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National Society for the Study of Education,National Society for the Study of Education. Committee on Structural Reorganization
Author : National Society for the Study of Education,National Society for the Study of Education. Committee on Structural Reorganization Publisher : Unknown Page : 380 pages File Size : 44,5 Mb Release : 1945 Category : Curriculum planning ISBN : WISC:89061802559
American Education in the Postwar Period by National Society for the Study of Education,National Society for the Study of Education. Committee on Structural Reorganization Pdf
National Society for the Study of Education. Committee on Curriculum Reconstruction
Author : National Society for the Study of Education. Committee on Curriculum Reconstruction Publisher : Unknown Page : 320 pages File Size : 48,5 Mb Release : 1945 Category : Education ISBN : WISC:89061802534
American Education in the Postwar Period: Curriculum reconstruction by National Society for the Study of Education. Committee on Curriculum Reconstruction Pdf
National society for the study of education. Committee on structural reorganization
Author : National society for the study of education. Committee on structural reorganization Publisher : Unknown Page : 348 pages File Size : 46,8 Mb Release : 1945 Category : Education ISBN : UOM:49015001470112
National Society for the Study of Education. Committee on Structural Reorganization
Author : National Society for the Study of Education. Committee on Structural Reorganization Publisher : Unknown Page : 348 pages File Size : 49,5 Mb Release : 1945 Category : Education ISBN : UOM:39076006017755
National Society for the Study of Education. Committee on Curriculum Reconstruction
Author : National Society for the Study of Education. Committee on Curriculum Reconstruction Publisher : Unknown Page : 316 pages File Size : 49,6 Mb Release : 1945 Category : Education ISBN : UOM:49015001470104
American Higher Education Transformed, 1940–2005 by Wilson Smith,Thomas Bender Pdf
Wilson Smith and Thomas Bender have assembled an essential reference for policymakers, administrators, and all those interested in the history and sociology of higher education.
Higher Education for Women in Postwar America, 1945–1965 by Linda Eisenmann Pdf
Outstanding Academic Title for 2007, Choice Magazine This history explores the nature of postwar advocacy for women's higher education, acknowledging its unique relationship to the expectations of the era and recognizing its particular type of adaptive activism. Linda Eisenmann illuminates the impact of this advocacy in the postwar era, identifying a link between women's activism during World War II and the women's movement of the late 1960s. Though the postwar period has been portrayed as an era of domestic retreat for women, Eisenmann finds otherwise as she explores areas of institution building and gender awareness. In an era uncomfortable with feminism, this generation advocated individual decision making rather than collective action by professional women, generally conceding their complicated responsibilities as wives and mothers. By redefining our understanding of activism and assessing women's efforts within the context of their milieu, this innovative work reclaims an era often denigrated for its lack of attention to women.
Author : United States Department of State Publisher : Unknown Page : 314 pages File Size : 47,5 Mb Release : 1951 Category : Electronic ISBN : STANFORD:36105095818782
Postwar Changes in German Education (US Zone and US SEctor Berlin), Office of the United States High Commissioner for Germany, Office of Public Affairs by United States Department of State Pdf
This brief, interpretive history of American schooling focuses on the evolving relationship between education and social change. Like its predecessors, this new edition investigates the impact of social forces such as industrialization, urbanization, immigration and cultural conflict on the development of schools and other educational institutions. It also examines the various ways that schools have contributed to social change, particularly in enhancing the status and accomplishments of certain social groups and not others. Detailed accounts of the experiences of women and minority groups in American history consider how their lives have been affected by education. Changes in this new edition include the following: A more thorough treatment of key concepts such as globalization, human capital, social capital, and cultural capital. Enhanced attention to issues of diversity throughout. Greater thematic coherence as a result of dividing chapter 6 into two chapters, the first focusing on the postwar period and emphasizing the themes of equity and social justice and the second focusing on human capital in education, highlighting the standards movement, federal policy changes and neo-liberal reform. A revision of several focal point discussions for greater clarity and thematic releance. Update discussions of recent changes in educational politics, finance and policy, especially the troubles presently facing No Child Left Behind (NCLB).
Science, Technology and Society in Postwar Japan by Shigeru Nakayama Pdf
First published in 1991. The study of Japanese science and technology (especially technology) is a fashionable subject at the present time, and numerous English language works appear month by month claiming to explain the 'miracle' of the recent rise of Japanese technology. Most of these works are, however, seem to be superficial treatments of Japan's recent technological performance, lacking in historical insight. This book is an attempt to introduce a critical examination of the mechanisms by which Japan has promoted science and technology by looking at its post-war historical development.
Author : Jack Culbertson,Luvern L. Cunningham Publisher : University of Chicago Press Page : 306 pages File Size : 46,9 Mb Release : 1986-04 Category : Computers ISBN : 0226601412
United States. Department of State. Office of International Information and Cultural Affairs. Division of Libraries and Institutes
Author : United States. Department of State. Office of International Information and Cultural Affairs. Division of Libraries and Institutes Publisher : Unknown Page : 118 pages File Size : 43,6 Mb Release : 1947 Category : Education ISBN : UCAL:$B250713
Books on Education from the United States by United States. Department of State. Office of International Information and Cultural Affairs. Division of Libraries and Institutes Pdf
Education for Liberal Democracy by Walter C. Parker Pdf
Our democracy is in crisis. Both political trust and a shared standard of truth are broken. In this book, Walter Parker shows why and how a civic education can help. Offering a centrist approach suitable for a polarized society, Parker focuses on two linked curriculum objectives: disciplinary knowledge and voice. He illustrates how classroom discussion, alongside concept formation and deep reading, expand students’ minds while developing their ability to speak with others and form opinions. When children come to school, they emerge from the private chrysalis of babyhood and kin to interact with a diverse student body along with teachers, curriculum, instruction, and the school’s unique mission: education. Parker argues that these assets make school the ideal place to teach young people the liberal arts of studying and discussing public issues and academic controversies, both in and beyond school. The chapters in this collection, spanning 20 years and coming from one of civic education’s most influential scholars, show that voice can be taught right alongside disciplinary knowledge. Drawing students into dialogue with one another on the curriculum’s central questions is a teacher’s most ambitious goal and, when it happens, teachingÕs greatest accomplishment. Book Features: Argues that the proper aim of civic education in schools is to shore up liberal democracy.Shows how discussion can be a main course, and not a side dish, of classroom instruction. Demonstrates how to use discussion to develop voice, defined as the freedom to make and express uncoerced decisions, and disciplinary knowledge, defined as the knowledge that results from a public process of error-seeking, contestation, and validation.Explains why students need to learn both disciplinary knowledge and voice if they are to take their place on the public stage and hold the “office of citizen” in a democracy.Treats subject-centered and student-centered instruction as partners, not opponents.