A Study of Male Pupil Withdrawals, Toledo Public High Schools, 1935-36 PDF Download

Author: Lester J. Burbidge
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 342

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Author: Abdul Alkalimat
Publisher: BRILL
ISBN: 9004281894
Category : Social Science
Languages : en
Pages : 333

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The African American experience since the 19th century has included the resettlement of people from slavery to freedom, agriculture to industry, South to North, and rural to urban centers. This book is a documentary history of this process over more than 200 years in Toledo, Ohio. There are four sections: the origin of the Black community, 1787 to 1900; the formation of community life, 1900 to 1950; community development and struggle, 1950 to 2000; and survival during deindustrialization, 2000 to 2016. The volume includes articles from the Toledo Blade and local Black press, excerpts of doctoral and masters theses, and other specialist and popular writings from and about Toledo itself.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 440

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Author: John Hoyle
Publisher:
ISBN: 9780876520833
Category : School administrators
Languages : en
Pages : 274

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 496

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Author: John Braithwaite
Publisher: Routledge
ISBN: 1135094438
Category : Social Science
Languages : en
Pages : 349

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First published in 1979, Inequality, Crime, and Public Policy integrates and interprets the vast corpus of existing research on social class, slums, and crime, and presents its own findings on these matters. It explores two major questions. First, do policies designed to redistribute wealth and power within capitalist societies have effects upon crime? Second, do policies created to overcome the residential segregation of social classes have effects on crime? The book provides a brilliantly comprehensive and systematic review of the empirical evidence to support or refute the classic theories of Engles, Bonger, Merton, Cloward and Ohlin, Cohen, Miller, Shaw and McKay, amongst many others. Braithwaite confronts these theories with evidence of the extent and nature of white collar crime, and a consideration of the way law enhancement and law enforcement might serve class interest.

Author: E. D. Hirsch
Publisher: Yale University Press
ISBN: 0300155859
Category : Education
Languages : en
Pages : 274

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From the bestselling author of Cultural Literacy, a passionate and cogent argument for reforming the way we teach our children. Why, after decades of commissions, reforms, and efforts at innovation, do our schools continue to disappoint us? In this comprehensive book, educational theorist E. D. Hirsch, Jr. masterfully analyzes how American ideas about education have veered off course, what we must do to right them, and most importantly why. He argues that the core problem with American education is that educational theorists, especially in the early grades, have for the past sixty years rejected academic content in favor of “child-centered” and “how-to” learning theories that are at odds with how children really learn. The result is failing schools and widening inequality, as only children from content-rich (usually better-off) homes can take advantage of the schools’ educational methods. Hirsch unabashedly confronts the education establishment, arguing that a content-based curriculum is essential to addressing social and economic inequality. A nationwide, specific, grade-by-grade curriculum established in the early school grades can help fulfill one of America’s oldest and most compelling dreams: to give all children, regardless of language, religion, or origins, the opportunity to participate as equals and become competent citizens. Hirsch not only reminds us of these inspiring ideals, he offers an ambitious and specific plan for achieving them. “Hirsch’s case is clear and compelling. His book ought to be read by anyone interested in the education and training of the next generation of Americans.”—Glenn C. Altschuler, The Boston Globe “Hirsch once again challenges the prevailing “child-centered” philosophy, championing a return to a “subject-centered” approach to learning.”—Publishers Weekly

Author: Betsy Overman Barefoot
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 130

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This document provides a compendium of evaluation research findings on first-year seminars at 50 institutions of higher education. Program reports are listed by type of institution: two-year institutions, small four-year institutions, mid-sized four-year institutions, and large four-year institutions. Each listing provides a brief description of the institution and its students, followed by a summary of the freshman seminar course or program, the evaluation design, and course or program outcomes. Contact information for each program is also provided. An index allows access by course or program outcomes in the following areas: academic achievement/grade point averages; credit hours attempted/completed; effects on faculty; financial outcomes; graduation rates; instructional strategies/models; retention; student adjustment/involvement; student satisfaction; student self assessment; evaluation of course components/resources; gender-linked findings; impact on academic advising; seminar grades as predictors; timing of the course; and utilization of services. (DB)

Author: Society for Research into Higher Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 296

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 896

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