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Author: Great Britain. Board of Education
Publisher:
ISBN:
Category : Coeducation
Languages : en
Pages : 604
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Author: Great Britain. Board of Education
Publisher:
ISBN:
Category : Coeducation
Languages : en
Pages : 604
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Book Description
Author: Charles R. Day
Publisher: McGill-Queen's Press - MQUP
ISBN: 9780773521476
Category : Education
Languages : en
Pages : 260
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Book Description
France is unique in the world in the degree to which is has tried to integrate technical and vocational training in its schools. Day (history, Simon Fraser U.) examines this reform in France since the late-nineteenth century, within the broader context of educational development and economic modernization. His analysis demonstrates ways in which government and industry have redefined skill requirements, reformed schools and programs, and established new forms of cooperation--work-study, continuing education, apprenticeship programs--to produce a well-educated and well-trained citizenry and workforce. c. Book News Inc.
Author: United States. Office of Education
Publisher:
ISBN:
Category : Agricultural colleges
Languages : en
Pages : 814
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Author: Frederic Ernest Farrington
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 478
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Author: Jo Burr Margadant
Publisher: Princeton University Press
ISBN: 0691656789
Category : History
Languages : en
Pages : 372
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Book Description
A collective biography of France's first generation of female secondary schoolteachers, this book examines the conflict between their public and private lives and places their new professional standing wtihin the political culture of the Third Republic. Jo Burr Margadant charts the responses of women who attended the nornmal school of Sevres during the 1880s to their roles as teachers and subordinates in the public school system, their plight as outsiders in the social community, and their gains toward educational reforms. These women emerge as pioneers struggling to forge careers in an elite profession, which was separate and inferior to its male equivalent and also controlled by men. Margadant explains that the first women teacher in girls' colleges and lycees were expected to project an intellectually assertive presence in the classroom while maintaining a maternal solicitude toward students and a modest, self-effacing style with superiors. Many who succeeded progressed to administrative jobs and, in some cases, filled official posts left vacant by men during the First World War. The author shows how these achievements led to the transformations of girls' secondary schools into replicas of those for boys and to equal treatment for women and men in the teaching profession. Jo Burr Margadant is Lecturer in History at Santa Clara University. Originally published in 1990. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Author: United States. Agricultural Research Service
Publisher:
ISBN:
Category : Agricultural experiment stations
Languages : en
Pages : 450
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Author: United States. Office of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 624
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Author: P. Harrigan
Publisher: Wilfrid Laurier Univ. Press
ISBN: 0889207909
Category : Education
Languages : en
Pages : 220
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Book Description
Based on a unique historical source, this book examines the social origins, career expectations, and first jobs of 28,000 students in the “elitist” French secondary schools of the 1860s. Using sophisticated statistical analysis as well as conventional historical sources, the work concludes that schooling reached a wider audience than has been so far believed and that substantial social mobility occurred within the school system, but that family background, rather than educational factors, directed students’ career aspirations and achievements. It also argues that although education expanded in urban, industrialized areas, mobility did not increase in these areas. A final chapter reconsiders nineteenth–century thought concerning education in the light of findings about the social effects of schools.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 1232
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Author: United States. Department of the Interior
Publisher:
ISBN:
Category : Public lands
Languages : en
Pages : 1226
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Book Description
