Author: St. Louis Public Schools (Saint Louis, Mo.). Board of Directors
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 336

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Author: Anonymous
Publisher: BoD – Books on Demand
ISBN: 3385524482
Category : Fiction
Languages : en
Pages : 645

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Reprint of the original, first published in 1876.

Author: Saint Louis (Mo.). Board of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 318

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Author: St. Louis Public Schools (Saint Louis, Mo.). Board of President and Directors
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 316

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Author: Karen Graves
Publisher: Routledge
ISBN: 1135606900
Category : Education
Languages : en
Pages : 348

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This work traces the impact of a differentiated curriculum on girls' education in St. Louis public schools from 1870 to 1930. Its central argument is that the premise upon which a differentiated curriculum is founded, that schooling ought to differ among students in order prepare each for his or her place in the social order, actually led to academic decline. The attention given to the intersection of gender, race, and social class and its combined effect on girls' schooling, places this text in the new wave of critical historical scholarship in the field of educational research.

Author: Peter M. Collins
Publisher: University Press of America
ISBN: 9780761839910
Category : Education
Languages : en
Pages : 76

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The intertwining careers of William Torrey Harris (1835-1909) converge in twelve of the Annual Reports of the Board of Directors for St. Louis Public Schools. Harris formulated most of the essential features of these twelve reports as the Superintendent of Schools from 1867 to 1869. These particular reports--which have been acclaimed nationally and internationally--are said to be among the most valuable official publications in American educational literature. They are far different from the descriptive documents originally intended by their author. This study demonstrates that Harris provided an authentic philosophy of education, a set of interrelated philosophical principles and their applications to educational problems. The substance of Harris's philosophy of education is focused upon a broadly based philosophical anthropology in relationship primarily to the purposes, curriculum, and teaching methods in intellectual, moral, and religious education.

Author: P. Ramsey
Publisher: Springer
ISBN: 0230106099
Category : Education
Languages : en
Pages : 285

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This history of one of the most contentious educational issues in America examines bilingual instruction in the United States from the common school era to the recent federal involvement in the 1960s and 1970s. Drawing from school reports, student narratives, legal resources, policy documents, and other primary sources, the work teases out the underlying agendas and patterns in bilingual schooling during much of America s history. The study demonstrates clearly how the broader context - the cultural, intellectual, religious, demographic, economic, and political forces - shaped the contours of dual-language instruction in America between the 1840s and 1960s. Ramsey s work fills a crucial void in the educational literature and addresses not only historians, linguists, and bilingual scholars, but also policymakers and practitioners in the field.

Author: St. Louis Mo, board of directors of the publ. sch
Publisher:
ISBN:
Category :
Languages : en
Pages : 434

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Author:
Publisher:
ISBN:
Category : Missouri
Languages : en
Pages : 524

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Author: William J. Reese
Publisher: Harvard University Press
ISBN: 0674075692
Category : Education
Languages : en
Pages : 392

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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.