Andrew Dobson
- Published in print:
- 2003
- Published Online:
- April 2004
- ISBN:
- 9780199258444
- eISBN:
- 9780191601002
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199258449.003.0006
- Subject:
- Political Science, Environmental Politics
Citizenship classes in secondary/high schools are discussed as a way of fomenting ecological citizenship, through a case study of the introduction of citizenship as a formal element of the English ...
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Citizenship classes in secondary/high schools are discussed as a way of fomenting ecological citizenship, through a case study of the introduction of citizenship as a formal element of the English high school curriculum in 2002. A cautiously optimistic assessment is made of the prospects.Less
Citizenship classes in secondary/high schools are discussed as a way of fomenting ecological citizenship, through a case study of the introduction of citizenship as a formal element of the English high school curriculum in 2002. A cautiously optimistic assessment is made of the prospects.
D. H. Akenson, Sean Farren, and John Coolahan
- Published in print:
- 2003
- Published Online:
- October 2011
- ISBN:
- 9780198217527
- eISBN:
- 9780191678240
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198217527.003.0024
- Subject:
- History, British and Irish Modern History
During most of the twentieth century there was no such thing as an Irish educational system. Instead, one must speak of education in the two parts of Ireland. Although the two systems sprang from a ...
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During most of the twentieth century there was no such thing as an Irish educational system. Instead, one must speak of education in the two parts of Ireland. Although the two systems sprang from a common stem, they diverged sharply, each being moulded according to the social and political contours of its own constituency. The Londonderry Act of 1923 provided the basic framework for Ulster education until 1947. The former national schools became known as ‘primary schools’ and as ‘public elementary schools’, and it became common to refer to the former intermediate institutions as ‘secondary schools’. The most important provision of the Londonderry act was to establish ‘regional education committees’ as subcommittees of county councils and of county borough councils. Confusingly, while these committees controlled educational policy in their respective areas, they neither controlled the individual schools, nor did they set the education rates, which were set by the county and county-borough councils.Less
During most of the twentieth century there was no such thing as an Irish educational system. Instead, one must speak of education in the two parts of Ireland. Although the two systems sprang from a common stem, they diverged sharply, each being moulded according to the social and political contours of its own constituency. The Londonderry Act of 1923 provided the basic framework for Ulster education until 1947. The former national schools became known as ‘primary schools’ and as ‘public elementary schools’, and it became common to refer to the former intermediate institutions as ‘secondary schools’. The most important provision of the Londonderry act was to establish ‘regional education committees’ as subcommittees of county councils and of county borough councils. Confusingly, while these committees controlled educational policy in their respective areas, they neither controlled the individual schools, nor did they set the education rates, which were set by the county and county-borough councils.
Henrice Altink
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781789620009
- eISBN:
- 9781789623697
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781789620009.003.0003
- Subject:
- History, Social History
This chapter assess how easy it was for dark-skinned Jamaica children to get into a prestigious secondary school having to overcome such hurdles as entry examinations and oral interviews. By drawing, ...
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This chapter assess how easy it was for dark-skinned Jamaica children to get into a prestigious secondary school having to overcome such hurdles as entry examinations and oral interviews. By drawing, amongst others, on school magazines and memoirs, it will also explore how race and colour shaped the experiences of the children that succeeded in gaining access to an elite secondary school, ranging from the relations with their teachers and peers to the curriculum they were taught. In addition, it will point to the ways in which lower-class African Jamaicans helped to uphold the class-colour hierarchy, showing that many lower-class parents valued the elite secondary schools over other types of secondary education, often making huge sacrifices to get their children accepted.Less
This chapter assess how easy it was for dark-skinned Jamaica children to get into a prestigious secondary school having to overcome such hurdles as entry examinations and oral interviews. By drawing, amongst others, on school magazines and memoirs, it will also explore how race and colour shaped the experiences of the children that succeeded in gaining access to an elite secondary school, ranging from the relations with their teachers and peers to the curriculum they were taught. In addition, it will point to the ways in which lower-class African Jamaicans helped to uphold the class-colour hierarchy, showing that many lower-class parents valued the elite secondary schools over other types of secondary education, often making huge sacrifices to get their children accepted.
