History of education Books

Book SynopsisHigher education hails Asian American students as model minorities who face no educational barriers given their purported cultural values of hard work and political passivity. Described as “over-represented,” Asian Americans have been overlooked in discussions about diversity; however, racial hostility continues to affect Asian American students, and they have actively challenged their invisibility in minority student discussions. This study details the history of Asian American student activism at the University of Illinois Urbana-Champaign, as students rejected the university’s definition of minority student needs that relied on a model minority myth, measures of under-representation, and a Black-White racial model, concepts that made them an “unseen unheard minority.” This activism led to the creation on campus of one of the largest Asian American Studies programs and Asian American cultural centers in the Midwest. Their histories reveal the limitations of understanding minority student needs solely along measures of under-representation and the realities of race for Asian American college students.Trade Review“This timely and interesting study of Asian American activism in the Midwest asserts that the model minority myth led to Asian American students’ exclusion from protected minority status even though they still faced discrimination on and off campus.” -- Stephanie Hinnershitz * author of 'A Different Shade of Justice: Asian American Civil Rights in the South' *“Lee presents a vibrant history of Asian American college students in the Midwest—far from typical Asian American population centers—and how they forged their own agenda for racial justice.” -- OiYan Poon * Colorado State University *“This timely and interesting study of Asian American activism in the Midwest asserts that the model minority myth led to Asian American students’ exclusion from protected minority status even though they still faced discrimination on and off campus.” -- Stephanie Hinnershitz * author of 'A Different Shade of Justice: Asian American Civil Rights in the South' *“Lee presents a vibrant history of Asian American college students in the Midwest—far from typical Asian American population centers—and how they forged their own agenda for racial justice.” -- OiYan Poon * Colorado State University *Table of ContentsSelect Timeline of Asian American Student Activism at the University of Illinois at Urbana-Champaign (UIUC) List of Abbreviations Foreword by Joy Williamson- Lott Preface Introduction: The Invisibility of Asian Americans in Higher Education Diversity Discussions 1: The Historiography of Asian American College Students 2: Making Noise in the Background: Asian American Students at Illinois, 1968-1975 3: We are Not Model Minorities: A New Asian American Student Movement, 1975-1992 4: We are Minorities: The Fight for Asian American Studies and Student Services, 1992-1996 5: Seeing and Hearing Asian American Students List of Oral history Interviews Acknowledgments Select Bibliography Index

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Book SynopsisBetween 1970 and 1985, lesbian, gay, and bisexual (LGB) educators publicly left their classroom closets, formed communities, and began advocating for a place of openness and safety for LGB people in America's schools. They fought for protection and representation in the National Education Association and American Federation of Teachers, as well as building community and advocacy in major gay and lesbian teacher organizations in New York, Los Angeles, and Northern California. In so doing, LGB teachers went from being a profoundly demonized and silenced population that suffered as symbolically emblematic of the harmful “bad teacher” to being an organized community of professionals deserving of rights, capable of speaking for themselves, and often able to reframe themselves as “good teachers.” This prescient book shows how LGB teachers and their allies broadened the boundaries of professionalism, negotiated for employment protection, and fought against political opponents who wanted them pushed out of America's schools altogether.Trade Review"In this important book, Mayernick gives us new insights into LGB teachers organizing for political change in the 1970s and 1980s. Combining educational history, labor history, and LGB history, the book analyzes how teachers actively fought for equal rights at national, state, and local levels." -- Margaret Nash * professor, University of California, Riverside *"Maynerick shows how LGB educators used unions to make it possible to be an openly gay teacher for the first time in the United States. As LGBT people’s presence in education faces renewed attacks, Not Alone provides strategies and hope from the past for making schools safer for them today." -- Michael Hevel * associate professor of higher education, University of Arkansas *Table of Contents List of Abbreviations Introduction: The Value of Teachers 1 The National Education Association: Teacher Sexuality and Professionalism 2 The American Federation of Teachers: Negotiating National Union Policy 3 The Gay Teachers Association of New York: Community and Relationships 4 California and the Image of LGB Teachers Conclusion: Recurring Themes Acknowledgments Notes Bibliography Index

