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Reflections Of The Japanese Education System In Britain - A Modern Utopia? 1858â€“1914

de Mari (Seisa University, Japan) Hiraoka

~~60,82€~~ 54,74€ 10% IMEDIATO

portes grátis

 This book explores British reflections of Japanese education between 1858 and 1914, by referring to accounts by British observers, derived from various documentary sources. Hiraoka argues that British attitudes and comments on Japanese education reflect concerns about their own education system.
INGLÊS

Social Reconstruction - People, Politics, Perspectives

59,63€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Social Reconstruction as a philosophy, stream of thought or "official program" ois often synonymous with Depression-era Progressivism. But, Social Reconstruction, unlike progressivism, enjoyed political stardom. The spirit of progressivism, at least in terms of education, found a home in those enthusiasts who supported a child-centered perspective of education. Others, such as the essentialists viewed their progressive role as one that advanced the view of essential or basic education as the most sound approach to curriculum and teaching. Still others, more radical in their outlook, believed that progress should be framed with questions about social justice and equity. Proponents of social reconstruction included Harold Rugg and George Counts, although the "movement" was rich with supporters. To date, social reconstruction is only a by word in most texts that deal with the Progressive Era or progressive education, perhaps, because Rugg and Counts, the two most visible proponents, sought and received the political limelight, no matter how glaring. In any event, the depths of social reconstruction have yet to be plumbed. Hence, the first book in this series will offer a comprehensive treatment of Social Reconstruction, which include chapters that examine its proponents, political nature, and social justice programs born of and within the tumultuous context of progressive politics.
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Language Of The Land - Policy, Politics, Identity

53,00€ + 10% EM CARTÃO

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 The idea for this volume arose out of a need for a treatment of the interplay between language and ethnonationalism within both formal and nonformal educational settings. In no way intended to be exhaustive in scope, the contents give the reader a critical overview of issues related to language, cultural identity formation, and ethnonationalism. The chapters within this work deal with the effects of different language groups with differing amounts of power within society coming into contact with one another, and provide insight into how language is both utilized by and affected by processes such as colonialism, post-colonialism, acculturation, and ethnonationalism. Language is central to culture-indeed houses cultural understandings and allows generational transfer of key aspects of a group's heritage.
INGLÊS

This Happened In America - Harold Rugg And The Censure Of Social Studies

de Ronald W. Evans

59,63€ + 10% EM CARTÃO

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 This long awaited biography of Harold Rugg is a dramatic and compelling story with profound implications for today's educators. Harold Rugg, one of the leading progressive educators of the 20th century, developed an innovative social studies program and textbook series that was censured by conservative critics during the 1940s. Read the full story behind Rugg, the man and the educator, and the critics who attacked him.Harold O. Rugg was professor at Teachers College, Columbia University, and a key leader among the social frontier group that emerged in the 1930s to argue that schools should play a stronger role in helping to reconstruct society. He was author of a best selling social studies textbook series that came under attack from patriotic and business groups in the early years of World War II. The story of his rise and fall encapsulates a pivotal episode in the history of American education and reveals a great deal about the direction of schooling in American life, the many roads not taken, and possibilities for the future. This in-depth examination of Rugg's life and career provides historical perspective on the recurring struggles over education. It will be of interest to every citizen concerned about the future of our democracy. Includes more than 60 photos and graphics.
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Educational Research, The National Agenda, And Educational Reform