Anne Spry Rush
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199588558
- eISBN:
- 9780191728990
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199588558.003.0002
- Subject:
- History, British and Irish Modern History, Cultural History
This chapter considers the relationship between education, status, race, and British culture in the period from the late nineteenth century until the mid-twentieth century. It suggests that, for good ...
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This chapter considers the relationship between education, status, race, and British culture in the period from the late nineteenth century until the mid-twentieth century. It suggests that, for good or ill, by the mid-twentieth century British-style education had become an integral part of middle-class Caribbean culture. Over this period West Indians of color became an increasingly involved in formal education as pupils, teachers, and administrators, first in primary schools, and eventually in secondary schools, where British culture was a particularly significant part of daily life. The value West Indians placed on British-style education was informed by their astute recognition of the practical uses of such education in admitting them to positions — economic and social — they could not otherwise attain in a colonial environment. But West Indians also valued British-style education because as members of the empire, indeed, as Caribbean Britons, they saw it as their own inheritance.Less
This chapter considers the relationship between education, status, race, and British culture in the period from the late nineteenth century until the mid-twentieth century. It suggests that, for good or ill, by the mid-twentieth century British-style education had become an integral part of middle-class Caribbean culture. Over this period West Indians of color became an increasingly involved in formal education as pupils, teachers, and administrators, first in primary schools, and eventually in secondary schools, where British culture was a particularly significant part of daily life. The value West Indians placed on British-style education was informed by their astute recognition of the practical uses of such education in admitting them to positions — economic and social — they could not otherwise attain in a colonial environment. But West Indians also valued British-style education because as members of the empire, indeed, as Caribbean Britons, they saw it as their own inheritance.
Marie Duru-Bellat
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199755011
- eISBN:
- 9780199918867
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199755011.003.0005
- Subject:
- Psychology, Developmental Psychology
This chapter focuses on educational equity in the world’s most affluent countries, where access to primary schooling is now universal and what is at stake is developing equitable secondary and ...
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This chapter focuses on educational equity in the world’s most affluent countries, where access to primary schooling is now universal and what is at stake is developing equitable secondary and tertiary schooling. In these countries, secondary school students from poorer backgrounds are less likely to achieve at the level necessary to advance to higher levels of education and more likely to drop out of school than their more affluent peers. Drawing on evidence from the Programme for International Student Assessment (PISA), this chapter explores interventions at the individual, school and neighbourhood level that can keep youth from socioeconomically disadvantaged backgrounds engaged in school, raise their achievement, and prepare them for higher education. It finds that there is not necessarily a trade-off between efficiency and equity: countries with high mean levels of performance are typically the ones in which the disparities between pupils are the smallest.Less
This chapter focuses on educational equity in the world’s most affluent countries, where access to primary schooling is now universal and what is at stake is developing equitable secondary and tertiary schooling. In these countries, secondary school students from poorer backgrounds are less likely to achieve at the level necessary to advance to higher levels of education and more likely to drop out of school than their more affluent peers. Drawing on evidence from the Programme for International Student Assessment (PISA), this chapter explores interventions at the individual, school and neighbourhood level that can keep youth from socioeconomically disadvantaged backgrounds engaged in school, raise their achievement, and prepare them for higher education. It finds that there is not necessarily a trade-off between efficiency and equity: countries with high mean levels of performance are typically the ones in which the disparities between pupils are the smallest.
Christopher Hilliard
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199695171
- eISBN:
- 9780199949946
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199695171.003.0005
- Subject:
- Literature, Criticism/Theory, 20th-century Literature and Modernism
Teaching was the most popular profession among Leavis's students, and many teachers who did not know him personally were stimulated or emboldened by Scrutiny and Leavis's books. Leavis's critical ...
