This Tutor Delivery Pack for Edexcel GCSE (9-1) English Language Grades 3-5 has a curriculum that matches tutor packs for a whole academic year and contains everything needed for a whole academic year of private tutoring: : 38 complete lessons, complete with plans, activities and homework Detailed explanation on the use of the pack Information for parents Specification guidance Advice on preparing for the exam Needs analysis for the parents and the students Mapping guide to the Revise GCSE Series Progress and End-of-Lesson Report templates Differentiation and extension ideas Customisable certificates in the digital version of the pack

This Grades 3-5 Tutor Assessment Pack for Edexcel GCSE (9-1) English Language has a curriculum that matches tutor packs for a whole academic year and contains everything needed for a whole academic year of private tutoring. It provides: 38 twenty-minute topic tests - one for every lesson in the English Language Tutor Delivery Pack - to provide short bursts of additional practice of the key concepts covered Three summative tests - checkpoint challenges - that draw on knowledge and skills across each of the three key areas of the course: reading, writing and spelling, punctuation and grammar Full practice papers for exam practice, designed to match the style and demands of the new Edexcel (9-1) English Language GCSE.

Originally published in 1900 As well as being a history of Abbotsholme School this volume also examines the general question of the English national education at the turn of the last century. The material includes: The foundation of Abbotsholme, 1889 Answers to the Royal Commission on "Secondary" education, 1894 British, French, and German press reports on the progress of the school Planned schools on Abbotsholme lines in England, Germany, France, Russia and Switzerland.

Focusing on private schools, this book makes an important contribution to our understanding of schools as social settings, illustrating their potential to create alternative cultures. Intriguing comparisons are made between the Waldorf School, a clear example of holistic education, and St. Catherine's, a traditional, elite college-preparatory school. The characteristics of each school are examined and compared. On the one hand, the Waldorf School, embracing an holistic model, advocates an aesthetically enriching life in harmony with nature for its students. Its emphasis on natural materials, as well as its developmental view of the child and curriculum focused on music and the arts, is unique. The Waldorf School asserts a romantic and progressive view of education that is relevant in a world that is becoming increasingly alienating and dehumanizing. On the other hand, St. Catherine's represents an academic elite model of education and faces the problems of our modern society in a different way, by teaching students to compete and excel in a competitive world while holding onto moral and ethical values. The schools' meanings are shown to be imbued through five cultural domains: history and myths; curriculum; rituals; time and space; and social relationships. The analysis reveals the schools' quite different responses to the world, to others, and toward the individual self.

This book takes an in-depth look at the development of the private education sector in modern China. Readers will find valuable data and materials never before presented in such an accessible and transparent way, together with analyses of the major changes and challenges in the course of this development. The book is organized both chronologically and by topic: it employs a past-present-future order that unites the general arrangement; at the same time, each specific subject is approached historically, not only to show the origins of the problem, but also to link it with the historical-comparative context, in which the evaluation of alternative policy choices become highly viable. Further, the book provides a pioneering account of current problems, adopting a fresh perspective to address the most important aspects of Chinese private education reform. The elaboration on topics concerning private school assets, property rights, legal personality, school operators' entrepreneurship, benefits and investment returns, school autonomy, and the development of teachers and students, is both empirically rich and highly insightful. The book's content is chiefly derived from years of fieldwork in private schools and from extensive interviews with hundreds of policy makers, school operators, managers, teachers and students. Since these people are self-conscious about themselves as the actors in and witnesses to the development of Chinese private education over the past three decades, the book places great emphasis on neutrality, allowing the private education landscape to unfold in the context of the privatization of the socialist system after 1978. The book offers an essential guide for anyone who wishes to understand the transformation of Chinese education. It is highly recommendable as a detailed introduction to Chinese education, or as a resource for comparative research on private education from an international perspective.