eBook 10%

INGLÊS

Educational Research, The National Agenda, And Educational Reform - A History

de Erwin V. Johanningmeier e Theresa R. Richardson

72,88€ + 10% EM CARTÃO

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 Educational Research, The National Agenda, and Educational Reform examines the origins, history, nature, purposes, and status of educational research by focusing on the relationships among educational research, the national agenda, educational reform, and the social and behavioral sciences. Its major claim is that the history of educational research is embedded in the nation's social, political, intellectual, and economic histories. Attention is given to three significant periods: the Progressive Era when modern educational research began to assume its present form; the Post-World-War-II-Era when educators and educational researchers were directed to return to or turn to the academic disciplines; and the Civil Rights Era after the Supreme Court in Brown ended legal racial segregation and raised questions about equality of educational opportunity that are still with us. These were significant periods when there was a clear national agenda shaped by both public and private agencies. Educators and educational researchers adopted policies and strategies in response to concerns and interests expressed by the public, by government officials, and by philanthropies. Researchers' responses have had long-term consequences as seen in the reaction to The Coleman Report, debates about the merits of quantitative research as opposed to qualitative research, the ongoing discussion about the merits of No Child Left Behind, the achievement gap, the creation of the Institute of Education Sciences, and the emphasis now placed on 'scientifically-based research.'The origins of the common school, the work of the philosopher Johann Friedrich Herbart and his followers, and the revolution in scientific method brought about by Charles Darwin's work are included because they serve as the foundation for educational research. Educational researchers' identification with and interest in individual performance and ability and their measurement is related to the close relationship educational researchers have had with psychology, a discipline that typically does not focus on social context. The significance of educational researchers' borrowing from the behavioral sciences, especially psychology, is examined through a discussion of the mental hygiene movement, as supported by private philanthropy, and through consideration of contributors such as G. Stanley Hall, Arnold Gesell, Lewis M. Terman, Daniel Starch, and Stuart A. Courtis.
INGLÊS

New Social Studies - People, Projects And Perspectives

72,88€ + 10% EM CARTÃO

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 This volume, The New Social Studies: People, Projects and Perspectives is not an attempt to be the comprehensive book on the era. Given the sheer number of projects that task would be impossible. However, the current lack of knowledge about the politics, people and projects of the NSS is unfortunate as it often appears that new scholars are reinventing the wheel due to their lack of knowledge about the history of the social studies field. The goal of this book then, is to sample the projects and individuals involved with the New Social Studies (NSS) in an attempt to provide an understanding of what came before and to suggest guidance to those concerned with social studies reform in the future-especially in light of the standardization of curriculum and assessment currently underway in many states. The authors who contributed to this project were recruited with several goals in mind including a broad range of ages, interests and experiences with the NSS from participants during the NSS era through new, young scholars who had never heard much about the NSS. As many of the authors remind us in their chapters, much has been written, of the failure of the NSS. However, in every chapter of this book, the authors also point out the remnants of the projects that remain.
INGLÊS

Civic Learning Through Agricultural Improvement - Bringing &Quote;The Loom And The Anvil Into Proximity With The Plow&Quote;

de Glenn P. Lauzon

59,63€ + 10% EM CARTÃO

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 How do people use education to respond to change? How do people learn what is expected of 'good citizens' in their communities? These questions have long concerned educational historians, civic educators, and social scientists. In recent years, they have captured national attention through high-profile education reform proposals and civic initiatives. The historian who reviews the relevant literature, however, will discover something odd: most of it focuses on schooling, despite the fact that, prior to the middle of the twentieth century, formal schooling played only a small (but significant) part in most people's lives. What other educational forces and institutions bring civic ideals to bear upon minds and hearts? This question is rarely raised. At issue is a conceptual problem: we, today, tend to equate 'education' with 'schooling.'Do county fairs and farmers' associations have anything to do with civic education? Drawing insights from debates at the time of the 'founding' of the history of education as a branch of modern scholarship, this author asserts that they do. Using the life of county fairs, farmers' associations, and farmers' institutes as its central thread, this book explores how prominent town-dwellers and leading farmers tried to use agricultural improvement to grow towns and to shape civic sensibilities in the rural Midwest. Promoting economic development was the foremost concern, but the efforts taught farmers much about their 'place' as 'good citizens' of industrializing communities. As such, this study yields insights into how rural people of the nineteenth century came to accept the ideal that 'town' and 'country' were interdependent parts of the same community. In doing so, it reminds educators and historians that much education and learning - particularly of the civic sort - takes place beyond the schoolhouse.
INGLÊS

Critical Times In Curriculum Thought - People, Politics, And Perspectives

66,25€ + 10% EM CARTÃO

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 This book is designed to be used at a master's level for a degree in curriculum and instruction, teacher education or educational leadership. It could be used as a primary or a supplementary text. The book is divided into three parts: The first section focuses on the contributions of noted educators to the field of education: Florence Stratemeyer, (Haberman and Corrigan) Hilda Taba (Barbara Stern), Alice Miel (Jennifer Deets), Booker T. Washington (Karen Riley), Ralph Tyler (Gerald Ponder and Dixie Massey) and John Dewey (William Schubert and Heidi Schubert). The authors of these chapters focused on contributions that were "less: known, but particularly important in thinking about education. The second section of the book focuses on curriculum movements that were politically motivated and their impact on curriculum applications in the schools: Cold War/Sputnik (Peggy Moch), Civil Rights (William Ayers), Women's Rights (Susan Brown), Bilingual/multicultural education (Gloria Contreras and Ron Wilhelm), and the growing economic divide (William Watkins). The last section of the book provides perspectives on factors that affected curriculum implementation as seen through the eyes of authors who have done considerable research in these areas: Social Justice (William Gaudelli and Dennis Urban), Integrated Curriculum (Lynne Bailey), The Comprehensive High School (Marcella Kysilka), Technology in the Curriculum (Gretchen Schwarz and Janet Dunlop) and Inclusive Curriculum (Allison Dickey)The book could be used in Alternative Certification Programs as well as the chapters focus on issues that are common in the public school sector. The chapters are short and meaty and provide a thorough understanding of the people, politics and perspectives of the times.
INGLÊS