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Teaching was the most popular profession among Leavis's students, and many teachers who did not know him personally were stimulated or emboldened by Scrutiny and Leavis's books. Leavis's critical approach was most directly translated for school use in the practical criticism exercises that became common in sixth forms, largely as a result of Denys Thompson's efforts. The movement's influence in schools was often at the level of overarching vision rather than specific teaching methods. Those visions were diverse, even contradictory: Scrutiny ideas informed both David Holbrook's programme of creative writing and self-exploration and G. H. Bantock's campaign against ‘progressive’ education. Although the most active organizers of ‘the Scrutiny movement in education’—Thompson, Holbrook, Raymond O’Malley, Frank Whitehead, and Boris Ford—were commonly identified with ‘progressive’ trends, it was the triumph in the 1960s of progressive ideas, with their linguistic rather than literary premises, that marginalized Scrutiny currents in secondary education.Less
Teaching was the most popular profession among Leavis's students, and many teachers who did not know him personally were stimulated or emboldened by Scrutiny and Leavis's books. Leavis's critical approach was most directly translated for school use in the practical criticism exercises that became common in sixth forms, largely as a result of Denys Thompson's efforts. The movement's influence in schools was often at the level of overarching vision rather than specific teaching methods. Those visions were diverse, even contradictory: Scrutiny ideas informed both David Holbrook's programme of creative writing and self-exploration and G. H. Bantock's campaign against ‘progressive’ education. Although the most active organizers of ‘the Scrutiny movement in education’—Thompson, Holbrook, Raymond O’Malley, Frank Whitehead, and Boris Ford—were commonly identified with ‘progressive’ trends, it was the triumph in the 1960s of progressive ideas, with their linguistic rather than literary premises, that marginalized Scrutiny currents in secondary education.
Elizabeth Vlossak
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199561117
- eISBN:
- 9780191595035
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199561117.003.0002
- Subject:
- History, European Modern History
German nation-building in the Reichsland was initiated through the establishment of a compulsory primary school system for all boys and girls. This chapter explores the gendering of lessons and ...
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German nation-building in the Reichsland was initiated through the establishment of a compulsory primary school system for all boys and girls. This chapter explores the gendering of lessons and textbooks, and questions the extent to which primary education successfully Germanized its female pupils. It also looks at reforms made by the state and women activists to girls' secondary schools, and the role played by women teachers who were seen as either agents of nation-building or potential enemies of the Reich. The second part of the chapter analyses several regional women's newspapers and journals, which served as educational supplements for housewives and mothers. The press was also a potential means of nationalizing the women of Alsace, by linking the regional with the national, the private with the public, and thus incorporating them into the ‘imagined community’ of German women.Less
German nation-building in the Reichsland was initiated through the establishment of a compulsory primary school system for all boys and girls. This chapter explores the gendering of lessons and textbooks, and questions the extent to which primary education successfully Germanized its female pupils. It also looks at reforms made by the state and women activists to girls' secondary schools, and the role played by women teachers who were seen as either agents of nation-building or potential enemies of the Reich. The second part of the chapter analyses several regional women's newspapers and journals, which served as educational supplements for housewives and mothers. The press was also a potential means of nationalizing the women of Alsace, by linking the regional with the national, the private with the public, and thus incorporating them into the ‘imagined community’ of German women.
D. H. AKENSON
- Published in print:
- 2010
- Published Online:
- March 2012
- ISBN:
- 9780199583744
- eISBN:
- 9780191702365
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199583744.003.0018
- Subject:
- History, British and Irish Modern History
This chapter examines the historical development in pre-university education in Ireland during the period from 1870 to 1922. This period was characterised by three brief flashes of optimism against a ...
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This chapter examines the historical development in pre-university education in Ireland during the period from 1870 to 1922. This period was characterised by three brief flashes of optimism against a background of educational inertia and disappointment. These moments of optimism include the approval of a parliamentary grant for academic secondary schools in 1878, the establishment of the Irish technical school system in 1899, and the revision of the national school curriculum in 1900. The chapter also describes the educational innovations in intermediate schools during this period.Less
This chapter examines the historical development in pre-university education in Ireland during the period from 1870 to 1922. This period was characterised by three brief flashes of optimism against a background of educational inertia and disappointment. These moments of optimism include the approval of a parliamentary grant for academic secondary schools in 1878, the establishment of the Irish technical school system in 1899, and the revision of the national school curriculum in 1900. The chapter also describes the educational innovations in intermediate schools during this period.
Lois Weis, Kristin Cipollone, and Heather Jenkins
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226134895
- eISBN:
- 9780226135083
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226135083.003.0005
- Subject:
- Education, Secondary Education
This chapter focuses on the college-related experiences and practices of low-income Black students in elite private secondary schools. Like other groups in such schools, low-income Black students and ...
