Provides information on physics courses at 111 institutions in England, Wales, and Northern Ireland. Includes (when applicable) descriptions of regularly available and/or honors degree courses, course structure, special entry requirements, additional comments (such as information on alternative courses or transfer requirements), and source of…

A teacher education program linking a three-year Bachelor of Education degree with a four-year honors course is described. (JD)

Describes degree structure, subjects involved, and physics courses offered to students of single honors, as well as double honors, degree programs. (GA)

Explains the objectives and the offerings of two honors courses in engineering physics and physics and education at Loughborough University of Technology. (GA)

Descriptions of undergraduate physics programs are given: physics with geophysics physics with solid state electronics, physics with medical physics, and honors physics. (MDR)

A study examining the relationships of student and institutional characteristics to the rates of students achieving standard and honors degrees indicated substantial variations, with some institutions consistently producing more graduates. Students are advised to look carefully at institutional achievement rates, and a review of the degree award…

Describes recent improvements and changes in the sequence and substance of offerings in a natural philosophy and physics degree course. (GA)

Analysis of degree awards in Great Britain shows considerable inconsistency across disciplines and poor results in the accounting field. The implications for the labor market and accounting employment prospects are examined, and a reexamination of the application of equivalent standards across subjects is recommended. (MSE)

Student evaluation methods (pass-fail vs. traditional grading) for Britain's honors curriculum are discussed. The British educational tradition concerning the honors degree is outlined, and the rationale for grading is examined. It is recommended that pass-fail grading based on specified learning outcomes be adopted for educational and practical…

The pattern of honors degrees awarded in British universities in 1967, 1978, and 1979 shows women receiving lower percentages of both top and weakest honors degrees. Various explanations are considered, and it is concluded that the answer is in the differences in distribution of ability measured by intelligence tests. (MSE)

This paper discusses the connection between the restructuring of a preservice teacher education and the students' understanding of the working relationship between educational theory and teaching practices. An inquiry-based framework used for an extended degree program at a British university is discussed. (Author/PP)

An examination of the different ways in which the honors concept has been adapted from its elitist British university origins and of the assumptions underlying those adaptations reveals both the virtues and the problems inherent in the Americanization of honors. (Author/MSE)