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Book SynopsisBetween 1970 and 1985, lesbian, gay, and bisexual (LGB) educators publicly left their classroom closets, formed communities, and began advocating for a place of openness and safety for LGB people in America's schools. They fought for protection and representation in the National Education Association and American Federation of Teachers, as well as building community and advocacy in major gay and lesbian teacher organizations in New York, Los Angeles, and Northern California. In so doing, LGB teachers went from being a profoundly demonized and silenced population that suffered as symbolically emblematic of the harmful “bad teacher” to being an organized community of professionals deserving of rights, capable of speaking for themselves, and often able to reframe themselves as “good teachers.” This prescient book shows how LGB teachers and their allies broadened the boundaries of professionalism, negotiated for employment protection, and fought against political opponents who wanted them pushed out of America's schools altogether.Trade Review"In this important book, Mayernick gives us new insights into LGB teachers organizing for political change in the 1970s and 1980s. Combining educational history, labor history, and LGB history, the book analyzes how teachers actively fought for equal rights at national, state, and local levels." -- Margaret Nash * professor, University of California, Riverside *"Maynerick shows how LGB educators used unions to make it possible to be an openly gay teacher for the first time in the United States. As LGBT people’s presence in education faces renewed attacks, Not Alone provides strategies and hope from the past for making schools safer for them today." -- Michael Hevel * associate professor of higher education, University of Arkansas *Table of Contents List of Abbreviations Introduction: The Value of Teachers 1 The National Education Association: Teacher Sexuality and Professionalism 2 The American Federation of Teachers: Negotiating National Union Policy 3 The Gay Teachers Association of New York: Community and Relationships 4 California and the Image of LGB Teachers Conclusion: Recurring Themes Acknowledgments Notes Bibliography Index

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Book SynopsisAn Age of Accountability highlights the role of test-based accountability as a policy framework in American education from 1970 to 2020. For more than half a century, the quest to hold schools and educators accountable for academic achievement has relied almost exclusively on standardized assessment. The theory of change embedded in almost all test-based accountability programs held that assessment with stipulated consequences could lead to major improvements in schools. This was accomplished politically by proclaiming lofty goals of attaining universal proficiency and closing achievement gaps, which repeatedly failed to materialize. But even after very clear disappointments, no other policy framework has emerged to challenge its hegemony. The American public today has little confidence in institutions to improve the quality of goods and services they provide, especially in the public sector. As a consequence, many Americans continue to believe that accountability remains a vital necessity, even if educators and policy scholars disagree. Trade Review"In chronicling a half-century of accountability and standardized testing, John Rury shines a bright and balanced light on the continuing tensions between political aspirations and the realities of U.S. schools and students. This book is recommended reading for all who have asked: 'How did accountability policies come to dominate American education, and why have they persisted for so long?'" -- Lorraine McDonnell * author of Politics, Persuasion, and Educational Testing *"No other policy has shaped U.S. education in recent decades as much as test-based accountability. Rury provides a thorough and insightful discussion of the evolution of testing and accountability policies, the controversies surrounding them, and their disappointing effects." -- Daniel Koretz * author of Measuring Up: What Educational Testing Really Tells Us *"This book is an essential, thorough, and objective study of standardized testing as used in American schools over the past 50 years. It is another impressive contribution from John Rury." -- Maris Vinovskis * Professor Emeritus of History at the University of Michigan, Ann Arbor *Table of Contents Abbreviations Introduction: School Accountability and Standardized Testing in American History 1 The Origins of Test-Based Accountability: Assessing Minimum Competencies in the 1970s 2 Standardized Testing and Race: Continuity and Change, 1975–2000 3 A Time of Transition: Testing Takes a Back Seat in the 1980s 4 New Standards and Tests: Accountability on the National Stage 5 A Millennium Dawns: The Origins and Impact of NCLB Conclusion: A Troubled History and Prospects for Change Appendix: Oral History Sources Acknowledgments Notes Index

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Book SynopsisAn Age of Accountability highlights the role of test-based accountability as a policy framework in American education from 1970 to 2020. For more than half a century, the quest to hold schools and educators accountable for academic achievement has relied almost exclusively on standardized assessment. The theory of change embedded in almost all test-based accountability programs held that assessment with stipulated consequences could lead to major improvements in schools. This was accomplished politically by proclaiming lofty goals of attaining universal proficiency and closing achievement gaps, which repeatedly failed to materialize. But even after very clear disappointments, no other policy framework has emerged to challenge its hegemony. The American public today has little confidence in institutions to improve the quality of goods and services they provide, especially in the public sector. As a consequence, many Americans continue to believe that accountability remains a vital necessity, even if educators and policy scholars disagree. Trade Review"In chronicling a half-century of accountability and standardized testing, John Rury shines a bright and balanced light on the continuing tensions between political aspirations and the realities of U.S. schools and students. This book is recommended reading for all who have asked: 'How did accountability policies come to dominate American education, and why have they persisted for so long?'" -- Lorraine McDonnell * author of Politics, Persuasion, and Educational Testing *"No other policy has shaped U.S. education in recent decades as much as test-based accountability. Rury provides a thorough and insightful discussion of the evolution of testing and accountability policies, the controversies surrounding them, and their disappointing effects." -- Daniel Koretz * author of Measuring Up: What Educational Testing Really Tells Us *"This book is an essential, thorough, and objective study of standardized testing as used in American schools over the past 50 years. It is another impressive contribution from John Rury." -- Maris Vinovskis * Professor Emeritus of History at the University of Michigan, Ann Arbor *Table of Contents Abbreviations Introduction: School Accountability and Standardized Testing in American History 1 The Origins of Test-Based Accountability: Assessing Minimum Competencies in the 1970s 2 Standardized Testing and Race: Continuity and Change, 1975–2000 3 A Time of Transition: Testing Takes a Back Seat in the 1980s 4 New Standards and Tests: Accountability on the National Stage 5 A Millennium Dawns: The Origins and Impact of NCLB Conclusion: A Troubled History and Prospects for Change Appendix: Oral History Sources Acknowledgments Notes Index