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This chapter focuses on the college-related experiences and practices of low-income Black students in elite private secondary schools. Like other groups in such schools, low-income Black students and their parents explicitly intend to use elite private schools for social and economic advancement. However, unlike privileged parents in both affluent public and elite privates who have consciously engaged the preparation and packaging of their children with an eye towards competitive college admissions since they were very young, low-income Black parents operate from a different structural location and accompanying set of perspectives. As data make clear, both parents and children conceptualize attendance at elite, private, secondary institutions as constituting an escape from poverty and a virtually guaranteed opportunity to enter the four-year (in contrast to two-year) postsecondary sector, a sector to which they do not see themselves as having access had they remained in under-resourced, predominantly Black and Latino urban public schools. In this chapter, we also highlight the unintended consequences of facially neutral policies and practices embedded within elite private schools.Less
This chapter focuses on the college-related experiences and practices of low-income Black students in elite private secondary schools. Like other groups in such schools, low-income Black students and their parents explicitly intend to use elite private schools for social and economic advancement. However, unlike privileged parents in both affluent public and elite privates who have consciously engaged the preparation and packaging of their children with an eye towards competitive college admissions since they were very young, low-income Black parents operate from a different structural location and accompanying set of perspectives. As data make clear, both parents and children conceptualize attendance at elite, private, secondary institutions as constituting an escape from poverty and a virtually guaranteed opportunity to enter the four-year (in contrast to two-year) postsecondary sector, a sector to which they do not see themselves as having access had they remained in under-resourced, predominantly Black and Latino urban public schools. In this chapter, we also highlight the unintended consequences of facially neutral policies and practices embedded within elite private schools.
Theodore Zeldin
- Published in print:
- 1977
- Published Online:
- March 2012
- ISBN:
- 9780198221258
- eISBN:
- 9780191678424
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198221258.003.0005
- Subject:
- History, European Modern History
The mark by which one could recognise a Frenchman was often not so much his appearance but something much deeper and much subtler: the way he used language, the way he thought, the way he argued. ...
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The mark by which one could recognise a Frenchman was often not so much his appearance but something much deeper and much subtler: the way he used language, the way he thought, the way he argued. This was by no means true of all Frenchmen and the traditional generalisation about their being logical or ‘Cartesian’ cannot be accepted at its face value, but it points to a genuine idiosyncrasy, which requires explanation. The institution which specialised in developing, instilling, and defending these qualities was the secondary school system. What the schools taught was assimilated with varying degrees of comprehension, and much speech and writing attempting to conform to their noble ideals was only a parody of it: they could never fully approve of the mediocrity they engendered. Their claim, that they contributed to increasing clarity, must be judged by studying how Frenchmen behaved in practice. The prestige of rhetoric and philosophy also led to some paradoxical and unexpected consequences. Precisely because their methods could be dogmatic, they stimulated fecund rebellion: they produced not just conformity but also innovation, and sociology, for example, was one of the children of the rebellion against philosophy.Less
The mark by which one could recognise a Frenchman was often not so much his appearance but something much deeper and much subtler: the way he used language, the way he thought, the way he argued. This was by no means true of all Frenchmen and the traditional generalisation about their being logical or ‘Cartesian’ cannot be accepted at its face value, but it points to a genuine idiosyncrasy, which requires explanation. The institution which specialised in developing, instilling, and defending these qualities was the secondary school system. What the schools taught was assimilated with varying degrees of comprehension, and much speech and writing attempting to conform to their noble ideals was only a parody of it: they could never fully approve of the mediocrity they engendered. Their claim, that they contributed to increasing clarity, must be judged by studying how Frenchmen behaved in practice. The prestige of rhetoric and philosophy also led to some paradoxical and unexpected consequences. Precisely because their methods could be dogmatic, they stimulated fecund rebellion: they produced not just conformity but also innovation, and sociology, for example, was one of the children of the rebellion against philosophy.
Maristella Botticini and Zvi Eckstein
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691144870
- eISBN:
- 9781400842483
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691144870.003.0004
- Subject:
- Religion, Judaism
This chapter discusses the well-documented shift of the religious norm that transformed the Jews into the People of the Book. During the first century BCE, some Jewish scholars and religious leaders ...
