Proselytising in the State School

2012 ◽  
Vol os-55 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Brian V. Hill
Keyword(s):  
The State ◽  
State School

Of Nils and Nation: Selma Lagerlöf'sThe Wonderful Adventures of Nils

2008 ◽  
Vol 1 (2) ◽  
pp. 168-186 ◽  
Author(s):  
BJÖRN SUNDMARK
Keyword(s):  
Natural Resources ◽  
Ethnic Groups ◽  
School System ◽  
The State ◽  
Social Classes ◽  
State School ◽  
Linguistic Differences ◽  
Vested Interests ◽  
National Ideology ◽  
Selma Lagerlof

Recently past its centenary, The Wonderful Adventures of Nils (1906–7), by Selma Lagerlöf, has remained an international children's classic, famous for its charm and magical elements. This article returns to read the book in its original contexts, and sets out to demonstrate that it was also published as a work of instruction, a work of geography, calculated to build character and nation. Arguing that it represents the vested interests of the state school system, and the national ideology of modern Sweden, the article analyses Nils's journey as the production of a Swedish ‘space’. With a focus on representations of power and nationhood in the text, it points to the way Lagerlöf takes stock of the nation's natural resources, characterises its inhabitants, draws upon legends and history, and ultimately constructs a ‘folkhem’, where social classes, ethnic groups and linguistic differences are all made to contribute to a sense of Swedish belonging and destiny.

scholarly journals Práticas Cartográficas Presentes no Ensino da Geografia na Escola Estadual Padre Luiz Gonzaga / Cartographic Practices Present in the Teaching of Geography at the State School Padre Luiz Gonzaga

2019 ◽  
Vol 13 (46) ◽  
pp. 332-358
Author(s):  
Ana Karyna Régis Feitosa ◽  
Márcia Cristina Moraes Cotas Videira
Keyword(s):  
The State ◽  
State School

O tema dessa pesquisa é o ensino da geografia, tendo como foco o uso da cartografia no processo de ensino e aprendizagem. É uma pesquisa de abordagem quantitativa. O principal objetivo trazer uma reflexão sobre a importância da linguagem cartográfica presente no cotidiano para o ensino da Geografia. Com o propósito de verificar como os professores utilizam os recursos cartográficos no Ensino Fundamental, Médio e Normal Médio da escola. O universo de pesquisa foi a Escola Estadual Padre Luiz Gonzaga, em Araripina - PE. A amostra foi composta de 215 sujeitos, sendo eles: 15 professores e 200 alunos. Para alcançar os objetivos propostos, aplicou-se a técnica da entrevista com utilização do instrumento o questionário dirigido aos professores e alunos, e realizou-se a análise dos instrumentos. Concluiu-se que o ensino da Geografia associado a uma prática pedagógica com ênfase na Cartografia encontra-se muito comprometido, ao ponto dos alunos do Ensino Médio e do Normal Médio em séries finais, especificadamente nos terceiros e quartos anos, manifestarem expectativas de aprendizagens iguais aos dos anos finais, especificadamente nonos anos do Ensino Fundamental, não consolidando as expectativas propostas para cada ano de escolaridade, ou seja, a proficiência não avança do básico para o desejável.   

Chapter III: The Organization and Administration of the State School System

1943 ◽  
Vol 13 (4) ◽  
pp. 381-386
Author(s):  
S. M. Brownell
Keyword(s):  
School System ◽  
The State ◽  
Organization And Administration ◽  
State School

Questions about CLIL which are unfortunately still not outdated: A reply to Pérez-Cañado

2019 ◽  
Vol 10 (4) ◽  
pp. 591-602 ◽  
Author(s):  
Anthony Bruton
Keyword(s):  
The State ◽  
Moving Target ◽  
Clear Definition ◽  
State School ◽  
School Students ◽  
Research Issues ◽  
Definition Of ◽  
A Minor

AbstractThis response to Pérez-Cañado’s (2017) disappointing defence of CLIL interests insists on the need for a clear definition of CLIL not only so that it can be characterised for comparative purposes, but also so that the fundamentals underlying it can be scrutinised, instead of the continued hedging of bets on a moving target, justified for its contextual flexibility. As an example, whether CLIL classes are accompanied by FL classes on the curriculum or not is not a minor issue, both practically and theoretically. In addition other questions are reconsidered such as the communicative nature of CLIL, especially when it comes to whether the content is likely to be more motivating, and the supposed egalitarianism of CLIL initiatives. Finally, two research issues are discussed. Firstly, an example demonstrates how it is perfectly legitimate to critique empirical CLIL research which argues apparently beneficial results from a ‘due to’ stance by countering it with ‘despite’ arguments, while leaving much of the flawed CLIL research aside. Secondly, there is a reiterated demand that disinterested research at a curricular level confront outcomes in both the FLs and the content covered in CLIL programmes for all the state-school students affected both directly or indirectly, and in comparable terms.

