Sound as an Archival Source in the History of Education for Children with Mental Disabilities.

2021 ◽  
pp. 433-448
Author(s):  
Nele Reyniers
1958 ◽  
Vol 9 (1) ◽  
pp. 54-72
Author(s):  
W. E. Tate

The Society for Promoting Christian Knowledge was established 8 March 1699. It flourishes happily to this day as a leading Anglican missionary society (it was the first within the Anglican communion), and as the major Anglican publishing house. It is then important in many other connexions than as a founder and an instigator of the foundation of schools. In its early years especially it diffused its energies among a bewildering variety of projects, religious, moral, social and educational. The notes below are concerned with one group only of the Society's multifarious activities, and with but one archival source of information upon them. There is some interest and value in the study of the aims and methods of the Society in the establishment under its auspices of some 1,500 English schools, mainly during the period 1704–32. Much light is thrown upon the ideals and the proceedings of the Society and its members in this connexion by references in the annual Charity Sermons preached during this same period


1897 ◽  
Author(s):  
F. V. N. Painter

2006 ◽  
Vol 33 (1) ◽  
pp. 145-166 ◽  
Author(s):  
Graeme W. Dean ◽  
Peter W. Wolnizer ◽  
Frank L. Clarke

A major, unique accounting archival source, the R.J. Chambers Collection comprises both hard copy and, utilizing cutting-edge search technology, internet accessible materials. From his academic beginnings, Chambers was an orderly person, an archivist of the extensive and varied evidence that underpinned his proposals for accounting reform. Opening research areas for accounting biography, the development of accounting thought, the history of accounting institutions, prosopography, public sector accounting history, and comparative international accounting history are foremost amongst the myriad justifications for seeking to unravel the accounting history “lodes” in archives such as the Goldberg, Chambers, and Briloff Collections [Potter, 2003]. The archiving of the meticulously kept Chambers papers from 1947–1999 provides an opportunity for unfolding the background to events previously withheld from accounting history scholars. Professional episodes in relation to inflation accounting, standard setting, proposals to reform accounting education, and the like that appeared prima facie to be worth investigating are now open to scrutiny from a different angle, with a different type of evidence available in this Collection. This Collection provides a high degree of archival provenance. In particular, it represents an orderly retention of past documentation of what Chambers wrote, and perhaps uniquely for accounting historians, received; thus, providing an extensive window from which to examine the disorderly present environment of acounting.


Author(s):  
R.V. Vaidyanatha Ayyar

This book chronicles the history of education policymaking in India. The focus of the book is on the period from 1964 when the landmark Kothari Commission was constituted; however, to put the policy developments in this period into perspective major developments since the Indian Education Commission (1882) have been touched upon. The distinctiveness of the book lies in the rare insights which come from the author’s experience of making policy at the state, national and international levels; it is also the first book on the making of Indian education policy which brings to bear on the narrative comparative and historical perspectives it, which pays attention to the process and politics of policymaking and the larger setting –the political and policy environment- in which policies were made at different points of time, which attempts to subject regulation of education to a systematic analyses the way regulation of utilities or business or environment had been, and integrates judicial policymaking with the making and implementation of education policies. In fact for the period subsequent to 1979, there have been articles- may be a book or two- on some aspects of these developments individually; however, there is no comprehensive narrative that covers developments as a whole and places them against the backdrop of national and global political, economic, and educational developments.


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