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Book SynopsisAlthough Ruth DyckFehderau is the writer, this is a community project, owned and controlled by the James Bay Cree health dept (because stories are medicine)The James Bay Cree hired outside writers because “our own writers have enough to carry.” Each story was difficult to retell to the writer. Most residential school stories are still passed on in traditional ways – there are many healing projects going on, this is just one project to deliver the stories to a wider audience people whose stories are in the book are people who want their stories in a book (not a traditional Cree art form), want their stories shared outside eeyou istchee, want to tell their stories anonymously because they hold a position of prominence in the community and feel they can’t speak freely otherwise, they want to control how children and grandchildren discover their stories, sometimes protecting perpetrators (whom they might love) just for other privacy reasons methodology: hearing the story, sometimes multiple times, going away to write it up, then returning for approval, as many times as that took. Resources were offered for healing throughout the process, themes heard throughout: healing does not mean justice has been done; sometimes this is the first time these stories have been told; storytellers worried about telling the stories of others; the intent of these stories is to help others although the book contains difficult content the stories are often uplifting – no need to be afraid of what is on the page. Each story, each person, each healing process, is different.first book will be followed by 2 or 3 more in the coming years.Trade Review“These previously unwritten stories of lived, traumatized experiences are testament to the storytellers’ courage and strength and resilience. When the rich Cree traditional and spiritual relationship with land and with family is harmed by separation, hatred, and fear - a harm resulting in anger and loss of values, identity, and self-worth - these storytellers find ways to heal. Through their stories, you learn about culture as treatment, about the power of forgiveness and love, and about peaceful co-existence in community as essential to healing, belief, and advancing true reconciliation.” —Chief Willie Littlechild, Ermineskin Cree Nation, Former Truth and Reconciliation Commissioner, Former residential school student athlete, Order of Canada; Order of Sport, Member of Sports Halls of Fame, Canada and North America “These Cree stories, told with utmost respect and a feeling of safety, are gifts. They are medicine.” —Joanna Campiou, Woodland/Plains Cree Knowledge Keeper “This is a difficult but necessary book. There’s a power to truth and to the realities of the Indian Residential School system, but for those wanting to see strength and movement toward hope, this is the book for you. These stories hold that hope close to the heart. What shines through is a love of the land, a love of community, a love of the Cree language, a love of family – exactly what colonial forces like the IRS system tried to destroy but couldn’t.” —Conor Kerr, Metis/Ukrainian author, Avenue of Champions, Giller Prize longlist

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Book SynopsisFrom 1966 to 1970, historian Martin Duberman transformed his undergraduate Princeton seminar on American radicalism. This book looks closely at the seminar, drawing on interviews with former students and colleagues, conversations with Duberman, and abundant archival material in the Princeton archives and the Duberman Papers. The array of evidence makes the book a primer on how historians gather and interpret evidence while at the same time shining light on the tumultuous late 1960s in American higher education. This book will become a tool for teaching, inspiring educators to rethink the ways in which history is taught and teaching students how to reason historically through sources.Table of ContentsChapter 1. IntroductionSection I. Duberman in the late 1960sChapter 2. “An Experiment in Education” (1969)Chapter 3. “On Misunderstanding Student Rebels” (1968)Section II. Other VoicesChapter 4. “50 Years Later—History 308 Revisited”Chapter 5. Martin and Peter Discuss the Fall, 1969 seminarChapter 6. Princeton Undergraduates Defend and Criticize InnovationChapter 7. On the Edge of the Platform: Tinkering with the 1971 Lecture ClassChapter 8. The Search for Allies: Bill Caspary, Martin Duberman, and John HoltChapter 9. “Let in the Light” Section III. After PrincetonChapter 10. Self and community: Black Mountain (1972)Chapter 11. Honesty, Power, and Desire in “Last Class” (1973)

