Background
Taylor, Sir William was born on May 31, 1930 in Crayford, Kent, England. Son of Herbert and Maud Ethel (Peyto) Taylor.
(Identifies trends in research into teacher education and ...)
Identifies trends in research into teacher education and their effect, if any, on actual reforms.
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( Re-narrating the story of Noah and Schreber, William Pi...)
Re-narrating the story of Noah and Schreber, William Pinar's new book offers a compelling interpretation of race relations in education. In his signature style, Pinar argues that race is a patriarchal production and a gendered contract between father and son.
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(This reproduction was printed from a digital file created...)
This reproduction was printed from a digital file created at the Library of Congress as part of an extensive scanning effort started with a generous donation from the Alfred P. Sloan Foundation. The Library is pleased to offer much of its public domain holdings free of charge online and at a modest price in this printed format. Seeing these older volumes from our collections rediscovered by new generations of readers renews our own passion for books and scholarship.
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(This historic book may have numerous typos and missing te...)
This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1914 Excerpt: ... Gustavus before his fortified camp near Nuremberg; but matters were still in the balance when the war drifted back toward Saxony again. At Lutzen,1 Gustavus attacked Wallenstein and a long, desperate battle ensued. The issue was uncertain when Gustavus was slain in the fighting: his men, infuriated by the death of their beloved leader, pressed home the charge. Wallenstein was driven from the field. The glory was to the Swedes, but also the greater loss. They had other good officers, but no leader to replace the fallen hero. For two brief years Gustavus Adolphus plays a great part in history, then vanishes: but those two years were long enough to save German Protestantism. 1 The Elector of Saxony had striven hard to save his own debatable lands by an almost slavish alliance with Austria. Now in an ill-advised moment the Emperor strove to enforce the Edict of Restitution against him also. 173. The fall of Wallenstein. In the lull following the battle, Wallenstein played boldly for his own hand. He knew that he was distrusted by the Imperialists, and he intrigued with the Swedes. A blind believer in " his star," it is not impossible that he might have found his advantage by joining the Protestants: but his officers were less pliable. Just when he was, it seems, on the edge of a great treason, he was murdered at Eger, by certain Irish and Scotch officers,2 who put their duty to the Emperor above their pledges to their general (1634). 174. The French period of the war (1634-48). The death of Wallenstein ends the interesting period of the war. The religious motive had nearly gone out of it. All men recognized that the Protestants and Catholics were about certain to hold their own; but the hopes of territorial expansion still kept the Swedes in the fiel...
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(The main purpose of this book is to tell the story of the...)
The main purpose of this book is to tell the story of the building of Europe, in a way useful for students in the secondary schools, or, in other words, to answer the question how theE uropean nations, especially the prime units in civilization, England, France, Germany, and I taly, came to be what they are to-day. There has been an earnest eflF ort not to take too much for granted in the way of previous information, not to overload the student with facts and names of which so little can be told that they cannot body-out in his imagination, and not to cover any but the essential features of the main subjects. While our story must for completeness go back to the fall of the Roman Empire, common sense dictates that for most students the mediaeval era is of relatively less importance than the last four centuries. The amount of space allotted to given events is, therefore, increasingly ample as recent times are approached: thus, there is a much longer discussion of Napoleon than of Charlemagne. On the other hand, it has seemed needful to keep the treatment of even the modem period within fair limits, especially by adhering closely to the study of Europe only. Thus there is merely an allusion to many of the events which created theB ritish Empire, and the student will have to go elsewhere to learn howF rance acquired a great dominion inN orth A frica, and how Russia was checked by Japan in the Far East. This is a misfortime, for such a process as tfie opening of China may prove to be a matter of more importance in universal history than the whole Thirty Years War, but the limitations on the time.of most students and the need of adhering to the main thread of what is at best a very long narrative, seem to forbid the treatment of many fascinating as well as valuable problems. (Typographical errors above are due to OCR software and don't occur in the book.) About the Publisher Forgotten Books is a publisher
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(This scarce antiquarian book is a facsimile reprint of th...)
This scarce antiquarian book is a facsimile reprint of the original. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world's literature in affordable, high quality, modern editions that are true to the original work.
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(The main purpose of this book is to tell the story of the...)
