03339nam 2200613 a 450 991078506990332120230828231406.01-281-29490-X97866112949081-84714-408-X(CKB)1000000000411445(EBL)436991(OCoLC)229454517(SSID)ssj0000227620(PQKBManifestationID)11173581(PQKBTitleCode)TC0000227620(PQKBWorkID)10264364(PQKB)11586940(MiAaPQ)EBC436991(Au-PeEL)EBL436991(CaPaEBR)ebr10224650(CaONFJC)MIL129490(OCoLC)893334463(EXLCZ)99100000000041144520060731d2006 uy 0engur|n|---|||||txtccrPrivate education[electronic resource] tradition and diversity /Geoffrey WalfordLondon ;New York Continuum20061 online resource (257 p.)Continuum studies in educationDescription based upon print version of record.0-8264-8599-5 Includes bibliographical references (p. [235]-248).Contents; Preface; CHAPTER 1 Introduction: Private schools in England; PART I: Traditional private schools; CHAPTER 2 A revolution in chains?; CHAPTER 3 The changing professionalism of public school teachers; CHAPTER 4 Classification and framing in English private boarding schools; CHAPTER 5 Girls' private schooling: past and present; PART II: Private schools and educational policy; CHAPTER 6 How dependent is the independent sector?; CHAPTER 7 Independent schools and tax policy under Mrs Thatcher; CHAPTER 8 City Technology Colleges: a private magnetism?CHAPTER 9 From City Technology Colleges to sponsored grant-maintained schoolsPART III: Private religious schools and diversity of schools; CHAPTER 10 The fate of the new Christian schools: from growth to decline?; CHAPTER 11 Classification and framing of the curriculum in evangelical Christian and Muslim schools in England and the Netherlands; CHAPTER 12 Muslim schools in Britain; ReferencesPrivate schools are central to the reproduction of social inequality. For example, whilst in the UK providing only about seven per cent of the school population, about half of the undergraduates at Oxford and Cambridge still come from the private sector. Private schools have long been associated with privilege and elitism. While this traditional elitist aspect to the private sector is still central, the private school sector is actually far more diverse that is usually acknowledged. It now includes many small schools and faith-based schools that may not offer the traditional advantages of the Continuum studies in education.Private schoolsResearchGreat BritainPrivate schoolsGreat BritainPrivate schoolsResearchPrivate schools371.020941Walford Geoffrey911995MiAaPQMiAaPQMiAaPQBOOK9910785069903321Private education3796979UNINA01248nam0 22002651i 450 UON0000279020231205101856.72120020107d1978 |0itac50 baengIT|||| 1||||ˆA ‰few conservation problems concerning several islamic monuments in Ghazni (Afgh anistan)technical report and notes on a plan of actionEugenio GaldieriRomeIsMEO197877 p.ill.24 cm001UON002617832001 Miscellanea. Studi e restaruri[2]ARCHITETTURA ISLAMICAAFGHANISTANUONC000854FIAFG XIAFGHANISTAN - ARCHITETTURA E URBANISTICAAGALDIERIEugenioUONV00012636578Istituto Italiano per il Medio ed Estremo OrienteRomaCentro RestauriUONV002543ITSOL20240220RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00002790SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI AFG XI 013 SI SA 8593 5 013 Few conservation problems concerning several islamic monuments in Ghazni (Afgh anistan1174659UNIOR