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Showing 1 to 15 of 126 results Save | Export
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Panjwani, Farid – Oxford Review of Education, 2017
It is widely accepted in academia and state policies that recent years have seen an increasing stress on publicly enacted Muslim identity in Britain and in many other parts of the world. Less recognised is the fact that many among those who call themselves Muslims do not share religion as a predominant identity-attribute for themselves. Such…
Descriptors: Muslims, Islamic Culture, Identification, Religion
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Bullock, Alison; Firmstone, Vickie; Frame, John; Thomas, Hywel – Oxford Review of Education, 2010
Continuing education is a defining characteristic of work in the professions. Yet the approach various professional groups take to continuing professional development (CPD) differs widely in terms of regulatory frameworks and requirements, modes of delivery and funding. Importantly, little is understood about how CPD impacts on practice. This…
Descriptors: Professional Continuing Education, Dentistry, Professional Development, Context Effect
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Paterson, Lindsay – Oxford Review of Education, 2009
It is widely agreed that formal learning can influence people's social attitudes and can encourage them to take part in civic activities. Less investigated, however, has been the question of whether these effects flow from any kind of education, or whether particular subjects of study are more relevant to civic values than others. The 1958 and…
Descriptors: Social Attitudes, Longitudinal Studies, Cohort Analysis, Educational Benefits
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Freathy, R. J. K. – Oxford Review of Education, 2007
Participants in the public discourse pertaining to religious education and education for citizenship in English schools between 1934 and 1944 included many "Christian educationists". They advocated a conservative and elitist form of education for citizenship as taught through indirect training, Arnoldian public school traditions and…
Descriptors: Religious Factors, Religious Education, Role of Education, Political Power
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Halpin, David – Oxford Review of Education, 2006
Romanticism's valuing of love and the life of the imagination, combined with its belief in human potential taken heroically to and beyond its limits, provides a way of addressing differently and fruitfully certain issues to do with pedagogy in schools, making in particular better sense of what it means to be an effective teacher and a productive…
Descriptors: Romanticism, Intimacy, Imagination, English Literature
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Kogan, Maurice – Oxford Review of Education, 2006
Anthony Crosland was the most formative of education ministers in the 1960s whose contribution promoted intellectual activity within the policy discourse. He retains an iconic status for that reason. He provided the intellectual foundations of "revisionism" which emancipated the Labour Party from belief in nationalisation as the way to…
Descriptors: Biographies, Politics of Education, Educational Policy, Public Education
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Johnson, David – Oxford Review of Education, 2006
The article compares the educational policy trajectories of four societies in the South-west Indian Ocean: Madagascar, Mauritius, Ile de la Reunion and South Africa. The main purpose is to trace the political pathways and differing educational policy trajectories of former colonies of Britain and France. Five metaphors are invoked in this paper to…
Descriptors: Foreign Countries, Comparative Analysis, Educational Change, Educational Policy
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White, John – Oxford Review of Education, 2005
Given well-known difficulties in justifying the Galtonian conception of intelligence as innate general intellectual capacity, a historical explanation is required of why this problematic notion became so prominent in Britain and in the USA in the late nineteenth and twentieth centuries. Parallels are drawn between it and various features of the…
Descriptors: Protestants, Intelligence, Intelligence Tests, Genetics
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Bernard, G. W. – Oxford Review of Education, 2000
States there is unease among university historians about the impact of research assessment exercises (that is a regular determinant of university funding) on their subject. Argues that such concern reflects characteristics of the discipline, making selective funding of university history departments awkward. (CMK)
Descriptors: Departments, Educational Resources, Evaluation, Financial Support
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Joseph, Sir Keith – Oxford Review of Education, 1984
School standards and the educational objectives of Great Britain's schools for students up to age 16 are the major focus of this speech. Changes needed in the curriculum and in the 16+ examination system to achieve higher academic standards are examined. How to keep high-quality teachers is also discussed. (RM)
Descriptors: Academic Standards, Comparative Education, Curriculum Development, Educational Change
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Radice, Giles; And Others – Oxford Review of Education, 1984
Four comments are made on the speech given by the British Secretary of State for Education and Science in which he urged that changes be made in the curriculum and in the 16+ examination system in order to achieve higher school standards. (RM)
Descriptors: Academic Standards, Comparative Education, Curriculum Development, Educational Change
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Barrow, Robin – Oxford Review of Education, 1984
To help students make sense of reality and perhaps improve it, schools must provide a liberal arts-oriented curriculum which builds up a subtle conceptual repertoire with regards to human relationships, the nature and purpose of society, life, and death. (RM)
Descriptors: Affective Objectives, Comparative Education, Educational Needs, Educational Objectives
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Henderson, Monika; Argyle, Michael – Oxford Review of Education, 1984
Studies have shown that intimate interpersonal relationships are governed by certain general rules, or shared expectations about what is and what is not appropriate to the relationship. A survey of K-12 teachers in Great Britain revealed that these general rules of conduct are also critical in the teacher-pupil relationship. (RM)
Descriptors: Classroom Environment, Comparative Education, Educational Research, Elementary Secondary Education
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Wyatt, John F.; Gay, John D. – Oxford Review of Education, 1984
A review of research and case studies concerning how the size and type of an institution of higher education affect academic achievement and affective development showed that size should not be seen as an independent variable having any direct impact on institutional outcomes. (RM)
Descriptors: Academic Achievement, Affective Behavior, Case Studies, Comparative Education
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Watts, Mike; Bentley, Di – Oxford Review of Education, 1984
Science education in Great Britain needs to develop more human and humane themes; e.g., students should study aspects of science that are essential to their self-understanding, and they should evaluate their own personal understanding of key scientific concepts and theories. Researchers should study the learning process variables of science…
Descriptors: Comparative Education, Educational Change, Educational Needs, Educational Objectives
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