The main purpose of this book is to tell the story of the building of Europe, in a way useful for students in the secondary schools, or, in other words, to answer the question how theE uropean nations, especially the prime units in civihzation, England, France, Germany, and I taly, came to be what they are to-day. There has been an earnest effort not to take too much for granted in the way of previous information, not to overload the student with facts and names of which so little can be told that they cannot body-out in his imagination, and not to cover any but the essential features of the main subjects. While our story must for completeness go back to the fall of the Roman Empire, common sense dictates that for most students the medieval era is of relatively less importance than the last four centuries. The amount of space allotted to given events is, therefore, increasingly ample as recent times are approached: thus, there is a much longer discussion of Napoleon than of Charlemagne. On the other hand, it has seemed needful to keep the treatment of even the modern period within fair limits, especially by adhering closely to the study of Europe only. Thus there is merely an allusion to many of the events which created theB ritish Empire, and the student will have to go elsewhere to learn howF rance acquired a great dominion inN orth A frica, and how Russia was checked by Japan in the Far East. This is a misfortune, for such a process as the opening of China may prove to be a matter of more importance in universal history than the whole Thirty Years War, but the limitations on the time of most students and the need of adhering to the main thread of what is at best a very long narrative, seem to forbid the treatment of many fascinating as well as valuable problems. (Typographical errors above are due to OCR software and don't occur in the book.) About the Publisher Forgotten Books is a publisher of h
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( Today, practically any situation involving some kind of...)
Today, practically any situation involving some kind of learning is liable to be referred to as an instance of curriculum. In this book, however, the author defines curriculum as the program or programs offered to students who enter ntar elementary school at age 5 or 6 and leave secondary school somewhere between the ages of 16 and 18. What is the curriculum? What should students be learning? Who should decide what should be taught? How are such decisions to be made? In this volume, the author examines the factors that need to be considered in finding solutions to these questions.
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Taylor, Sir William was born on May 31, 1930 in Crayford, Kent, England. Son of Herbert and Maud Ethel (Peyto) Taylor.
Bachelor of Science in Economics, London School of Economics, 1952. Postgraduate Certificate in Education, Westminster College, London, 1953. Diploma in Edn, University London, 1954.
Doctor of Philosophy, 1960. Doctor of Science (honorary), Aston University, 1977. Doctor of Letters (honorary), Leeds University, 1979.
Data Control Language (honorary), University Kent-Canterbury, 1981. Doctor (honorary), Open University, 1983. Doctor, Loughboro University, 1984.
Teacher, deputy principal Kent County Council, 1953—1959. Senior lecturer; principal lecturer Various Colleges Education, 1959—1964. Lecturer University Oxford, 1964—1966.
Professor University Bristol, 1966—1973. Director University London Institute Education, 1973—1983. Principal University London, 1983—1985.
Vice chancellor University Hull, 1985—1991. Visiting professor University Oxford, from 1991. Research adviser department education & science, Wales, 1968—1973, England.
Chairman National Foundation Educational Research, 1984—1989, Council Accreditation Teacher Education, from 1984. Consultant in education.
(The main purpose of this book is to tell the story of the...)
(The main purpose of this book is to tell the story of the...)
(This reproduction was printed from a digital file created...)
( Re-narrating the story of Noah and Schreber, William Pi...)
( Today, practically any situation involving some kind of...)
(Identifies trends in research into teacher education and ...)
(This scarce antiquarian book is a facsimile reprint of th...)
(This book discusses public education reform in the United...)
(This historic book may have numerous typos and missing te...)
(Lang:- English, Pages 649. Reprinted in 2015 with the hel...)
Author: The Secondary Modern School, 1963, Society and the Education of Teachers, 1969, Heading for Change, 1972, Policy and Planning in Post Secondary Education, 1972, Research and Reform in Teacher Education, 1978, Universities Under Scrutiny, 1987. Editor: Research Perspectives in Education, 1973, Educational Administration and the Social Sciences, 1969. Author: Metaphors of Education, 1984.
Chairman United Kingdom National Commission United Nations Educational Educational Advisory Committee, 1975—1983. Chairman educational advisory council Indiana Broadcasting Authority, 1975—1983. President English New Education Fellowship, 1981—1986, Council Education World Citizenship, from 1980.
Governor Westchester College Oxford, from 1990, Polytechnic of Wales, from 1991. Fellow: College Preceptors, Green College Oxford. Member: Worshipful Society Apothecaries London (liveryman), West Australian Institute Educational Administration, Commonwealth Council Educational Administration.
Married Rita Hague, 1954. Children: Anne Catherine, Rosemary Caroline, Richard William James.