Re: [Phys-L] no comment necessary.

["Prof. Keith S. Taber" <kst24@cam.ac.uk>]

Undergraduate fees at University  (we do not refer to them as 'schools' 
- here (England) children go to schools, though some universities have 
divisions of schools, usually at a level above department)) in the UK 
are subject to limits imposed by  Government.

At Cambridge: "The tuition fee for Home fee status students starting 
their first undergraduate degree in 2022 will be £9,250 for the year." 
(That will probably be about $7000 by the time you read this, the way 
things are going on the markets. 😀)

The same at Oxford.

The same at Essex, Sheffield, Manchester, UCL, Kent…

It will be the same for most Universities I should think.

The idea of paying more for undergraduate courses at different 
universities is not really part of the English psyche.

But then, when I went to University I did not pay anything (indeed I got 
a grant to live on as well as having all fees paid by the local 
authority - this was not because I was in some way special: all home 
students admitted to a University got their fees paid; the top-up for 
living expenses was means-tested), so we are not as progressive as we were.

Of course, some Universities are able to be more selective in admission 
policy than others. I'm sure Cambridge would not have admitted me.

Best


Keith

On 27/09/2022 23:21, Brian Whatcott wrote:
>   When you can afford the best, your thoughts on schools for your offspring turn to teachers ex-Ivy league, no doubt. In Britain, I expect teachers from OxBridge show comparable glitter.   It does not go unnoticed that the price of admission to most under-gradute schools is racing way ahead of inflation.


--

“We perceive with astonishment how short a space of time separates us 
from the era of scientific barbarism, and can no longer marvel that the 
barbarism of the social order still so oppresses us.” 
<https://science-education-research.com/commonplace/>


Dr. Keith S. Taber

Emeritus Professor of Science Education
University of Cambridge
http://www.educ.cam.ac.uk/staff/taber.html


Senior Member
Homerton College, Cambridge


https://science-education-research.com



Some recent postings include

Falsifying research conclusions. You do not need to falsify your results 
if you are prepared to draw conclusions contrary to the outcome of your 
data analysis. 
<https://science-education-research.com/falsifying-research-conclusions/>

Delusions of educational impact. A 'peer-reviewed' study claims to 
improve academic performance by purifying the souls of students 
suffering from hallucinations 
<https://science-education-research.com/delusions-of-educational-impact/>

Can deforestation stop indigenous groups starving? 
<https://science-education-research.com/can-deforestation-stop-indigenous-groups-starving/>

How much damage can a couple of molecules do? Just how dangerous is 
Novichok? 
<https://science-education-research.com/how-much-damage-can-a-couple-of-molecules-do/>

Of mostly natural origin. Is your shampoo of natural, unnatural, or 
supernatural origin? 
<“https://science-education-research.com/of-mostly-natural-origin/”;>

Bats are [almost certainly] not closely related to viruses. 
<“https://science-education-research.com/bats-are-almost-certainly-not-closely-related-to-viruses/”;>





Recently published scholarship:

*Taber, K. S. (2019). Experimental research into teaching innovations: 
responding to methodological and ethical challenges. *
/Studies in Science Education./ doi:10.1080/03057267.2019.1658058

*/The Nature of the Chemical Concept/*/: Re-constructing Chemical 
Knowledge in Teaching and Learning/
Royal Society of Chemistry, 
https://pubs.rsc.org/en/content/ebook/978-1-78262-460-8

*Taber, K. S. (2021). The Challenge to Educational Reforms during a 
Global Emergency: The Case of Progressive Science Education./C.E.P.S. 
Journal/, 11 (Special issue), 1-21. doi:doi: 10.26529/cepsj.1109*


Recent publications primarily for teachers:

*/Foundations for Teaching Chemistry/*/: Chemical knowledge for teaching/
Routledge, ISBN: 9780815377740

*/MasterClass in Science Education/*/: Transforming Teaching and Learning/
Bloomsbury Academic, ISBN: 9781474289412


Editor-in-Chief: */RSC Advances in Chemistry Education Series/*
Royal Society of Chemistry Book Series
Proposals for Advances in Chemistry Education volumes (edited or 
monograph) are invited. Scholarly books on all aspects of chemistry 
education are being considered for publication in the series ( 
https://science-education-research.com/advances-in-chemistry-education/ )




*ECLIPSE - /Exploring Conceptual Learning, Integration and Progression 
in Science Education/*
https://science-education-research.com/projects/eclipse/



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There is no reason for reputable academic publishers to ask authors to 
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