This Tutor Delivery Pack for AQA GCSE (9-1) Chemistry Higher contains everything you need for a whole academic year of private tutoring: 38 complete lessons, complete with plans, activities and homework Detailed explanation on the use of the pack Information for parents Specification guidance Needs analysis for the parents and the students Mapping guide to the Revise GCSE Series Progress and End-of-Lesson Report templates Differentiation and extension ideas Customisable certificates in the digital version of the pack

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Blackface - instances in which non-Black persons temporarily darken their skin with make-up to impersonate Black people, usually for fun, and frequently in educational contexts - constitutes a postracialist pedagogy that propagates antiblack logics. In Performing Postracialism, Philip S.S. Howard examines instances of contemporary blackface in Canada and argues that it is more than a simple matter of racial (mis)representation. The book looks at the ostensible humour and dominant conversations around blackface, arguing that they are manifestations of the particular formations of antiblackness in the Canadian nation state and its educational institutions. It posits that the occurrence of blackface in universities is not incidental, and outlines how educational institutions' responses to blackface in Canada rely upon a motivation to protect whiteness. Performing Postracialism draws from focus groups and individual interviews conducted with university students, faculty, administrators, and Black student associations, along with online articles about blackface, to provide the basis for a nuanced examination of the ways that blackface is experienced by Black persons. The book investigates the work done by Black students, faculty, and staff at universities to challenge blackface and the broader campus climate of antiblackness that generates it.

Contrary to conventional narratives about legal education, Aspiration and Reality in Legal Education reveals a widespread desire among law teachers to integrate both theory and practice into the education of versatile and civic-minded lawyers. Despite this stated desire, however, this aspiration is largely unrealized due to a host of intellectual and institutional factors that produce a profound gap between what professors believe about law and the ideas they communicate through their teaching. Drawing on interviews with over sixty law professors in Canada, David Sandomierski makes two important empirical discoveries in this book. First, he establishes that, contrary to a dominant narrative in legal education that conceives of theory and practice as oppositional, the vast majority of law professors consider theory to be vitally important in preparing "better lawyers." Second, he uncovers a significant gap between the realist theoretical commitments held by a majority of professors and the formalist theories they almost uniformly convey through their teaching and conceptions of legal reasoning. Understanding the intellectual and institutional factors that account for these tensions, Sandomierski argues, is essential for any meaningful project of legal education reform.

Co-Teaching in Higher Education, edited by Daniel Jarvis and Mumbi Kariuki, brings together an international group of educators and scholars to examine the theoretical frameworks and practical experiences relating to co-planning, co-teaching, and co-assessing at the post-secondary level. Co-teaching practices at the elementary and secondary school levels have been widely documented. This collection explores topics that will enable post-secondary instructors to maximize their courses' potential including undergraduate projects, graduate level co-teaching, pair and group co-teaching, co-taught single-subject courses, and innovative cross-curricular experiments. Contributors share their insights addressing key factors such as logistics, resources, administrative support, Ministry initiatives, and academic freedom. Jarvis and Kariuki have created an indispensable resource that provides the reader with an informed perspective on the realities of creating and sustaining rich co-teaching experiences at the university level.

A Global Perspective on Private Higher Education provides a timely review of the significant growth of private higher education in many parts of the world during the last decade. The book is concurrent with significant changes in the external operating environment of private higher education, including government policy and its impact on the ongoing growth of the sector. The title brings together the trends relating to the growth and the decline of private higher education providers, also including the key contributing factors of the changes from 17 countries.

Not much has been written about the private education sector in Singapore despite the fact that the sector houses about 300 private education institutions (PEIs) and enrolls about 150,000 students. Private Education in Singapore: Contemporary Issues and Challenges is an exciting book that aims to fill a gap in the literature. In the book, the author offers an extensive discussion on (i) the key elements of the sector - types and features of the PEIs, (ii) the regulatory framework for private education, (iii) students' aspiration and the impact of the ASPIRE report on PEIs, and (iv) the provision of external degree programme through transnational partnership. The book also tackles the hotly debated discussion in relation to academic quality and standard of PEI courses. The author identifies the reasons - some of them have more characteristics of a myth - and suggests a number of ways to overcome the issues and challenges.

