Byzantino-Nordica 2004: Papers Presented at the by Ivo Volt, Janika Päll

By Ivo Volt, Janika Päll

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Additional info for Byzantino-Nordica 2004: Papers Presented at the International Symposium of Byzantine Studies Held on 7-11 May 2004 in Tartu, Estonia

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Pp. 156–7) In the development of traditions within the secondary curriculum, as we shall see later, the establishment of an examination system denoted an important watershed. The university sector began to provide examinations initially called, as a factual description as well as a statement of intent, ‘middle-class examinations’ (University of Cambridge, 1958, p. 1). The University of Cambridge launched their senior and junior local examinations in December 1858, six months after the corresponding examinations were organized by the University of Oxford.

In the next chapter we shall go beyond the differentiation of the ‘academic’ and ‘practical’ curriculum and examine how the contest over differentiation becomes internalized within subjects. Reflections and Issues 1 In terms of the subject(s) you currently teach (or are most familiar with), do you consider that a hierarchy exists? What examples can you offer to support or refute the claim that a hierarchy of subjects operates in most schools? 2 To what extent did the establishing of comprehensive schools in England and in the USA effect differentiation?

And Dowbiggin, I. 36–60. F. J. F. J. M. Subject Knowledge: Readings for the Study of School Subjects. London and Washington, DC: Falmer Press. Labaree, D. S. high school’, Social Problems, 31, 5. Labaree, D. (1986) ‘Curriculum, credentials, and the middle class: A case study of a nineteenth century high school’, Sociology of Education, 59. Useful books include: Collins, R. (1979) The Credential Society: An Historical Sociology of Education and Stratification, London and New York: Academic Press.

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