History Wars And The Classroom - Global Perspectives

53,00€ + 10% EM CARTÃO

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 The book is entitled History Wars in the Classroom: Global Perspectives and examines how ten separate countries have experienced debates and disputes over the contested nature of the subject, for example the 'Black Armband' and 'Whitewash' factions in Australia who adopt opposingly celebratory or denigratory views of Australian history, especially when evaluating episodes of poor racial relations. There are also tensions between traditional/patriotic views of history teaching and reformed or 'new' history. There are issues of political control of the curriculum and parallel issues of who writes it (very topical in England at the moment over two expat 'big picture' historians who work at Harvard and Columbia (Niall Ferguson and Simon Schama)).
INGLÊS

John Dewey And The Dawn Of Social Studies - Unraveling Conflicting Interpretations Of The 1916 Report

de C. Gregg Jorgensen

53,00€ + 10% EM CARTÃO

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 Founding documents-namely, the 1916 Report on Social Studies-is the focus of John Dewey and the Dawn of Social Studies: Unraveling Conflicting Interpretations of the 1916 Report which examines the Report in order to determine how it has been interpreted and regarded over time. The underlying question involved is: 'Which interpretation, or interpretations, most embodies the intent, goals, and purpose of the 1916 Committee?' Key members of the 1916 committee have been identified for extended research and analysis. One additional individual frequently quoted throughout the Report, John Dewey, received special consideration owing to his stature and influence in the U.S. and throughout the world. The wide variety of interpretations was examined within an organizational framework utilized to discuss and analyze the broad spectrum of interpretations that exist. This examination encompassed the existing theories, the meaning and intent of the 1916 committee, as well as the social and political aspects of the era. The overarching intent of founding documents, in this case the 1916 Report, is to make sense of the various scholarly interpretations and offer insights as to whether or not a consensus of opinion among scholars existed. Like all important founding documents whose authors have long since passed through the veil of history, but whose work continues to influence, we, as scholars, social studies and history educators, and curriculum and instruction researchers, want to know whose ideas are at the forefront of social studies-one of the most contested academic fields of study in America.
INGLÊS

Finding John Galt - People, Politics, And Practice In Gifted Education

59,63€ + 10% EM CARTÃO

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 This volume covers significant highlights in the history of gifted education, addressing significant contributors to the field, important political and policy concerns, and programs and practices of note. The book's scope is holistic, using Ayn Rand's concept of "men [and women] of the mind" to frame giftedness as a quality of individuals that extends beyond the academic or "schoolhouse" setting and into a range of aspects of the lived human experience of gifted individuals.
INGLÊS

Narrative Inquiries Into Being And Becoming Educators - Historical And Contemporary Perspectives

~~59,63€~~ 53,67€ 10% IMEDIATO

DISPONIBILIDADE IMEDIATA

 Narrative Inquiries Into Being and Becoming Educators: Historical and Contemporary Perspectives provides stories and narratives of the struggle and strengths of the teachers within the educational landscape. Keeping the temporal perspective wide, the chapters are situated across history, from 1700 to the present and through a variety of perspectives or lenses. This approach aligns with the three dimensions of narrative inquiry: the personal and social (interaction); the past, present, and future (continuity); and place or situation. Each chapter takes a unique positioning across time and situation, illuminating the personal and social interactions while using narratives as data to inquire into "becoming" a teacher. Most importantly, this book unpacks diverse experiences of teachers from the past and present, and it is critically important to understanding the emergence of teachers' identities or "stories to live by" expressed in narrative terms. Each of the featured authors evidenced this through serial interpretation, and broadening and burrowing to construct meaning.Teacher education is inextricably linked to teachers lives, and narrative inquiry studies lives in motion. Therefore, each of these chapters employs narrative inquiry as the research method or a way of thinking to explore how educators unique teaching experience and perspective impacted the educational landscape. The book looks at the art and science of becoming a teacher, not just from the temporal perspective of pre-service education, but from a holistic view of becoming throughout the storied life of a teacher. The contributors to this book understand that narrative inquiry is a rich and complex method that allows them to explore the meanings that participants derived from their experiences, and to catch the voices that may have otherwise remained silent.This book acts as a compass for navigating the seas of narrative inquiry approaches and makes important knowledge contributions to the local, national, and international research base on teaching and teacher education.
INGLÊS