Published in 1994, this book examines the processes through which independent school community service programs, as educational innovations, become more or less institutionalized in nine independent schools. The author considers school sponsored opportunities for students to serve in community-based organizations such as hospitals, day-care centres and nursing homes, and the aspects that influence the effectiveness of such programs. As a result of the study our understanding of the processes and factors that appear to be associated with program institutionalization are deepened. The rationales underlying independent school community programs are also examined. Finally the book raises questions for further research in independent schools regarding the nature of change, the program development process, and the role of affective education.

Pauline Dixon has intellectual rigour and an openness to new ideas, together with compassion and practicality. A great and unusual combination which I admire enormously.' - Dame Sally Morgan, Adviser to the Board, Absolute Return for Kids and former chief advisor to Tony Blair, UK'This fine book has a powerful message for policymakers and donors: the quality of schools matters even in poor countries; hence, the poor are abandoning failed state schools and enrolling their kids in low cost private schools. Instead of trying to close them down, the state and donors would do well to invest in children (through vouchers and cash transfers) and give parents a choice rather than create more atrocious, monopolistic state schools where teachers are absent and unaccountable.' - Gurcharan Das, commentator and author, India Unbound and former CEO of Proctor and Gamble, Asia 'This is a must-read book for anyone interested in the plight of poor children, particularly for those readers concerned with learning about culturally sensitive and proven ways to reach out and help less fortunate children in developing countries. I was fascinated and outraged by the compelling stories and actual data that Dixon shares in this gem of an expose. Most readers will similarly be shaken and incensed by the failure of billions of dollars spent on state schooling in Africa and India. Dixon makes a compelling case for the value and contributions of low cost private schools in slums and low income areas in developing countries. After reading this book, I am now a believer!' - Steven I. Pfeiffer, Professor, Florida State University, US This fascinating volume challenges the widely held belief that the state should supply, finance and regulate schooling in developing countries. Using India as an example, Dr. Pauline Dixon examines the ways in which private, for-profit schools might serve as a successful alternative to state-run systems of education in impoverished communities around the world. The book begins with a thorough history of India's government-run schools - based on the traditional British model - which are currently characterized by high levels of waste, inefficiency and subpar student performance. The author goes on to present comprehensive survey and census data, along with analyses of different school management types and their effect on student achievement, teacher attendance and quality of facilities. The book also tackles the problem of inefficient allocation and use of international aid, and offers recommendations on the development of new mechanisms for utilizing aid resources in support of low-cost private schools. This meticulously researched volume will appeal to students and professors of development studies, political economy and international studies. Policymakers and other officials with an interest in educational innovation will also find much of interest in this book. Contents: Preface - A Vignette from Hyderabad Introduction - Never Assume 1. Jumping onto the Galloping Horses - Even in India 2. Hostages to a Fortune? - Schooling and International Aid 3. The Parting of the Veil - Low-Cost Private Schools - The Evidence 4. The Anteroom of Eternity? Gaining Attention from Aid Agencies 5. Only the Closed Mind is Certain Bibliography Index

