標題: Titlebook: Education in Britain, 1750–1914; W. B. Stephens Textbook 1998Latest edition W. B. Stephens 1998 education.industrial revolution.revolution [打印本頁] 作者: HARDY 時間: 2025-3-21 17:51
書目名稱Education in Britain, 1750–1914影響因子(影響力)
書目名稱Education in Britain, 1750–1914影響因子(影響力)學科排名
書目名稱Education in Britain, 1750–1914網(wǎng)絡公開度
書目名稱Education in Britain, 1750–1914網(wǎng)絡公開度學科排名
書目名稱Education in Britain, 1750–1914被引頻次
書目名稱Education in Britain, 1750–1914被引頻次學科排名
書目名稱Education in Britain, 1750–1914年度引用
書目名稱Education in Britain, 1750–1914年度引用學科排名
書目名稱Education in Britain, 1750–1914讀者反饋
書目名稱Education in Britain, 1750–1914讀者反饋學科排名
作者: Substitution 時間: 2025-3-21 20:22
School Attendance and Literacy: 1750 to the Later Nineteenth Century,dance rate for England and Wales ..1750 of some 4 per cent of total population, while for Scotland an incomplete survey of some sixty lowland and highland parishes points to percentages varying from almost 8 to nearly 13.. Table 1 shows the proportions of the population at day school in the nineteen作者: Pander 時間: 2025-3-22 00:47
Secondary and Higher Education to the 1860s,Wales it was usual to distinguish rather between ‘middle-class’ schooling (for the better-off) and ‘elementary’ schooling (for the working classes). In Scotland the tradition was for common schools not distinguished by level of instruction. Historians, however, have customarily used the term ‘second作者: 工作 時間: 2025-3-22 05:45 作者: 命令變成大炮 時間: 2025-3-22 10:31
Elementary Education from the 1860s to 1914,o emulate the mass system of state schooling adopted by some European countries for the purpose of strengthening centralized government, promoting national unity, encouraging economic development and buttressing ruling élites. In Britain the ruling classes felt little need for a supportive bureaucra作者: 教義 時間: 2025-3-22 13:22 作者: 教義 時間: 2025-3-22 17:12
The Growth of a Literate Culture,n itself evidence that those who signed in one decade were any better educated than those who did so in earlier ones. It can indicate only that progressively more people in their late 20s were attaining the same basic level of education. Yet common sense suggests that the growing proportions of each作者: 臭了生氣 時間: 2025-3-22 23:57
Textbook 1998Latest editionThis concise study covers the development of education throughout Great Britain from the Industrial Revolution to the Great War: a period in which urbanization, industrialization and population growth posed huge social and political problems, and education became one of the fiercest areas of conflict in society.作者: dearth 時間: 2025-3-23 04:17
https://doi.org/10.1007/978-1-349-27231-0education; industrial revolution; revolution; revolution; Scotland作者: indecipherable 時間: 2025-3-23 09:17 作者: 領帶 時間: 2025-3-23 10:33 作者: Prostatism 時間: 2025-3-23 16:49 作者: VOK 時間: 2025-3-23 19:13
Secondary and Higher Education from the 1860s to 1914,This period is noteworthy for some convergence in the nature and organization of secondary schooling north and south of the border, yet the Scottish experience remained sufficiently distinctive for it to be treated here separately.作者: faculty 時間: 2025-3-24 01:18 作者: Ornithologist 時間: 2025-3-24 06:04
The Renovation of a Building Interiordance rate for England and Wales ..1750 of some 4 per cent of total population, while for Scotland an incomplete survey of some sixty lowland and highland parishes points to percentages varying from almost 8 to nearly 13.. Table 1 shows the proportions of the population at day school in the nineteen作者: neoplasm 時間: 2025-3-24 09:35
Airline Planning and Scheduling,Wales it was usual to distinguish rather between ‘middle-class’ schooling (for the better-off) and ‘elementary’ schooling (for the working classes). In Scotland the tradition was for common schools not distinguished by level of instruction. Historians, however, have customarily used the term ‘second作者: 惡臭 時間: 2025-3-24 10:52