Constructivism And The New Social Studies - A Collection Of Classic Inquiry Lessons

66,25€ + 10% EM CARTÃO

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 The New Social Studies refers to a flurry of academic and commercial activity during the 1960s and 1970s that resulted in the mass development and dissemination of revolutionary classroom materials and teacher resources. In science as well as social studies, a spirit of "inquiry-based teaching" filled the air during this time, resulting in the development of curricula that were both pedagogically innovative and intellectually rigorous. "Constructivism and the New Social Studies" contains a collection of classic lessons from some of the most successful projects of the era, providing a resource of exceptional ideas and materials that have stood the test of time. These revealing artifacts are presented with commentaries from some of the original directors of major projects, including Edwin Fenton, Barry Beyer, and Suzanne Helburn. In addition to American and World History, groundbreaking lessons are represented in Economics, Government, Sociology, and Geography, including the Public Issues Series (Fred Newann), The Amherst History Project (Richard Brown and Geoffrey Scheurman) and Teaching American History: The Quest for Relevancy (Allan Kownslar, Gerald Ponder, and Geneva Gay), and Man: A Course of Study (Peter Dow). With a Foreword by Jerome Bruner, the volume not only provides a resource of exceptional curriculum ideas and actual materials, it also builds a lucid bridge between the theoretical ideas of constructivism and the pedagogical principles of inquiry learning.With over 50 years of expertise from curriculum history and social studies pedagogy, the editors make the case that "guided inquiry" as presented in these projects was constructivist by design, offering a range of instructional methods that begin with questions rather than answers and considers progress in terms of the development of analytical skills and experimental habits of mind rather than the mere acquisition of knowledge. Projects developed during the New Social Studies serve as both an interesting historical archive of powerful curricular innovations as well as a treasure trove of actual lessons and materials still useful in social studies classrooms striving to become more constructivist. The lessons and other materials we chose should be relevant if you are an historian, researcher, theorist, or teacher of any subject, but it will be especially significant if you are interested in the nature of social, civic, or historical literacy in America, including how to teach for authentic achievement in those areas.
INGLÊS

Reflections Of The Japanese Education System In Britain - A Modern Utopia? 1858-1914

de Mari Hiraoka

~~60,94€~~ 54,85€ 10% IMEDIATO

DISPONIBILIDADE IMEDIATA

 This book explores British reflections of Japanese education between 1858 and 1914, by referring to accounts by British observers, derived from various documentary sources. Hiraoka argues that British attitudes and comments on Japanese education reflect concerns about their own education system.
INGLÊS

Reflections Of The Japanese Education System In Britain - A Modern Utopia? 1858-1914

de Mari Hiraoka

~~60,94€~~ 54,85€ 10% IMEDIATO

DISPONIBILIDADE IMEDIATA

 This book explores British reflections of Japanese education between 1858 and 1914, by referring to accounts by British observers, derived from various documentary sources. Hiraoka argues that British attitudes and comments on Japanese education reflect concerns about their own education system.
INGLÊS

Reflections Of The Japanese Education System In Britain - A Modern Utopia? 1858â€“1914

de Mari (Seisa University, Japan) Hiraoka

~~196,02€~~ 176,42€ 10% IMEDIATO

portes grátis

 This book explores British reflections of Japanese education between 1858 and 1914, by referring to accounts by British observers, derived from various documentary sources. Hiraoka argues that British attitudes and comments on Japanese education reflect concerns about their own education system.
INGLÊS

Gender, Race And The National Education Association - Professionalism And Its Limitations

de Wayne J. Urban

62,26€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Urban presents the NEA in its historical context, turning a fair and clear eye on this powerful and controversial organization, and using this context to both criticize and commend. The culmination of a three decade long study, this unique volume presents an unusually thorough and much needed holistic view of the NEA.
INGLÊS

