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Author: Cleveland (Ohio). Board of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 216
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Book Description
Author: Cleveland (Ohio). Board of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 216
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Book Description
Author: Mervin Gordon Neale
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 160
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Book Description
Author: Orwin Bradford Griffin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 280
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1104
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Book Description
Author: Nancy Beadie
Publisher: Routledge
ISBN: 1135316597
Category : Education
Languages : en
Pages : 380
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Book Description
Academies were a prevalent form of higher schooling during the eighteenth and nineteenth centuries in the United States. The authors in this volume look at the academy as the dominant institution of higher schooling in the United States, highlighting the academy's role in the formation of middle class social networks and culture in the mid-nineteenth century. They also reveal the significance of the academy for ethnic, religious, and racial minorities who organized independent academies in the face of exclusion and discrimination by other private and public institutions.
Author: Don H. Doyle
Publisher: UNC Press Books
ISBN: 146961717X
Category : History
Languages : en
Pages : 396
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Book Description
Cities were the core of a changing economy and culture that penetrated the rural hinterland and remade the South in the decades following the Civil War. In New Men, New Cities, New South, Don Doyle argues that if the plantation was the world the slaveholders made, the urban centers of the New South formed the world made by merchants, manufacturers, and financiers. The book's title evokes the exuberant rhetoric of New South boosterism, which continually extolled the "new men" who dominated the city-building process, but Doyle also explores the key role of women in defining the urban upper class. Doyle uses four cities as case studies to represent the diversity of the region and to illuminate the responses businessmen made to the challenges and opportunities of the postbellum South. Two interior railroad centers, Atlanta and Nashville, displayed the most vibrant commercial and industrial energy of the region, and both cities fostered a dynamic class of entrepreneurs. These business leaders' collective efforts to develop their cities and to establish formal associations that served their common interests forged them into a coherent and durable urban upper class by the late nineteenth century. The rising business class also helped establish a new pattern of race relations shaped by a commitment to economic progress through the development of the South's human resources, including the black labor force. But the "new men" of the cities then used legal segregation to control competition between the races. Charleston and Mobile, old seaports that had served the antebellum plantation economy with great success, stagnated when their status as trade centers declined after the war. Although individual entrepreneurs thrived in both cities, their efforts at community enterprise were unsuccessful, and in many instances they remained outside the social elite. As a result, conservative ways became more firmly entrenched, including a system of race relations based on the antebellum combination of paternalism and neglect rather than segregation. Talent, energy, and investment capital tended to drain away to more vital cities. In many respects, as Doyle shows, the business class of the New South failed in its quest for economic development and social reform. Nevertheless, its legacy of railroads, factories, urban growth, and changes in the character of race relations shaped the world most southerners live in today.
Author: William J. Reese
Publisher: Harvard University Press
ISBN: 0674075692
Category : Education
Languages : en
Pages : 392
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Book Description
Written tests to evaluate students were a radical and controversial innovation when American educators began adopting them in the 1800s. Testing quickly became a key factor in the political battles during this period that gave birth to America's modern public school system. William J. Reese offers a richly detailed history of an educational revolution that has so far been only partially told. Single-classroom schools were the norm throughout the United States at the turn of the nineteenth century. Pupils demonstrated their knowledge by rote recitation of lessons and were often assessed according to criteria of behavior and discipline having little to do with academics. Convinced of the inadequacy of this system, the reformer Horace Mann and allies on the Boston School Committee crafted America's first major written exam and administered it as a surprise in local schools in 1845. The embarrassingly poor results became front-page news and led to the first serious consideration of tests as a useful pedagogic tool and objective measure of student achievement. A generation after Mann's experiment, testing had become widespread. Despite critics' ongoing claims that exams narrowed the curriculum, ruined children's health, and turned teachers into automatons, once tests took root in American schools their legitimacy was never seriously challenged. Testing Wars in the Public Schools puts contemporary battles over scholastic standards and benchmarks into perspective by showcasing the historic successes and limitations of the pencil-and-paper exam.
Author: United States. Bureau of the Census
Publisher:
ISBN:
Category : Local taxation
Languages : en
Pages : 194
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 328
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Book Description
Author: Shirley Marie McCarther
Publisher: IAP
ISBN: 1641138025
Category : Education
Languages : en
Pages : 336
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Book Description
The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ accepts papers of two types. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site at: www.edhistorians.org.