https://doi.org/10.1007/978-1-4615-3556-0to be literate, and that the British Industrial Revolution exemplifies this: literacy rates in both England and Scotland had crossed that threshold by 1750.. Such a vaguely defined concept is, however, of dubious value when applied to British economic expansion in this period. It is not evident why,作者: heterodox 時間: 2025-3-24 17:42
https://doi.org/10.1007/978-3-642-60586-4o emulate the mass system of state schooling adopted by some European countries for the purpose of strengthening centralized government, promoting national unity, encouraging economic development and buttressing ruling élites. In Britain the ruling classes felt little need for a supportive bureaucra作者: LAITY 時間: 2025-3-24 22:18
O. Andres Barrera PhD,H. Haider PhDith a perceived decline in Britain’s economic fortunes, and others who doubt whether, in fact, any avoidable decline occurred, whether any particular link existed between education and economic performance and whether, anyway, there is not (from the point of view of its contribution to the economy) 作者: ABASH 時間: 2025-3-25 03:09 作者: gastritis 時間: 2025-3-25 05:50
s, as well as developments in the provision of formal elemenThis concise study covers the development of education throughout Great Britain from the Industrial Revolution to the Great War: a period in which urbanization, industrialization and population growth posed huge social and political problem作者: 折磨 時間: 2025-3-25 09:05 作者: Neuralgia 時間: 2025-3-25 11:44
O. Andres Barrera PhD,H. Haider PhDlink existed between education and economic performance and whether, anyway, there is not (from the point of view of its contribution to the economy) more to praise than to blame in contemporary educational provision.作者: 青少年 時間: 2025-3-25 19:07 作者: CHAR 時間: 2025-3-25 20:48 作者: 特別容易碎 時間: 2025-3-26 02:49
https://doi.org/10.1007/978-3-642-60586-4le in schooling and with the universities regarded as state institutions. But England was the dominant partner and preferred to regard secondary schools and universities as independent institutions and to leave elementary schooling to voluntary effort with limited and indirect state support.作者: synovial-joint 時間: 2025-3-26 06:48 作者: condone 時間: 2025-3-26 11:29 作者: 五行打油詩 時間: 2025-3-26 13:28
,Education, Science and Industrialization, 1750s–1850s,gnature evidence is useful for spatial and chronological comparison of levels of elementary education, it is rudimentary as an absolute measure (Chapter 2). Moreover, by the mid eighteenth century most nations in north-west Europe had literacy levels as good as or better than Britain’s without experiencing an industrial revolution.作者: Mammal 時間: 2025-3-26 20:46 作者: mercenary 時間: 2025-3-27 00:38
The Growth of a Literate Culture,eaders. This chapter seeks to explore this, and to survey the various factors, other than formal education, which were involved in the development of a society in which the printed word became a significant part of the daily life of the various social classes.作者: 出汗 時間: 2025-3-27 04:33 作者: 顛簸地移動 時間: 2025-3-27 07:26
Science, Technology, Education and the Economy from the 1850s to 1914,link existed between education and economic performance and whether, anyway, there is not (from the point of view of its contribution to the economy) more to praise than to blame in contemporary educational provision.作者: 聽寫 時間: 2025-3-27 13:16
ndustrial Revolution to the Great War: a period in which urbanization, industrialization and population growth posed huge social and political problems, and education became one of the fiercest areas of conflict in society.作者: 業(yè)余愛好者 時間: 2025-3-27 17:17 作者: Dictation 時間: 2025-3-27 21:45
School Attendance and Literacy: 1750 to the Later Nineteenth Century,ly to have benefited from instruction. The extent and nature of such variables differed topographically and chronologically, while the curriculum and the quality of tuition also varied considerably. Some pupils, for instance, were taught reading but not writing. Children not recorded as at day schoo作者: 激怒某人 時間: 2025-3-27 23:00 作者: 物質(zhì) 時間: 2025-3-28 02:28 作者: 職業(yè)拳擊手 時間: 2025-3-28 07:01 作者: Heart-Attack 時間: 2025-3-28 13:08 作者: 虛情假意 時間: 2025-3-28 17:26 作者: interrupt 時間: 2025-3-28 22:08
