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Author: Tomáš Cvrček Publisher: Mohr Siebeck ISBN: 3161592670 Category : History Languages : en Pages : 316
Book Description
Tomas Cvrcek offers a re-evaluation of the Theresian school reform of 1774 and its consequences using statistical data on schooling produced by the public administration. As the most comprehensive examination of this vast body of statistical material to date, the book assesses the reliability of these sources, their proper interpretation, and their limitations in order to shed light on questions such as the extent of the school network, the degree of enforcement of compulsory schooling, the rate of enrolment and attendance, the level of financing, the social and economic position of teachers, and the political economy of schooling provision. Covering a period from the reform's inception to the liberal overhaul in 1869, the statistical analysis reveals that, by most measures, the introduction of universal elementary schooling was much less successful than has been thought. Even the most advanced crown lands did not see ninety percent of their school-age children in classrooms until fifty years after the reform and there were many areas where schooling made no inroads until shortly before the First World War. In contrast to much of the previous literature that blamed incompetence and half-hearted implementation of the policy for these shortcomings, the author argues that the fundamental flaw lay in the policy's design and, specifically, in the imperial government's insistence on control and enforced uniformity of schooling throughout the realm. The slow development of Austrian schooling thus resulted from the inflexibility of the very policy that was supposed to speed it up.
Author: Tomáš Cvrček Publisher: Mohr Siebeck ISBN: 3161592670 Category : History Languages : en Pages : 316
Book Description
Tomas Cvrcek offers a re-evaluation of the Theresian school reform of 1774 and its consequences using statistical data on schooling produced by the public administration. As the most comprehensive examination of this vast body of statistical material to date, the book assesses the reliability of these sources, their proper interpretation, and their limitations in order to shed light on questions such as the extent of the school network, the degree of enforcement of compulsory schooling, the rate of enrolment and attendance, the level of financing, the social and economic position of teachers, and the political economy of schooling provision. Covering a period from the reform's inception to the liberal overhaul in 1869, the statistical analysis reveals that, by most measures, the introduction of universal elementary schooling was much less successful than has been thought. Even the most advanced crown lands did not see ninety percent of their school-age children in classrooms until fifty years after the reform and there were many areas where schooling made no inroads until shortly before the First World War. In contrast to much of the previous literature that blamed incompetence and half-hearted implementation of the policy for these shortcomings, the author argues that the fundamental flaw lay in the policy's design and, specifically, in the imperial government's insistence on control and enforced uniformity of schooling throughout the realm. The slow development of Austrian schooling thus resulted from the inflexibility of the very policy that was supposed to speed it up.
Author: Centre for Educational Research and Innovation Publisher: OECD ISBN: Category : Education Languages : en Pages : 92
Book Description
Three joint international seminars on governmental roles in organizing and promoting educational research and development were held as part of a study conducted by the Centre for Educational Research and Innovation (CERI) of the Organisation for Economic Cooperation and Development (OECD). This document contains the proceedings of the third seminar, held in Vienna, Austria, on October 5-7, 1994. It reviews the educational research-and-development policy frameworks of Austria, Germany, and Switzerland, examines major similarities and differences in research and policy cultures, and compares them with the approaches to educational research and development in other member countries. The three countries appear to be coping with fairly similar problems: the dispersion and discontinuity of research effort, unnecessary duplication of research, counterproductive rivalries among institutions, and lack of coherence and of proximity to educational practice. Following the introduction, Torsten Husen reviews the factors for the differences in organization and roles in the three countries. In chapter 3, Karl-Heinz Gruber identifies commonalities and variations among the three countries and questions usage of the term "research-and-development model." Chapters 4-6 present executive summaries of the country case studies by Lorenz Lassnigg, Hans Pechar, Brigitte Steinert, and Armin Gretler. In chapter 7, Ivor Pritchard argues that OECD countries should carefully design and implement an educational research-and-development policy that is coherent and adaptable. Appendices contain the conference agenda and list of participants. (Contains 29 references.) (LMI)
Author: Wolfgang Hörner Publisher: Springer Science & Business Media ISBN: 1402048742 Category : Social Science Languages : en Pages : 879
Book Description
This unique handbook offers an analytical review of the education systems of all European countries, following common analytical guidelines, and highlighting the paradox that education simultaneously pursues a universal value as well as a national character. Coverage includes international student performance studies, and a comparison of education dynamics in Eastern "new Europe" with "older" western EU members. The book provides a differentiated analytical data base, and offers suggestions for further research.
Author: Organisation for Economic Co-operation and Development Publisher: Organisation for Economic Co-operation and Development ; [Washington : sold by OECD Publications Center] ISBN: Category : Education Languages : en Pages : 132
Author: Gary B. Cohen Publisher: ISBN: Category : Education Languages : en Pages : 416
Book Description
The rising social and political competition of Austria's ethnic and religious groups encouraged the expansion of education, and Czech and Polish national groups and the Jewish and Protestant religious minorities benefited particularly from the growing enrollments.
Author: Ernst Papanek Publisher: Praeger ISBN: Category : Education Languages : en Pages : 152
Book Description
The study attempts to give Otto Gloeckel and his collaborators their due by telling their story of school reform, which, in connection with the historical happenings and strivings of the time, must be regarded as events of lasting importance.
Author: Tomáš Cvrček
Author: Tomáš Cvrček
Author: Centre for Educational Research and Innovation
Author: Wolfgang Hörner
Author: Organisation for Economic Co-operation and Development
Author: Gary B. Cohen
Author: Austria
Author: Organisation for Economic Co-operation and Development
Author: Austria
Author: Østrig. Bundesministerium für Bildung, Wissenschaft und Kultur
Author: Ernst Papanek