The Political Construction of Education: The State, School Expansion, and Economic Change.

1994 ◽  
Vol 23 (6) ◽  
pp. 855
Author(s):  
William K. Cummings ◽  
Bruce Fuller ◽  
Richard Rubinson
Keyword(s):  
Economic Change ◽  
The State ◽  
The Political ◽  
State School ◽  
School Expansion

Schulform- und Schulstrukturgarantien in den deutschen Landesverfassungen

2019 ◽  
Author(s):  
Jonas Köster
Keyword(s):  
Secondary School ◽  
School System ◽  
The State ◽  
Education Law ◽  
School Systems ◽  
State Law ◽  
State School ◽  
State Constitutions ◽  
Federal Constitution ◽  
German States

Should the state school system separate different students into different schools by their level of intelligence? The book analyses and compares the constitutional regulation of the secondary school systems in the 16 German states. As education law is state law in Germany, the federal constitution (Grundgesetz) is much less important in this area than the 16 state constitutions.

The Morality of School Choice

2004 ◽  
Vol 2 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Adam Swift
Keyword(s):  
School Choice ◽  
Private Schools ◽  
The State ◽  
State School ◽  
The Third ◽  
Good For

Summarising the arguments of How Not to Be A Hypocrite: School Choice for the Morally Perplexed Parent (Routledge Falmer 2003), the article discusses three questions. The first is whether parents who disapprove of elite private schools to such an extent that they would vote to ban them are acting hypocritically or inconsistently with their principles if they send their children to such schools. My answer is that they need not be. The second is whether parents should have the option of sending their children to such schools; whether those schools should be allowed to exist. My answer is that they should not. The third is whether, given that such schools do exist, parents are justified in sending their children to them. My answer is that in certain circumstances they may be, but that most of those who opt for such schools are not justified in doing so. As long as the state school is ‘good enough’, parents should send their children to that school, even where it would not be as good for their children as would private alternatives.

scholarly journals Državna školska poliklinika u Petrinji (1925. – 1945.)

2017 ◽  
Vol 15 (2) ◽  
pp. 193-218
Author(s):  
Boris Vrga ◽  
Tatjana Vrga
Keyword(s):  
Health Care ◽  
The State ◽  
State School ◽  
Physical And Mental Health ◽  
Professional Literature ◽  
Efficient Treatment ◽  
School Population ◽  
School Of Medicine ◽  
Archival Documents ◽  
The Village

What has been researched and reconstructed, based on archival documents and data from professional literature, is the activity of the State school-polyclinic in Petrinja, from its foundation in 1925 to its termination in 1945. Key figures taking part in its activity have also been highlighted. Founded as one of the first school-polyclinics in Croatia, the State school-polyclinic in Petrinja developed complete preventive and curative health activities aimed at school population in Petrinja as well as at pupils from the village schools in Petrinja County. These activities were based on carrying out thorough check-ups, giving school children vaccination, and taking other counter-epidemic measures, providing health and sanitary education, exercising sanitary supervision of schools and pupils’ homes, implementing remedial measures in the field, taking extra care of socially handicapped children, providing regular diet and healthy meals for the poorest (who got prescription glasses for free, as well as medicines, fish-liver oil, who got their teeth filled, hair cut and were given the opportunity to recuperate in the youth holiday camps at the seaside and in the mountains.) The activities also encompassed the efficient treatment of the sick, among whom the various infectious and internist diseases (anaemia, undernourishment, struma, rickets) and dental caries were prevalent. Its twenty-year-old continuous activity aimed at providing school population with health care represents a successful synthesis of preventive and curative health principles based on progressive ideas of social medicine promoted by Andrija Štampar, who was a promoter and reformer of public health service in our regions. Due to being well-organized and the professional enthusiasm of its managers and staff, the State school-polyclinic in Petrinja efficiently promoted public hygiene and addressed the specific health needs of the school population. While promoting integral health care, maintaining and improving physical and mental health of children and youth in the schools in Petrinja and the other schools nearby, it raised the reputation of health care in Petrinja and contributed to the development of the Croatian school of medicine.

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