Gender, Race And The National Education Association - Professionalism And Its Limitations

de Wayne J. Urban

62,26€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Urban presents the NEA in its historical context, turning a fair and clear eye on this powerful and controversial organization, and using this context to both criticize and commend. The culmination of a three decade long study, this unique volume presents an unusually thorough and much needed holistic view of the NEA.
INGLÊS

Australian Government Muscling In On School Education - A History (1901-2018)

de Grant Rodwell

55,64€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 The Australian Government Muscling in on School Education offers a historical account of this government involvement in Australian education, from Federation to the present day, providing a much-needed, fully updated and relevant overview the topic.
INGLÊS

Common, Delinquent, And Special - The Institutional Shape Of Special Education

de Dr J Richardson

68,89€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 This book explores the historical origins and institutional shape of special education across the American states. It begins with the decade of the 1840s as states anticipated the legislation of compulsory attendance laws. With these laws, the institutional beginnings of special education emerge defined by the exemption of physically and mentally handicapped youth and by the power of schools to exclude juvenile delinquent youth as well. With the passage of these laws states formalized the "rules of access" to a common schooling, thereby structuring the school age population into three segments: the common, delinquent, and special. As the worlds of delinquency and exceptionality progressively encroached upon public schools, their inclusion has been the central force behind the expansion of special education; as a structure of handicapping categories and as a professional field within education generally. This institutional expansion of special education has occurred over the past thirty years, and has reshaped public education by defining the "rules of passage."
INGLÊS

Common, Delinquent, And Special - The Institutional Shape Of Special Education

de Dr J Richardson

68,89€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 This book explores the historical origins and institutional shape of special education across the American states. It begins with the decade of the 1840s as states anticipated the legislation of compulsory attendance laws. With these laws, the institutional beginnings of special education emerge defined by the exemption of physically and mentally handicapped youth and by the power of schools to exclude juvenile delinquent youth as well. With the passage of these laws states formalized the "rules of access" to a common schooling, thereby structuring the school age population into three segments: the common, delinquent, and special. As the worlds of delinquency and exceptionality progressively encroached upon public schools, their inclusion has been the central force behind the expansion of special education; as a structure of handicapping categories and as a professional field within education generally. This institutional expansion of special education has occurred over the past thirty years, and has reshaped public education by defining the "rules of passage."
INGLÊS

Educational Philosophy - A History From The Ancient World To Modern America

de Edward J. Power

70,21€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 The first step in education''s long road to respectability lay in the ability of its proponents to demonstrate that it was worthy of collaborating with traditional disciplines in the syllabus of higher learning. The universities where the infant discipline of education was promoted benefited from scholars who engaged in teaching and research with enthusiasm and preached the gospel of scientific education. These schools-Teachers College/Columbia University, the University of Chicago, and Stanford University-gained a reputation as oases of pedagogical knowledge. Soon, public and private colleges alike introduced professional academic programs for the preparation of teachers. Foremost among the subjects for these programs was education philosophy, with its long history and the impeccable credentials of its ancient and modern expositors. Although the principal focus of this study is the history of educational philosophy in colleges and universities, it also recognizes educational philosophy''s antecedents. Chapters cover ancient roots, Christian educational theory, educational theory and the modern world, philosophy and education in early America, development of philosophies of education, disciplinary maturity for educational philosophy, and prospects. There is a bibliography and an index.
INGLÊS

Educational Philosophy - A History From The Ancient World To Modern America

de Edward J. Power

70,21€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 The first step in education''s long road to respectability lay in the ability of its proponents to demonstrate that it was worthy of collaborating with traditional disciplines in the syllabus of higher learning. The universities where the infant discipline of education was promoted benefited from scholars who engaged in teaching and research with enthusiasm and preached the gospel of scientific education. These schools-Teachers College/Columbia University, the University of Chicago, and Stanford University-gained a reputation as oases of pedagogical knowledge. Soon, public and private colleges alike introduced professional academic programs for the preparation of teachers. Foremost among the subjects for these programs was education philosophy, with its long history and the impeccable credentials of its ancient and modern expositors. Although the principal focus of this study is the history of educational philosophy in colleges and universities, it also recognizes educational philosophy''s antecedents. Chapters cover ancient roots, Christian educational theory, educational theory and the modern world, philosophy and education in early America, development of philosophies of education, disciplinary maturity for educational philosophy, and prospects. There is a bibliography and an index.
INGLÊS

Japanese Americans And Cultural Continuity - Maintaining Language Through Heritage

de Toyotomi Morimoto

68,89€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
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