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Annual Report of the Board of Directors of the St. Louis Public Schools, for the Year Ending August 1 ...

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

Book Description

Annual Report of the Board of Directors of the St. Louis Public Schools, for the Year Ending August 1 ...

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

Book Description

Annual Report of the Board of Directors of the St. Louis Public Schools, for the Year Ending August 1, 1875

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

Book Description
Reprint of the original, first published in 1876.

Annual Report of the Board of Directors of the St. Louis Public Schools

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 428

Book Description

Annual Report of the Board of President and Directors of the St. Louis Public Schools for the Year Ending August 1 ...

Author: St. Louis Public Schools (Saint Louis, Mo.). Board of President and Directors
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 380

Book Description

Annual Report of the Board of Education of the City of St. Louis, Mo., for the Year Ending ...

Author: Saint Louis (Mo.). Board of Education
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 340

Book Description

The Philosophy of Education of William Torrey Harris in the Annual Reports

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

Book Description
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.

A Shared History

Author: Amy J. Lueck
Publisher: SIU Press
ISBN: 0809337436
Category : Language Arts & Disciplines
Languages : en
Pages : 274

Book Description
In the nineteenth century, advanced educational opportunities were not clearly demarcated and defined. Author Amy J. Lueck demonstrates that public high schools, in addition to colleges and universities, were vital settings for advanced rhetoric and writing instruction. Lueck shows how the history of high schools in Louisville, Kentucky, connects with, contradicts, and complicates the accepted history of writing instruction and underscores the significance of high schools to rhetoric and composition history and the reform efforts in higher education today. Lueck explores Civil War- and Reconstruction-era challenges to the University of Louisville and nearby local high schools, their curricular transformations, and their fate in regard to national education reform efforts. These institutions reflect many of the educational trends and developments of the day: college and university building, the emergence of English education as the dominant curriculum for higher learning, student-centered pedagogies and educational theories, the development and transformation of normal schools, the introduction of manual education and its mutation into vocational education, and the extension of advanced education to women, African American, and working-class students. Lueck demonstrates a complex genealogy of interconnections among high schools, colleges, and universities that demands we rethink our categories and standards of assessment and our field’s history. A shift in our historical narrative would promote a move away from an emphasis on the preparation, transition, and movement of student writers from high school to college or university and instead allow a greater focus on the fostering of rich rhetorical practices and pedagogies at all educational levels. As the definition of college-level writing becomes increasingly contested once again, Lueck invites a reassessment of the discipline’s understanding of contemporary programs based in high schools like dual-credit and concurrent enrollment.