Pauline Dixon has intellectual rigour and an openness to new ideas, together with compassion and practicality. A great and unusual combination which I admire enormously.' - Dame Sally Morgan, Adviser to the Board, Absolute Return for Kids and former chief advisor to Tony Blair, UK'This fine book has a powerful message for policymakers and donors: the quality of schools matters even in poor countries; hence, the poor are abandoning failed state schools and enrolling their kids in low cost private schools. Instead of trying to close them down, the state and donors would do well to invest in children (through vouchers and cash transfers) and give parents a choice rather than create more atrocious, monopolistic state schools where teachers are absent and unaccountable.' - Gurcharan Das, commentator and author, India Unbound and former CEO of Proctor and Gamble, Asia 'This is a must-read book for anyone interested in the plight of poor children, particularly for those readers concerned with learning about culturally sensitive and proven ways to reach out and help less fortunate children in developing countries. I was fascinated and outraged by the compelling stories and actual data that Dixon shares in this gem of an expose. Most readers will similarly be shaken and incensed by the failure of billions of dollars spent on state schooling in Africa and India. Dixon makes a compelling case for the value and contributions of low cost private schools in slums and low income areas in developing countries. After reading this book, I am now a believer!' - Steven I. Pfeiffer, Professor, Florida State University, US This fascinating volume challenges the widely held belief that the state should supply, finance and regulate schooling in developing countries. Using India as an example, Dr. Pauline Dixon examines the ways in which private, for-profit schools might serve as a successful alternative to state-run systems of education in impoverished communities around the world. The book begins with a thorough history of India's government-run schools - based on the traditional British model - which are currently characterized by high levels of waste, inefficiency and subpar student performance. The author goes on to present comprehensive survey and census data, along with analyses of different school management types and their effect on student achievement, teacher attendance and quality of facilities. The book also tackles the problem of inefficient allocation and use of international aid, and offers recommendations on the development of new mechanisms for utilizing aid resources in support of low-cost private schools. This meticulously researched volume will appeal to students and professors of development studies, political economy and international studies. Policymakers and other officials with an interest in educational innovation will also find much of interest in this book. Contents: Preface - A Vignette from Hyderabad Introduction - Never Assume 1. Jumping onto the Galloping Horses - Even in India 2. Hostages to a Fortune? - Schooling and International Aid 3. The Parting of the Veil - Low-Cost Private Schools - The Evidence 4. The Anteroom of Eternity? Gaining Attention from Aid Agencies 5. Only the Closed Mind is Certain Bibliography Index

Private schools are central to the reproduction of social inequality. For example, whilst in the UK providing only about seven per cent of the school population, about half of the undergraduates at Oxford and Cambridge still come from the private sector. Private schools have long been associated with privilege and elitism. While this traditional elitist aspect to the private sector is still central, the private school sector is actually far more diverse that is usually acknowledged. It now includes many small schools and faith-based schools that may not offer the traditional advantages of the private sector but which provide a particular environment deemed desirable by parents. In spite of their educational and social importance, there has been very little academic research and writing on private schools. The proposed book will be the culmination of Professor Walford's research into private schools over the past twenty years.

Elite schools have an intriguing capacity to endure and adapt in the face of social, cultural and political change. They help both to reproduce power, privilege and status and also to regularly produce them afresh. The intricacies involved, over time and place, have attracted the abiding empirical, methodological and conceptual interest of sociologists and historians; recently, anthropologists and geographers have also responded to their allure. Collectively, the focus of such studies is usually on class making and the manner in which gender and race/ethnicity, place and mobility overlap and are part of the mix. This edited collection is framed around the notion of a 'new sociology of elite education', but it speaks into this wider space of inquiry in which studies of such schools are becoming more interdisciplinary. In so doing it brings together a new array of conceptual and theoretical tools while also deepening those that already exist. The contributions examine various configurations of contemporary class making and their attendant politics. These explorations are situated in the specificities of geographical locales where the complex dynamics of both national/local educational priorities and global/transnational forces are played out. In addition to showing how these dynamics put pressure on elite schools to redefine them, the book's diverse international focus shines a light on new and emerging global patterns. This book was originally published as a special issue of British Journal of Sociology of Education.

Originally published in 1988, this book analyses the effect of public boarding school on those boys who grew to manhood under its influence. With access to over 2000 letters written by parents to the Head Master and governors of Ellesmere College in the period 1929-50, it raises issues about the construction of masculinity in the mid-twentieth century. The author demonstrates from these candid letters the concerns of a small group of parents bringing up their sons: their aspirations, plans, fears and problems. She shows how parents' plans changed, sometimes very dramatically, due to the Second World War, and demonstrates the differences between social groups as diverse as clergy, widows and farmers in bringing up their sons. The author also presents fascinating and elusive evidence about the sons themselves and the effects of their schooling on their models of masculinity, sexuality and attitudes to women. This book places the particular concerns of a relatively small group within the much wider contexts of education, social and gender structure.

