possible…

In the second half of the eighteenth century, intellectuals, stimulated by the sensualist theories of Etienne-Bonnot de Condillac (1714?80) and John Locke (1632?1704), tried to understand how a sensorially disabled person, such as one suffering from deafness or blindness was able to reason and develop ideas, for the senses were thought to be the…

This paper presents a case study of the implementation by the London School Board of special education for children designated 'feeble-minded' or 'mentally defective' in the period from 1890 to the passing of the Elementary Education (Defective and Epileptic Children) Act in 1914. Through an analysis of the choice of pedagogy for special schools,…

Brian Simon used the phrase 'site of struggle' to describe the class-based inequalities that were played out in the provisions for English compulsory education. In the nineteenth century, the growth of the state system for the working class alongside the predominantly middle-class independent sector simply confirmed existing class hierarchies with…

Chronicles the development of science education in England from 1892, when the five-year curriculum for medical education was introduced, until 1911, when the General Medical Council approved preliminary scientific studies in public schools. For journal availability, see SO 505 237. (Author/DB)

Describes the establishment of British educational settlements, how they differed from better known social settlements, and how emphasis on education and non-residence set them apart from older institutions. Discusses the relationship of educational settlements among existing adult education facilities and Quaker colleges. (KDR)

Discusses the history and outcomes of psychoanalysis and child rearing practices in the 1950s Netherlands to present. Depicts the 20th century as a century of child rearing experts with parents blamed for all that was wrong with their child. States the dynamics of psychology has undermined society's self-supporting and self-healing capacity. (KDR)

Discusses the historiography of women's education as it relates to the need for marginal groups to becomed involved in networking structures. Offers three frameworks (networking, religion, and money), illustrating ways to make gender more central to educational history. Argues that there is much work to be done in identifying a useful framework…

Analyzes the effects of the 1889 Welsh Intermediate and Technical Education Act on East Glamorgan Valley Welsh females. Focuses on the relationships among the economic, social, and cultural factors that impacted their career choices to become teachers. Notes that the Central Welsh Board examinations were a step forward in Welsh education. (MER)

Focuses on the choreography of schooling and the social interactions between teacher and student. Draws upon evidential data samples of primary teachers during the 1880s and 1930s noted in Belgium educational reviews. Concludes there was a transition from 1880s teacher-is-master classroom to a conforming 1930s educator-mentor role. (MER)

Explores the evidence of nationalism, propaganda, and the treatment of war and peace in the school curriculum and textbooks within four countries during the end of the nineteenth century and beginning of the twentieth century: (1) Britain; (2) France; (3) Germany; and (4) the United States. (CMK)