Annals of the Boston Primary School Committee PDF Download

Author: Joseph Milner Wightman
Publisher:
ISBN:
Category : Schools
Languages : en
Pages : 330

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Author: Joseph M. Wightman
Publisher: BoD – Books on Demand
ISBN: 3375097824
Category : Fiction
Languages : en
Pages : 317

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Reprint of the original, first published in 1860.

Author: Joseph Milner Wightman
Publisher:
ISBN:
Category :
Languages : en
Pages : 322

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Author: Robert L. Osgood
Publisher: Bloomsbury Publishing USA
ISBN: 0313059489
Category : Education
Languages : en
Pages : 180

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Osgood examines the history of the school lives of children placed in formal or informal special education settings in American public schools during the last 120 years. As the public school system in the United States grew throughout the 20th century, special education became a recognized and dependable, but marginalized, arm of public schooling. Throughout the 1900s special education emerged as its own world in many ways, developing policies, practices, structures, and an identity that became more diverse and inclusive. This work describes and interprets the nature and characteristics of special education. It examines carefully the human aspects of identification and placement; the nature of work and play in the classroom; the relationship among students, teachers, administrators, and parents involved in the process; the status and relation of children with disabilities to their non-disabled peers in various school settings; and the impact of school experiences on the lives of these children beyond school.

Author: Michael B. Katz
Publisher: Harvard University Press
ISBN: 0674039378
Category : History
Languages : en
Pages : 225

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One of the leading historians of education in the United States here develops a powerful interpretation of the uses of history in educational reform and of the relations among democracy, education, and the capitalist state. Michael Katz discusses the reshaping of American education from three perspectives. First is the perspective of history: How did American education take shape? The second is that of reform: What can a historian say about recent criticisms and proposals for improvement? The third is that of historiography: What drives the politics of educational history? Katz shows how the reconstruction of America’s educational past can be used as a framework for thinking about current reform. Contemporary concepts such as public education, institutional structures such as the multiversity, and modern organizational forms such as bureaucracy all originated as solutions to problems of public policy. The petrifaction of these historical products—which are neither inevitable nor immutable—has become, Katz maintains, one of the mighty obstacles to change. The book’s central questions are as much ethical and political as they are practical. How do we assess the relative importance of efficiency and responsiveness in educational institutions? Whom do we really want institutions to serve? Are we prepared to alter institutions and policies that contradict fundamental political principles? Why have some reform strategies consistently failed? On what models should institutions be based? Should schools and universities be further assimilated to the marketplace and the state? Katz’s iconoclastic treatment of these issues, vividly and clearly written, will be of interest to both specialists and general readers. Like his earlier classic, The Irony of Early School Reform (1968), this book will set a fresh agenda for debate in the field.

Author: Fletcher Harper Swift
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 520

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Author: George Henry Martin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 312

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Author: Ellwood Patterson Cubberley
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 710

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Author: Richard Archer
Publisher: Oxford University Press
ISBN: 0190676655
Category : History
Languages : en
Pages : 313

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More than a century before Rosa Parks refused to give up her seat on a Montgomery bus, Shadrach Howard, David Ruggles, Frederick Douglass, and others had rejected demands that they relinquish their seats on various New England railroads. They were protesting segregation on Jim Crow cars, a term that originated in New England in 1839. Theirs was part of a larger movement for equal rights in antebellum New England. Using sit-ins, boycotts, petition drives, and other initiatives, African-American New Englanders and their white allies attempted to desegregate schools, transportation, neighborhoods, churches, and cultural venues. Above all they sought to be respected and treated as equals in a reputedly democratic society. Jim Crow North is the tale of that struggle and the racism that prompted it. Despite widespread racism, black New Englanders were remarkably successful. By the advent of the Civil War African American men could vote and hold office in every New England state but Connecticut. Schools, except in the largest cities of Connecticut and Rhode Island, were integrated. Railroads, stagecoaches, hotels, and cultural venues (with occasional aberrations) were free from discrimination. People of African descent and of European descent could marry one another and live peaceably, even in Maine and Rhode Island where such marriages were legally prohibited. There was an emerging, if still small, black middle class who benefitted most. But there were limits to progress. A majority of African-Americans in New England were mired in poverty preventing full equality both then and now.

Author: Elmer Ellsworth Brown
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 574

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