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This chapter discusses the well-documented shift of the religious norm that transformed the Jews into the People of the Book. During the first century BCE, some Jewish scholars and religious leaders promoted the establishment of free secondary schools. A century later, they issued a religious ordinance requiring all Jewish fathers to send their sons from the age of six or seven to primary school to learn to read and study the Torah in Hebrew. With the destruction of the Second Temple, the Jewish religion permanently lost one of its two pillars (the Temple) and set out on a unique trajectory. Scholars and rabbis, the new religious leaders in the aftermath of the first Jewish–Roman war, replaced temple service and ritual sacrifices with the study of the Torah in the synagogue—the new focal institution of Judaism.Less
This chapter discusses the well-documented shift of the religious norm that transformed the Jews into the People of the Book. During the first century BCE, some Jewish scholars and religious leaders promoted the establishment of free secondary schools. A century later, they issued a religious ordinance requiring all Jewish fathers to send their sons from the age of six or seven to primary school to learn to read and study the Torah in Hebrew. With the destruction of the Second Temple, the Jewish religion permanently lost one of its two pillars (the Temple) and set out on a unique trajectory. Scholars and rabbis, the new religious leaders in the aftermath of the first Jewish–Roman war, replaced temple service and ritual sacrifices with the study of the Torah in the synagogue—the new focal institution of Judaism.
Tom O’Donoghue and Judith Harford
- Published in print:
- 2021
- Published Online:
- December 2021
- ISBN:
- 9780192843166
- eISBN:
- 9780191925733
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780192843166.003.0003
- Subject:
- History, History of Religion
The general patterns established during the period 1922–67 regarding the political and administrative arrangements relating to the Irish education system began to break down after following the ...
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The general patterns established during the period 1922–67 regarding the political and administrative arrangements relating to the Irish education system began to break down after following the introduction of free second-level education in 1967 and a subsequent great increase in attendance at second-level schools. In 1965, The OECD-sponsored Investment in Education report contributed greatly to portraying the economic, social, and geographic inequalities of opportunity in Ireland at the time. In particular, it drew attention to the fact that one-third of all children left full-time education upon completion of primary schooling and only 59 per cent of all 15-year-old children were in school. What was less clear in the public mind at the time was that levels of provision had been even bleaker on the establishment of the State and had not changed substantially over the succeeding four decades. That reality constitutes the background to considerations in this chapter. It opens by elaborating on the various types of primary, second-level, and continuation schools that existed across the nation. The overall patterns of access to and attendance at secondary school are then detailed. A very general exposition of the economic and social conditions in the country that influenced the existence of these patterns follows.Less
The general patterns established during the period 1922–67 regarding the political and administrative arrangements relating to the Irish education system began to break down after following the introduction of free second-level education in 1967 and a subsequent great increase in attendance at second-level schools. In 1965, The OECD-sponsored Investment in Education report contributed greatly to portraying the economic, social, and geographic inequalities of opportunity in Ireland at the time. In particular, it drew attention to the fact that one-third of all children left full-time education upon completion of primary schooling and only 59 per cent of all 15-year-old children were in school. What was less clear in the public mind at the time was that levels of provision had been even bleaker on the establishment of the State and had not changed substantially over the succeeding four decades. That reality constitutes the background to considerations in this chapter. It opens by elaborating on the various types of primary, second-level, and continuation schools that existed across the nation. The overall patterns of access to and attendance at secondary school are then detailed. A very general exposition of the economic and social conditions in the country that influenced the existence of these patterns follows.
Martin Neugebauer, David Reimer, Steffen Schindler, and Volker Stocké
- Published in print:
- 2013
- Published Online:
- June 2013
- ISBN:
- 9780804783026
- eISBN:
- 9780804784481
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804783026.003.0003
- Subject:
- Sociology, Social Stratification, Inequality, and Mobility
This chapter considers class inequalities in Germany for cohorts born in the 1980s and 1990s. It focuses on the transitions from primary school to the classical academic track, Gymnasium and from ...
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This chapter considers class inequalities in Germany for cohorts born in the 1980s and 1990s. It focuses on the transitions from primary school to the classical academic track, Gymnasium and from Gymnasium to university, and relates the influence of primary and secondary effects in the transition to university on the decisions made at previous transition points. The discussion emphasizes two institutional characteristics that are most relevant for understanding inequality in educational opportunity in Germany: first, the early and very consequential sorting of students into stratified secondary school tracks after primary school, where school performance serves as the prime allocation principle; and second, the existence of an attractive system of vocational training that constitutes a popular educational alternative even for those students who obtain the qualification to go on to university.Less
This chapter considers class inequalities in Germany for cohorts born in the 1980s and 1990s. It focuses on the transitions from primary school to the classical academic track, Gymnasium and from Gymnasium to university, and relates the influence of primary and secondary effects in the transition to university on the decisions made at previous transition points. The discussion emphasizes two institutional characteristics that are most relevant for understanding inequality in educational opportunity in Germany: first, the early and very consequential sorting of students into stratified secondary school tracks after primary school, where school performance serves as the prime allocation principle; and second, the existence of an attractive system of vocational training that constitutes a popular educational alternative even for those students who obtain the qualification to go on to university.