Elite schools have an intriguing capacity to endure and adapt in the face of social, cultural and political change. They help both to reproduce power, privilege and status and also to regularly produce them afresh. The intricacies involved, over time and place, have attracted the abiding empirical, methodological and conceptual interest of sociologists and historians; recently, anthropologists and geographers have also responded to their allure. Collectively, the focus of such studies is usually on class making and the manner in which gender and race/ethnicity, place and mobility overlap and are part of the mix. This edited collection is framed around the notion of a 'new sociology of elite education', but it speaks into this wider space of inquiry in which studies of such schools are becoming more interdisciplinary. In so doing it brings together a new array of conceptual and theoretical tools while also deepening those that already exist. The contributions examine various configurations of contemporary class making and their attendant politics. These explorations are situated in the specificities of geographical locales where the complex dynamics of both national/local educational priorities and global/transnational forces are played out. In addition to showing how these dynamics put pressure on elite schools to redefine them, the book's diverse international focus shines a light on new and emerging global patterns. This book was originally published as a special issue of British Journal of Sociology of Education.

This book, first published in 1988, examines the development of secondary comprehensive education from the 1960s to the 1980s. Tensions and transformations in the meaning and practice of 'comprehensive' and 'progressive' education within the state education sector are examined and described. The main themes throughout the collection are the deepening crisis of comprehensive education and the profound restructuring which is taking place in secondary education as a result of current government policy. This title will be of interest to students of education and sociology.

First published in 1984, British Public Schools is a collection of empirically based articles written by sociologists of education who have conducted research into public schools. Studies are presented on why parents sent their children to public schools, on the experiences of pupils and teachers, on aspirations and attitudes of pupils towards higher education, on the increasing emphasis of schools on examination successes, and on the relationships between public school education and educational and occupational successes. This book is an essential read for scholars and researchers of sociology of education and education.

Originally published in 1900

As well as being a history of Abbotsholme School this volume also examines the general question of the English national education at the turn of the last century.

The material includes:

• The foundation of Abbotsholme, 1889
• Answers to the Royal Commission on "Secondary" education, 1894
• British, French, and German press reports on the progress of the school
• Planned schools on Abbotsholme lines in England, Germany, France, Russia and Switzerland.

Research conducted in schools over the past two decades has found that youth shape who they are in ways that do not simply mirror class, race, and gender discourses organizing life in schools. Instead, educators have learned that youth play active roles in shaping who they are on a daily basis, challenging dominant meanings and practices as they move through school. New insights in these directions now compel those in educational circles to talk differently about youth identity formation than they did nearly two decades ago. While sound research on male identity formation in educational contexts has illustrated boys' socialization processes in school, there still is much to learn about girls' social lives and meaning-making processes, particularly in the relatively unexplored arenas of private education and single-sex schooling.

Probing beneath the surface, this book explores one year in the lives of thirty-four adolescent girls in Best Academy, a historically elite, private, single-sex high school, as female students construct their identities in an educational context. Through the eyes of these students, we find that the private school is less of a homogenous and stable culture along class and race lines than educators have understood it to be.

First published in 1989, Private Schools in Ten Countries provides a much needed comparative study, examining private schooling in England and Wales, Scotland, the USA, Canada, Australia, France, West Germany, the Netherlands and Japan. The authors, all experts in their field, describe the nature and extent of private schooling in an historical, economic, and social context. They discuss government policy and assess the available evidence on the relationship between attendance at a public school and the maintenance of inequalities in that society. Unique in its discussion of private schooling in a range of countries this book will enable educationists, politicians and policy makers to look beyond the confines of their own country and to give constructive consideration to the variety of ways in which education can be provided and funded