Author: Publisher:
ISBN:
Category : Education
Languages : en
Pages : 352
Book Description
Supplementary Educational Monographs
Author: The Development of High-school Curricula in the North Central States from 1860 to 1918
Author: John Elbert StoutPublisher:
ISBN:
Category : Education
Languages : en
Pages : 352
Book Description
The purpose of this study is to trace the development of high-school curricula in the North Central states from 1860 to 1900. A brief introduction furnishes a background for the geographical area indicated. Part I contains a treatment of subjects and their organization into curricula. Part II deals with the subject matter of the various fields and subjects. Part III addresses subjects and subject matter in greater depth. For purposes of tabulation, the period 1860-1900 has been divided into eight units of five years each, to determine as accurately as possible the dates at which significant changes took place. In the treatment of subjects, organization of curricula and subject matter, the facts are presented as revealed by the sources consulted. No attempt has been made to give connected accounts of particular schools. Peculiarities of individual schools have been noted but conclusions deal with general practices and tendencies.
Laws of Wisconsin Relating to Public Schools
Author: WisconsinCatalogues, Courses of Study, Reports, Etc
Author: Milwaukee (Wis.). Board of School DirectorsPublisher:
ISBN:
Category : Education
Languages : en
Pages : 656
Book Description
High School Manual and Course of Study
Author: Michigan. Department of Public InstructionPublisher:
ISBN:
Category : Education
Languages : en
Pages : 164
Book Description
Urban Renewal and School Reform in Baltimore
Author: Erkin ÖzayPublisher: Routledge
ISBN: 1000093352
Category : Architecture
Languages : en
Pages : 199
Book Description
Urban Renewal and School Reform in Baltimore examines the role of the contemporary public school as an instrument of urban design. The central case study in this book, Henderson-Hopkins, is a PK-8 campus serving as the civic centerpiece of the East Baltimore Development Initiative. This study reflects on the persistent notions of urban renewal and their effectiveness for addressing the needs of disadvantaged neighborhoods and vulnerable communities. Situating the master plan and school project in the history and contemporary landscape of urban development and education debates, this book provides a detailed account of how Henderson-Hopkins sought to address several reformist objectives, such as improvement of the urban context, pedagogic outcomes, and holistic well-being of students. Bridging facets of urban design, development, and education policy, this book contributes to an expanded agenda for understanding the spatial implications of school-led redevelopment and school reform.
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