Andrew E. Clark, Sarah Flèche, Richard Layard, Nattavudh Powdthavee, and George Ward
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9780691196336
- eISBN:
- 9780691196954
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691196336.003.0015
- Subject:
- Economics and Finance, Behavioural Economics
This chapter investigates the impact of the different schools and teachers in the Avon area on the outcomes of the children they taught. It begins by investigating the role of the whole school in ...
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This chapter investigates the impact of the different schools and teachers in the Avon area on the outcomes of the children they taught. It begins by investigating the role of the whole school in considering what difference it makes which school a child goes to. Here, primary and secondary schools have major effects on the emotional well-being of their children. The variation across schools in this regard is as large as the variation in their impact on academic performance. There is also a huge variation in the impact of individual primary school teachers on the emotional well-being and academic performance of their children. These effects of primary schools and teachers persist throughout the following five years and longer.Less
This chapter investigates the impact of the different schools and teachers in the Avon area on the outcomes of the children they taught. It begins by investigating the role of the whole school in considering what difference it makes which school a child goes to. Here, primary and secondary schools have major effects on the emotional well-being of their children. The variation across schools in this regard is as large as the variation in their impact on academic performance. There is also a huge variation in the impact of individual primary school teachers on the emotional well-being and academic performance of their children. These effects of primary schools and teachers persist throughout the following five years and longer.
Lois Weis, Kristin Cipollone, and Heather Jenkins
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226134895
- eISBN:
- 9780226135083
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226135083.003.0004
- Subject:
- Education, Secondary Education
Chapter 4 picks up the same set of questions as chapter 3 among students and parents in a NAIS co-educational day school, tracing how students and parents enact and conceptualize their work in ...
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Chapter 4 picks up the same set of questions as chapter 3 among students and parents in a NAIS co-educational day school, tracing how students and parents enact and conceptualize their work in secondary school, and the ways in which they approach the process of preparing for college applications and admissions. We follow the students through the college application process in a highly detailed manner, with specific attention paid to all college related activities, including the work of the school counselors with regard to the top 20 percent of students in the class. In this chapter, we argue that the differences in class work that exist between parents and students in chapters 3 and 4 are tied to distinct differences in the discursive and material practices that become normative in a particular school sector. In the case at hand, differentially located parents and students (those in elite/affluent private versus elite/affluent public secondary schools) conceptualize and enact noticeably different “class work” at the point of college admissions, even though parent SES is largely comparable. Parents in the NAIS school more heavily monitor the college application process and students and parents constantly self-assess in order to select the “right” postsecondary destination.Less
Chapter 4 picks up the same set of questions as chapter 3 among students and parents in a NAIS co-educational day school, tracing how students and parents enact and conceptualize their work in secondary school, and the ways in which they approach the process of preparing for college applications and admissions. We follow the students through the college application process in a highly detailed manner, with specific attention paid to all college related activities, including the work of the school counselors with regard to the top 20 percent of students in the class. In this chapter, we argue that the differences in class work that exist between parents and students in chapters 3 and 4 are tied to distinct differences in the discursive and material practices that become normative in a particular school sector. In the case at hand, differentially located parents and students (those in elite/affluent private versus elite/affluent public secondary schools) conceptualize and enact noticeably different “class work” at the point of college admissions, even though parent SES is largely comparable. Parents in the NAIS school more heavily monitor the college application process and students and parents constantly self-assess in order to select the “right” postsecondary destination.
Claudia Goldin and Lawrence F. Katz
- Published in print:
- 2011
- Published Online:
- September 2013
- ISBN:
- 9780226116341
- eISBN:
- 9780226116426
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226116426.003.0010
- Subject:
- Economics and Finance, Development, Growth, and Environmental
The secondary school enrollment rate of U.S. youths soared (by over 50 percentage points) from 1910 to 1940. This chapter examines whether state compulsory schooling and child labor laws contributed ...
