Showing papers in "British Journal of Educational Studies in 1981"
TL;DR: In this article, what counts as research was discussed in the context of educational research and the British Journal of Educational Studies: Vol. 29, No. 2, pp. 103-114.
Abstract: (1981). What counts as research? British Journal of Educational Studies: Vol. 29, No. 2, pp. 103-114.
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TL;DR: In this article, the Herbartian sociology applied to education is applied to the problem of individuality to character in the context of education, with the goal of "from individuality to characters".
Abstract: (1981). From individuality to character: The Herbartian sociology applied to education. British Journal of Educational Studies: Vol. 29, No. 1, pp. 69-79.
19 citations
18 citations
TL;DR: In this paper, education, schooling and the world of work are discussed in the context of the British Journal of Educational Studies (BJES): Vol. 29, No. 2, pp. 123-137.
Abstract: (1981). Education, schooling and the world of work. British Journal of Educational Studies: Vol. 29, No. 2, pp. 123-137.
14 citations
13 citations
TL;DR: Pestalozzi and the origins of pedagogical drawing were discussed in this paper, where the author presented a detailed account of the history of drawing and its application in education.
Abstract: (1981). Pestalozzi and the origins of pedagogical drawing. British Journal of Educational Studies: Vol. 29, No. 2, pp. 138-151.
TL;DR: In this paper, the impact of research on educational studies is discussed and the authors present a survey of the role of research in educational studies. British Journal of Educational Studies: Vol. 29, No. 2, pp. 115-122.
Abstract: (1981). The impact of research on educational studies. British Journal of Educational Studies: Vol. 29, No. 2, pp. 115-122.
TL;DR: In this paper, a question of appearance and reality or an application of the principle of the survival of the fittest was raised in the context of quasi-public schools in the UK.
Abstract: (1981). Victorian quasi‐public schools: A question of appearance and reality or an application of the principle of the survival of the fittest? British Journal of Educational Studies: Vol. 29, No. 1, pp. 54-68.
TL;DR: In this article, the authors are required to follow the prescriptions of the publication Manual of the American Psychological Association (5th ed., 2001) and their manuscripts are evaluated by two referees using a blind review process.
Abstract: Priority would be given to research articles. Manuscripts should have a length of 5000-6000 words. There should be an abstract of about 150-200 words, five to seven keywords, a mailing address and a brief profile of the author. Authors must follow the prescriptions of the publication Manual of the American Psychological Association (5th ed., 2001). Manuscripts are evaluated by two referees using a blind review process. Papers which have been partially or fully published elsewhere should not be sent.
TL;DR: From the macro to the micro study, from the investigation of external influences (social class, environmental disadvantage) to that of internal processes (the influence of teacher-expectation, teacher-pupil and pupilpupils interaction), a parallel trend, equally well chronicled, is that of the transference from the use of the hypothetico-deductive experimental paradigm to a more naturalistic approach, whether by observation or action-research as mentioned in this paper.
Abstract: from the macro to the micro study, from the investigation of external influences (social class, environmental disadvantage) to that of internal processes (the influence of teacher-expectation, teacher-pupil and pupilpupil interaction). A parallel trend, equally well chronicled, is that of the transference from the use of the hypothetico-deductive experimental paradigm to a more naturalistic approach, whether by observation or action-research. A full description of such developments is to be found in the works of Suppes,' Eggleston,2 Dockrell and Hamilton3 and Nisbet and Broadfoot,' and it is proposed, therefore, to proceed directly to a consideration of the reasons for these shifts in educational research. The
TL;DR: In this article, the authors discuss the relationship between educational theory and practice in the British Journal of Educational Studies (BJES): Vol. 29, No. 1, pp. 19-28.
Abstract: (1981). Is there any relationship between educational theory and practice? British Journal of Educational Studies: Vol. 29, No. 1, pp. 19-28.