Stories of the Eight Year Study

Author: Craig Kridel
Publisher: SUNY Press
ISBN: 0791480259
Format: PDF, ePub
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An in-depth analysis of one of the most important educational experiments of the twentieth century.

Schooling America

Author: Patricia Albjerg Graham
Publisher: Oxford University Press
ISBN: 0195315847
Format: PDF, Kindle
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In this informative volume, one of America's most esteemed historians of education offers a vibrant history of American education in the last century. Drawing on an array of sources, Graham offers an insightful look at what the public has sought from its educational institutions, what educators have delivered, and what remains to be done.

What Works in Girls Education

Author: Gene B Sperling
Publisher: Brookings Institution Press
ISBN: 0815728611
Format: PDF, Docs
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Hard-headed evidence on why the returns from investing in girls are so high that no nation or family can afford not to educate their girls. Gene Sperling, author of the seminal 2004 report published by the Council on Foreign Relations, and Rebecca Winthrop, director of the Center for Universal Education, have written this definitive book on the importance of girls’ education. As Malala Yousafzai expresses in her foreword, the idea that any child could be denied an education due to poverty, custom, the law, or terrorist threats is just wrong and unimaginable. More than 1,000 studies have provided evidence that high-quality girls’ education around the world leads to wide-ranging returns: Better outcomes in economic areas of growth and incomes Reduced rates of infant and maternal mortality Reduced rates of child marriage Reduced rates of the incidence of HIV/AIDS and malaria Increased agricultural productivity Increased resilience to natural disasters Women’s empowerment What Works in Girls’ Education is a compelling work for both concerned global citizens, and any academic, expert, nongovernmental organization (NGO) staff member, policymaker, or journalist seeking to dive into the evidence and policies on girls’ education.

Intellectual advancement through disciplinarity

Author: William Pinar
Publisher: Sense Pubns
ISBN: 9789087902360
Format: PDF, ePub, Docs
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Skepticism toward disciplinarity, William F. Pinar points out, is etched deeply in the U.S. field, drawn by progressive education's efforts to reconfigure the school curriculum as child-centered and/or as focused on social reconstruction. Skepticism toward disciplinarity had also been affirmed by Bobbitt and Charters' positioning of adult activity as the organizer of the school curriculum. Add to these historical dispositions the contemporary legitimation crisis of the academic disciplines and the rage for interdisciplinary, trans-disciplinary, post-disciplinary - anything but disciplinary - research and curriculum becomes intelligible. The intellectual labor of understanding constitutes the discipline of disciplinarity. Through the discipline of disciplinarity one contributes to the field's intellectual advancement and to one's own. Appreciating the centrality of disciplinarity to intellectual advancement requires us, Pinar argues, to replace Schwab's syntactical and substantive structures of the disciplines. Focused on methodology and the concepts research methodology generates, Schwab's schema was more appropriate to the natural and social-behavioral sciences than it is to the humanities and the arts. Pinar replaces these with two structures more appropriate to a discipline associated with the humanities and the arts and focused on the education of the public: horizontality and verticality. Explicating Spivak's notion of "planetarity" to specify the structures of subjectivity these structures of disciplinarity invite, Pinar illustrates these concepts through introductions to the scholarship of Ted Aoki, Tom Barone, Mary Aswell Doll, Maxine Greene, James Henderson, Dwayne Huebner, Rita Irwin, David Jardine, Kathleen Kesson, James B. Macdonald, Janet Miller, Marla Morris, Alice Pitt, William Reynolds, John Weaver, among others. Of significance to all specializations in the broad and fragmented academic field of education, Intellectual Advancement through Disciplinarity provides the intellectual tools by means of which education scholars worldwide can participate in the complicated conversation that is internationalization in order to contribute to the intellectual sophistication of their nationally distinctive fields. William F. Pinar teaches curriculum theory at the University of British Columbia, where he holds a Canada Research Chair and directs the Centre for the Study of the Internationalization of Curriculum Studies.

Counternarratives

Author: Robert V. Bullough
Publisher: SUNY Press
ISBN: 9780791473146
Format: PDF, Kindle
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Discusses the history, research, and problems related to teacher education.

Creating Equitable Classrooms Through Action Research

Author: Cathy Caro-Bruce
Publisher: Corwin Press
ISBN: 1412936675
Format: PDF, Kindle
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Learn how to implement a sustainable school or district action research program that promotes educational equity, helps close the achievement gap, and strengthens instructional leadership.