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The secondary school enrollment rate of U.S. youths soared (by over 50 percentage points) from 1910 to 1940. This chapter examines whether state compulsory schooling and child labor laws contributed to this increase. It shows that the changes in child labor and compulsory schooling laws had statistically detectable but relatively modest effects on secondary schooling rates. The enormous expansion of secondary school enrollment was largely due to factors such as the substantial pecuniary returns to a year of school, increased family wealth, and greater school access.Less
The secondary school enrollment rate of U.S. youths soared (by over 50 percentage points) from 1910 to 1940. This chapter examines whether state compulsory schooling and child labor laws contributed to this increase. It shows that the changes in child labor and compulsory schooling laws had statistically detectable but relatively modest effects on secondary schooling rates. The enormous expansion of secondary school enrollment was largely due to factors such as the substantial pecuniary returns to a year of school, increased family wealth, and greater school access.
Tom O’Donoghue and Judith Harford
- Published in print:
- 2021
- Published Online:
- December 2021
- ISBN:
- 9780192843166
- eISBN:
- 9780191925733
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780192843166.003.0008
- Subject:
- History, History of Religion
For the period 1922–1967 the Catholic Church opposed any notion of joint responsibility between laity and clergy for primary and secondary schooling. It did so in order to be able to pursue ...
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For the period 1922–1967 the Catholic Church opposed any notion of joint responsibility between laity and clergy for primary and secondary schooling. It did so in order to be able to pursue unhindered its major interest in schooling, which was ‘the salvation of souls’ and the production of priests, brothers, nuns, and a loyal middle class. Further, the State cooperated with the Church because in doing so it was able to pursue its own aim of producing a literate and numerate citizenry, pursuing nation building, and preparing an adequate number of secondary school graduates to address the requirements of the public service and the professions without having to provide schools. The Church legitimated the involvement of the teaching religious in associated practices with parents, school inspectors, and lay teachers. Relatedly, it worked to try to ensure that the voices of educationists who were not religious received little hearing in relation to education policy-making. A small number of secondary schools run largely by lay Catholics were able to operate. The individuals in question, in establishing these schools, quietly contested the hegemony of the Catholic clergy and religious in the provision of education, and indicated what might be possible in the future.Less
For the period 1922–1967 the Catholic Church opposed any notion of joint responsibility between laity and clergy for primary and secondary schooling. It did so in order to be able to pursue unhindered its major interest in schooling, which was ‘the salvation of souls’ and the production of priests, brothers, nuns, and a loyal middle class. Further, the State cooperated with the Church because in doing so it was able to pursue its own aim of producing a literate and numerate citizenry, pursuing nation building, and preparing an adequate number of secondary school graduates to address the requirements of the public service and the professions without having to provide schools. The Church legitimated the involvement of the teaching religious in associated practices with parents, school inspectors, and lay teachers. Relatedly, it worked to try to ensure that the voices of educationists who were not religious received little hearing in relation to education policy-making. A small number of secondary schools run largely by lay Catholics were able to operate. The individuals in question, in establishing these schools, quietly contested the hegemony of the Catholic clergy and religious in the provision of education, and indicated what might be possible in the future.
Valeria Manzano
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9781469611617
- eISBN:
- 9781469611624
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469611617.003.0003
- Subject:
- History, Latin American History
This chapter examines both secondary schools and universities, chiefly from 1956 to 1966. By reconstructing student experiences at both levels, it explores how secondary schools continued to be ...
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This chapter examines both secondary schools and universities, chiefly from 1956 to 1966. By reconstructing student experiences at both levels, it explores how secondary schools continued to be spaces wherein boys and girls interacted with and eventually reacted against authoritarian and hierarchical practices. By contrast, the admittedly expanding minority of young people who enrolled in the public universities represented themselves as the epitome of the modernizing 1960s. While the daily life of secondary school and university students took place in a continuum from their classrooms to the street corners, at times many of them went forcefully to a third space, the streets. The chapter assesses the novelties of student politicization in the early 1960s with regard to previous traditions of student politics in Argentina. It shows that the trope of the “revolutionary student” haunted the public imagination, helping to create consensus for the 1966 coup d’état, when the military intervened in the universities.Less
This chapter examines both secondary schools and universities, chiefly from 1956 to 1966. By reconstructing student experiences at both levels, it explores how secondary schools continued to be spaces wherein boys and girls interacted with and eventually reacted against authoritarian and hierarchical practices. By contrast, the admittedly expanding minority of young people who enrolled in the public universities represented themselves as the epitome of the modernizing 1960s. While the daily life of secondary school and university students took place in a continuum from their classrooms to the street corners, at times many of them went forcefully to a third space, the streets. The chapter assesses the novelties of student politicization in the early 1960s with regard to previous traditions of student politics in Argentina. It shows that the trope of the “revolutionary student” haunted the public imagination, helping to create consensus for the 1966 coup d’état, when the military intervened in the universities.
