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Author: Department of the Interior, Bureau of Education (ED). Publisher: ISBN: Category : Languages : en Pages : 751
Book Description
The statistical survey is intended to give a general summary of the statistics of enrollments in the various types of public and of private schools and other institutions reporting to the Bureau of Education for the school year 1921-22, the distribution of teachers, the cost, so far as practicable, of operating these schools, and a comparison of the educational opportunities in the various States of the United States. Volume II of the Biennial Survey of Education for the years 1920-1922 contains the following chapters: (1) Statistical survey of education, 1921-22; (2) Statistics of State school systems, 1921-22; (3) Statistics of city school systems, 1921-22; (4) Statistics of universities, colleges, and professional schools, 1921-22; (5) Statistics teachers colleges and normal schools, 1921-22; (6) Statistics of public high schools, 1921-22; (7) Statistics of private high schools and academies, 1921-22; (8) Statistics of kindergartens, 1921-22; (9) Schools for the deaf, 1921-22; (10) Schools and classes for the blind, 1921-22; (11) Schools and classes for feeble-minded and subnormal children, 1922; and (12) Industrial schools for delinquents, 1921-22. An index is also included. (Individual chapters contain tables, figures, and footnotes.) [For the Volume I of this report, see ED540517. Best copy available has been provided.].
Author: Department of the Interior, Bureau of Education (ED). Publisher: ISBN: Category : Languages : en Pages : 751
Book Description
The statistical survey is intended to give a general summary of the statistics of enrollments in the various types of public and of private schools and other institutions reporting to the Bureau of Education for the school year 1921-22, the distribution of teachers, the cost, so far as practicable, of operating these schools, and a comparison of the educational opportunities in the various States of the United States. Volume II of the Biennial Survey of Education for the years 1920-1922 contains the following chapters: (1) Statistical survey of education, 1921-22; (2) Statistics of State school systems, 1921-22; (3) Statistics of city school systems, 1921-22; (4) Statistics of universities, colleges, and professional schools, 1921-22; (5) Statistics teachers colleges and normal schools, 1921-22; (6) Statistics of public high schools, 1921-22; (7) Statistics of private high schools and academies, 1921-22; (8) Statistics of kindergartens, 1921-22; (9) Schools for the deaf, 1921-22; (10) Schools and classes for the blind, 1921-22; (11) Schools and classes for feeble-minded and subnormal children, 1922; and (12) Industrial schools for delinquents, 1921-22. An index is also included. (Individual chapters contain tables, figures, and footnotes.) [For the Volume I of this report, see ED540517. Best copy available has been provided.].
Author: Department of the Interior, Bureau of Education (ED). Publisher: ISBN: Category : Languages : en Pages : 767
Book Description
Volume I of the Biennial Survey of Education for the years 1920-1922 contains the following chapters: (1) A survey of public school finance in the United States (Fletcher H. Swift); (2) Some important school legislation, 1921 and 1922 (William R. Hood); (3) Higher education (George F. Zook; (4) Significant movements in city school systems (W. S. Deffenbaugh); (5) Rural education (Katherine M. Cook); (6) Educational hygiene (Willard S. Small); (7) Educational extension (Charles G. Maphis); (8) University summer schools (James C. Egbert); (9) Engineering education after the war (Arthur M. Greene, Jr.); (10) Medical education (N. P. Colwell); (11) Agricultural education (George A. Works); (12) Secondary education (W. S. Deffenbaugh); (13) Vocational education (William T. Bawden); (14) Home economics education (Henrietta W. Calvin); (15) Kindergarten education (Julia Wade Abbot); (16) The social studies in civic education (Edgar Dawson); (17) Art education (Royal B. Farnum); (18) Recent advances in instruction in music (Will Earhart and Charles N. Boyd); (19) Recent developments in educational journalism (W. Carson Ryan, Jr.); (20) The American teacher (Homer H. Seerley); (21) Education research (Bird T. Baldwin); (22) Educational tests (Stephen S. Colvin); (23) Educational surveys (Edward F. Buchner); (24) Americanization in the United States (John J. Mahoney); (25) Recent development of parent-teacher associations (Ellen C. Lombard); (26) Educational work of the Young Men's Christian Association (William F. Hirsch); (27) Educational work of the Knights of Columbus (Mark J. Sweany); (28) Educational work of the Young Women's Christian Association; (29) Educational boards and foundations (Henry R. Evans); and (30) Work of the Bureau of Education for natives of Alaska (William Hamilton). An index is also included. (Individual chapters contain tables, figures, and footnotes.) [Best copy available has been provided.].
Author: Larry Cuban Publisher: Teachers College Press ISBN: 0807776394 Category : Education Languages : en Pages : 388
Book Description
In the first edition of this seminal study, Larry Cuban presented the last century of American teaching as one of a stable teacher-centered pedagogy. Within this framework, Cuban explored how major school reform efforts to alter classroom teaching often resulted in modest shifts in pedagogy in elementary schools and even less change in secondary schools.Now, in this second edition, How Teachers Taught: Constancy and Change in American Classrooms, 1890–1990, Larry Cuban returns to his pioneering inquiry into the history of teaching practice in the United States, responds to criticisms, and incorporates the scholarship of the last ten years. While not abandoning his basic thesis of the remarkable continuity in teacher-based instruction, Cuban now examines more closely the phenomenon of “hybrids” of student-centered and teacher-centered pedagogy, and finds many instances of classroom change sufficient to give pause to those who see futility in classroom reform. The author looks closely at socioeconomic contexts and the evolution of curriculum content. In the final chapter, Cuban directly assesses the implications of his work for policymakers, practitioners, and researchers. Historians, sociologists, and educators will also find powerful relevancy to their work, and the general reader will join in an exciting search for historical realities. “There are no bumper-sticker solutions to educational problems here, no election year gimmicks. Rather, this book presents the seasoned hopefulness and skeptical wisdom of a scholar-practitioner who gives us a better map of where we have been and a sense of where we might go.” —From the Foreword by David Tyack
Author: Department of the Interior, Bureau of Education (ED).
Author: Department of the Interior, Bureau of Education (ED).
Author: Department of the Interior, Bureau of Education (ED).
Author: UNITED STATES. BUREAU OF EDUCATION.
Author: Larry Cuban
Author: United States. Office of Education
Author: Public Affairs Information Service
Author: 
Author: Alfred Zantzinger Reed
Author: United States. Bureau of Education
Author: Carl Arthur Jessen