Author: Southern Association of Colleges and Secondary Schools (U.S.). MeetingPublisher:
ISBN:
Category : Education
Languages : en
Pages : 224
Book Description
Proceedings of the ... Annual Meeting of the Southern Association of Colleges and Secondary Schools
Author: Southern Association of Colleges and Secondary Schools (U.S.). MeetingPublisher:
ISBN:
Category : Education
Languages : en
Pages : 224
Book Description
Proceedings of the ... Annual Meeting of the Southern Association of Colleges and Schools
Author: Southern Association of Colleges and Schools. MeetingPublisher:
ISBN:
Category : Education
Languages : en
Pages : 550
Book Description
Proceedings of The... Annual Meeting of the Southern Association of Colleges and Secondary Schools
Author: Southern Association of Colleges and Secondary Schools (U.S.)Publisher:
ISBN:
Category : Education
Languages : en
Pages : 758
Book Description
Bulletin
Author: United States. Office of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 818
Book Description
The Standardization of American Schooling
Author: M. VanOverbekePublisher: Springer
ISBN: 0230612598
Category : Science
Languages : en
Pages : 233
Book Description
This book explores the efforts of educational reformers who sought to link secondary and higher education in the decades after 1870. Through various state, regional, and national initiatives, these reformers created a hierarchical system, laid the foundation for a growing standardization in education, and influenced who would have access to college. Neither higher education nor the secondary branches dominated the other in creating this educational system. Rather, through debate, argument, and accommodation, the two levels mutually shaped each other in a time of significant political and economic change. Reformers today wrestle with this legacy as they continue to forge connections between the two educational levels.
Hello Professor
Author: Vanessa Siddle WalkerPublisher: Univ of North Carolina Press
ISBN: 0807888753
Category : Social Science
Languages : en
Pages : 310
Book Description
Like many black school principals, Ulysses Byas, who served the Gainesville, Georgia, school system in the 1950s and 1960s, was reverently addressed by community members as "Professor." He kept copious notes and records throughout his career, documenting efforts to improve the education of blacks. Through conversations with Byas and access to his extensive archives on his principalship, Vanessa Siddle Walker finds that black principals were well positioned in the community to serve as conduits of ideas, knowledge, and tools to support black resistance to officially sanctioned regressive educational systems in the Jim Crow South. Walker explains that principals participated in local, regional, and national associations, comprising a black educational network through which power structures were formed and ideas were spread to schools across the South. The professor enabled local school empowerment and applied the collective wisdom of the network to pursue common school projects such as pressuring school superintendents for funding, structuring professional development for teachers, and generating local action that was informed by research in academic practice. The professor was uniquely positioned to learn about and deploy resources made available through these networks. Walker's record of the transfer of ideology from black organizations into a local setting illuminates the remembered activities of black schools throughout the South and recalls for a new generation the role of the professor in uplifting black communities.
Education Directory
Author: Grading the College
Author: Scott M. GelberPublisher: Johns Hopkins University Press
ISBN: 142143816X
Category : Education
Languages : en
Pages : 246
Book Description
A comprehensive history of evaluation in American higher education. In Grading the College, Scott M. Gelber offers a comprehensive history of evaluating teaching and learning in higher education. He complicates the conventional narrative that portrays evaluation as a newfangled assault on the integrity of higher education while acknowledging that there are many compelling reasons to oppose those practices. The evaluation of teaching and learning, Gelber argues, presented genuine dilemmas that have attracted the attention of faculty members and academic leaders since the 1920s. Especially during the peak era of faculty authority that followed the end of the Second World War, significant numbers of professors and administrators believed that evaluation might improve institutional performance, reduce the bias inherent in traditional methods of supervision, strengthen communication with laypersons, and encourage a more deliberate focus on the distinctive goals of college. Gelber reveals the extent to which professors and academic interest groups participated in the development of our most common evaluation instruments, including student course questionnaires, achievement tests, surveys, rubrics, rankings, and accreditation self-studies. Although these efforts may seem distant from the present era of shortsighted scrutiny and ill-conceived comparisons, Gelber demonstrates that the evaluation of college teaching and learning has long consisted of a set of intellectually sophisticated questions that have engaged, and could continue to engage, faculty members and their advocates. By providing a deeper understanding of how evaluation operated before the dawn of high-stakes accountability, Grading the College seeks to promote productive conversations about current attempts to define and measure the purposes of American higher education.
Educational Review ...
Author: Educational Review
Author: Nicholas Murray ButlerPublisher:
ISBN:
Category : Education
Languages : en
Pages : 568
Book Description
Vols. 19-34 include "Bibliography of education" for 1899-1906, compiled by James I. Wyer and others.