Tom O’Donoghue and Judith Harford
- Published in print:
- 2021
- Published Online:
- December 2021
- ISBN:
- 9780192843166
- eISBN:
- 9780191925733
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780192843166.003.0004
- Subject:
- History, History of Religion
The Catholic Church and the State supported each other in their pursuit of their respective interests in schooling in Ireland. That was particularly so in relation to the secondary school curriculum. ...
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The Catholic Church and the State supported each other in their pursuit of their respective interests in schooling in Ireland. That was particularly so in relation to the secondary school curriculum. The interest of the Church was in maintaining an all-pervasive religious atmosphere justified by reference to its overt aim of using the schools as an instrument for enhancing ‘the salvation of souls’. Concurrently, it supported successive governments in the pronounced emphasis they placed on promoting the Irish language and Gaelic culture, including through the secondary schools. Further, on occasions when it perceived State initiatives in that domain over-zealous failure to have them implemented was due primarily to the Church having the upper hand in the partnership. At the same time, tension never spilled over into displays of public acrimony. A desire on the part of both institutions not to jeopardize the promotion of the intellectual and emotional development of students only in a very narrow sense served to maintain harmony, as it facilitated the deeper interest of both institutions in maintaining their power among the majority of the population.Less
The Catholic Church and the State supported each other in their pursuit of their respective interests in schooling in Ireland. That was particularly so in relation to the secondary school curriculum. The interest of the Church was in maintaining an all-pervasive religious atmosphere justified by reference to its overt aim of using the schools as an instrument for enhancing ‘the salvation of souls’. Concurrently, it supported successive governments in the pronounced emphasis they placed on promoting the Irish language and Gaelic culture, including through the secondary schools. Further, on occasions when it perceived State initiatives in that domain over-zealous failure to have them implemented was due primarily to the Church having the upper hand in the partnership. At the same time, tension never spilled over into displays of public acrimony. A desire on the part of both institutions not to jeopardize the promotion of the intellectual and emotional development of students only in a very narrow sense served to maintain harmony, as it facilitated the deeper interest of both institutions in maintaining their power among the majority of the population.
Tom O’Donoghue and Judith Harford
- Published in print:
- 2021
- Published Online:
- December 2021
- ISBN:
- 9780192843166
- eISBN:
- 9780191925733
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780192843166.003.0009
- Subject:
- History, History of Religion
This chapter provides an exposition of former students’ memories of secondary schooling in Ireland for the period 1922–1967, supplemented by similar material uncovered in the historical record. No ...
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This chapter provides an exposition of former students’ memories of secondary schooling in Ireland for the period 1922–1967, supplemented by similar material uncovered in the historical record. No claim is made that it portrays what were the common experiences of all. Rather, it is the product of a desire to cast the net as widely as possible, in order to canvass a maximum variety of perspectives. Further, most although not all of the testimony upon which we have based it is mainly of the ‘topical life story’ type. In other words, it is testimony based on memory. At the same time, we are not denying the possibility that it has the potential to provide understandings to add to the corpus of historical work already undertaken on the history of Irish secondary school education presented in previous chapters.Less
This chapter provides an exposition of former students’ memories of secondary schooling in Ireland for the period 1922–1967, supplemented by similar material uncovered in the historical record. No claim is made that it portrays what were the common experiences of all. Rather, it is the product of a desire to cast the net as widely as possible, in order to canvass a maximum variety of perspectives. Further, most although not all of the testimony upon which we have based it is mainly of the ‘topical life story’ type. In other words, it is testimony based on memory. At the same time, we are not denying the possibility that it has the potential to provide understandings to add to the corpus of historical work already undertaken on the history of Irish secondary school education presented in previous chapters.
