Author: Charles McCarthyPublisher:
ISBN:
Category : Wisconsin
Languages : en
Pages : 374
Book Description
The Wisconsin Idea
Author: Charles McCarthyPublisher:
ISBN:
Category : Wisconsin
Languages : en
Pages : 374
Book Description
State of Wisconsin Blue Book
Author: Wisconsin Model Early Learning Standards 5th Edition
Author: Wisconsin Department of Public InstructionPublisher:
ISBN: 9781573371667
Category :
Languages : en
Pages :
Book Description
Controversy in the Classroom
Author: Diana E. HessPublisher: Routledge
ISBN: 1135897352
Category : Education
Languages : en
Pages : 214
Book Description
Through rich empirical research from real classrooms throughout the nation, Controversy in the Classroom demonstrates why schools have the potential to be particularly powerful sites for democratic education.
The Story of Act 31
Author: J P LearyPublisher: Wisconsin Historical Society
ISBN: 0870208330
Category : Education
Languages : en
Pages : 441
Book Description
From forward-thinking resolution to violent controversy and beyond. Since its passage in 1989, a state law known as Act 31 requires that all students in Wisconsin learn about the history, culture, and tribal sovereignty of Wisconsin’s federally recognized tribes. The Story of Act 31 tells the story of the law’s inception—tracing its origins to a court decision in 1983 that affirmed American Indian hunting and fishing treaty rights in Wisconsin, and to the violent public outcry that followed the court’s decision. Author J P Leary paints a picture of controversy stemming from past policy decisions that denied generations of Wisconsin students the opportunity to learn about tribal history.
Wisconsin's Model Academic Standards for Social Studies
Author: Wisconsin. Department of Public InstructionPublisher:
ISBN:
Category : Education
Languages : en
Pages : 38
Book Description
Cold War University
Author: Matthew LevinPublisher: University of Wisconsin Pres
ISBN: 0299292835
Category : Education
Languages : en
Pages : 235
Book Description
As the Cold War between the United States and the Soviet Union escalated in the 1950s and 1960s, the federal government directed billions of dollars to American universities to promote higher enrollments, studies of foreign languages and cultures, and, especially, scientific research. In Cold War University, Matthew Levin traces the paradox that developed: higher education became increasingly enmeshed in the Cold War struggle even as university campuses became centers of opposition to Cold War policies. The partnerships between the federal government and major research universities sparked a campus backlash that provided the foundation, Levin argues, for much of the student dissent that followed. At the University of Wisconsin in Madison, one of the hubs of student political activism in the 1950s and 1960s, the protests reached their flashpoint with the 1967 demonstrations against campus recruiters from Dow Chemical, the manufacturers of napalm. Levin documents the development of student political organizations in Madison in the 1950s and the emergence of a mass movement in the decade that followed, adding texture to the history of national youth protests of the time. He shows how the University of Wisconsin tolerated political dissent even at the height of McCarthyism, an era named for Wisconsin's own virulently anti-Communist senator, and charts the emergence of an intellectual community of students and professors that encouraged new directions in radical politics. Some of the events in Madison—especially the 1966 draft protests, the 1967 sit-in against Dow Chemical, and the 1970 Sterling Hall bombing—have become part of the fabric of "The Sixties," touchstones in an era that continues to resonate in contemporary culture and politics.
John Bascom and the Origins of the Wisconsin Idea
Author: J. David HoevelerPublisher: University of Wisconsin Press
ISBN: 9780299307844
Category : History
Languages : en
Pages : 0
Book Description
In the Progressive Era of American history, the state of Wisconsin gained national attention for its innovative economic and political reforms. Amidst this ferment, the "Wisconsin Idea" was popularized—the idea that a public university should improve the lives of people beyond the borders of its campus. During his term as governor (1901–1906), Robert La Follette routinely consulted with University of Wisconsin researchers to devise groundbreaking programs and legislation. Although the Wisconsin Idea is often attributed to a 1904 speech by Charles Van Hise, then president of the University of Wisconsin, David Hoeveler argues that it originated decades earlier, in the creative and fertile mind of John Bascom. A philosopher, theologian, and sociologist, Bascom (1827–1922) deeply influenced a generation of students at the University of Wisconsin, including La Follette and Van Hise. Hoeveler documents how Bascom drew concepts from German idealism, liberal Protestantism, and evolutionary theory, transforming them into advocacy for social and political reform. He was a champion of temperance, women's rights, and labor, all of which brought him controversy as president of the university from 1874 to 1887. In a way unmatched by any of his peers at other institutions, Bascom outlined a social gospel that called for an expanded role for state governments and universities as agencies of moral improvement. Hoeveler traces the intellectual history of the Wisconsin Idea from the nineteenth century to such influential Progressive Era thinkers as Richard T. Ely and John R. Commons, who believed university researchers should be a vital source of expertise for government and citizens.
Wisconsin Talk
Author: Thomas PurnellPublisher: University of Wisconsin Pres
ISBN: 0299293335
Category : History
Languages : en
Pages : 196
Book Description
Wisconsin is one of the most linguistically rich places in North America. It has the greatest diversity of American Indian languages east of the Mississippi, including Ojibwe and Menominee from the Algonquian language family, Ho-Chunk from the Siouan family, and Oneida from the Iroquoian family. French place names dot the state's map. German, Norwegian, and Polish—the languages of immigrants in the nineteenth and early twentieth centuries—are still spoken by tens of thousands of people, and the influx of new immigrants speaking Spanish, Hmong, and Somali continues to enrich the state's cultural landscape. These languages and others (Walloon, Cornish, Finnish, Czech, and more) have shaped the kinds of English spoken around the state. Within Wisconsin's borders are found three different major dialects of American English, and despite the influences of mass media and popular culture, they are not merging—they are dramatically diverging. An engaging survey for both general readers and language scholars, Wisconsin Talk brings together perspectives from linguistics, history, cultural studies, and geography to illuminate why language matters in our everyday lives. The authors highlight such topics as: • words distinctive to the state • how recent and earlier immigrants have negotiated cultural and linguistic challenges • the diversity of bilingual speakers that enriches our communities • how maps can convey the stories of language • the relation of Wisconsin's Indian languages to language loss worldwide.
Situated Language and Learning
Author: James Paul GeePublisher: Routledge
ISBN: 1134369638
Category : Language Arts & Disciplines
Languages : en
Pages : 130
Book Description
Why do poor and minority students under-perform in school? Do computer games help or hinder learning? What can new research in psychology teach our educational policy-makers? In this major new book, Gee tackles the 'big ideas' about language, literacy and learning, putting forward an integrated theory that crosses disciplinary boundaries, and applying it to some of the very real problems that face educationalists today. Situated Language and Learning looks at the specialist academic varieties of language that are used in disciplines such as mathematics and the sciences. It argues that the language acquisition process needed to learn these forms of language is not given enough attention by schools, and that this places unfair demands on poor and minority students. The book compares this with learning as a process outside the classroom, applying this idea to computer and video games, and exploring the particular processes of learning which take place as a child interacts with others and technology to learn and play. In doing so, Gee examines what video games can teach us about how to improve learning in schools and engages with current debates on subjects such as 'communities of practice' and 'digital literacies'. Bringing together the latest research from a number of disciplines, Situated Language and Learning is a bold and controversial book by a leading figure in the field, and is essential reading for anyone interested in education and language.