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Book SynopsisThis edited volume analyzes a little-known but important juncture in the history of racial integration and public education during the Obama administration through the advent of the Trump administration, which also marks a significant transition of US racial politics and race relations from its foundations in civil rights movements of the 1950s/60s. Focusing on the City of Detroit, which via the historic Supreme Court case, Milliken v. Bradley, stands as the central site of analysis for these broader national dynamics of race, education, and integration—what we term as a “new political economy of integration”—this volume offers a multidisciplinary perspective on the critical role integration must play in the project of America becoming a multiracial democracy as US populations continue to grow more diverse and will soon transform the nation into a multiracial majority for the first time in its history. Table of Contents1.Introduction and Theoretical Overview2.Embracing “Choice” Policies, Embracing Segregation?3. A Tale of Two Cities: Paradoxes and Promises of School Integration4. Charter School Segregation in Detroit5. Lessons and Questions on Diversity from Detroit: Detroit as Microcosm6. Making Diversity a Source of Prosperity: Intentional Integration and the Reimagining of Fair Housing7. Reporter's Notebook: Race Reporting in the Trump Era8. On Integrating Public Schools Under Obama and Trump9. The Constitution and Racial Integration in the Public Schools: A Retrospective10. Back to the Future: Revising Old Critiques to Find a Culturally Sustaining Form of School Integration

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Book SynopsisChapter 1: Organising the Future of Educational Research in Post-war Europe and Beyond.- Chapter 2: Forming Transnational Networks: The Early 1950s in Europe.- Chapter 3: Collecting International Data: Husén and the International Association for the Evaluation of Educational Achievement.- Chapter 4: The Rise of a Global Expert Network: The International Institute for Educational Planning, 19631973.- Chapter 5: Education Futuramas: Torsten Husén and Futurological Thinking in Education.- Chapter 6: Editing the International Encyclopedia of Education, 19801994.- Chapter 7: Words for the World: Writing and Publishing Strategies for an International Book Market.

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Book Synopsis?1. Introduction.- 2. The Need for a New University.- 3. A University for the North of England?.- 4. An Expanding University.- 5. A Working University.- 6. Funding the University.- 7. Increasing Tensions.- 8. The "Disruption" of the Victoria University.- 9. Postscript: A University for Yorkshire?.- 10. The Legacy of the Victory University.

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Book SynopsisIm Mittelpunkt dieses Bandes stehen Wolfgang Klafkis Arbeiten zur Bildungspolitik in der alten Bundesrepublik Deutschland sowie seine Entwürfe zur Schulreform. Dabei werden im ersten Teil seine übergreifende Schultheorie sowie die biografischen Hintergründe seines bildungspolitischen Engagements erörtert, während der zweite Teil eine Auswahl seiner zentralen Schulreformkonzepte enthält. Sie reichen von Entwürfen für ein modernes integratives Schulsystem über die Normen und Gestaltungsperspektiven für eine humane und demokratische Schule, die Gleichheit und Differenz ermöglicht, bis hin zur Bedeutung des selbständigen Lernens als Element einer neuen Lernkultur. Dabei werden immer auch die bildungspolitischen Realisierungsmöglichkeiten thematisiert.Table of ContentsEinleitung der Herausgeberin und der Herausgeber.- Erziehungswissenschaftliches Rahmenkonzept und bildungspolitische Erfahrungsräume: Schule: Regelschulen, Reformschulen, Privatschulen (1995).- Erfahrungen und Einsichten aus 25 Jahren bildungspolitischer Mitwirkung. Politische Bewußtsteinsentwicklung als subjektive Voraussetzung bildungspolitischer Aktivität (1991).- Relationen und Konfliktfelder: Integrierte Gesamtschule (1968).- Arbeitslehre in der Gesamtschule (1968).- Zur pädagogischen Bilanz der Bildungsreform (1982).- Plädoyer für den „Mut zu den kleinen Schritten“ im Blick auf die „großen Perspektiven“ (1983).- Perspektiven einer humanen und demokratischen Schule (1989).- „Recht auf Gleichheit – Recht auf Differenz“ in bildungstheoretischer Perspektive (1994).- Schlüsselqualifikationen und Allgemeinbildung: Konsequenzen für Schulstrukturen (1998).- Selbstständiges Lernen muss gelernt werden! (2003).

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Book SynopsisDie historisch systematische Studie von Kristina Schierbaum untersucht, unter welchen Umständen Janusz Korczak den Berufswechsel vom Pädiater zum Pädagogen vollzogen hat und richtet unter der Chiffre „Medikalisierung von Kindheit“ den Fokus darauf, wie er in Theorie und Praxis eine Brücke von der Medizin zur Pädagogik schlagen konnte. Abschließend arbeitet sie heraus, welche Vorstellungen Janusz Korczak über das Kind und die Lebensphase Kindheit entwickelt hat, aber auch wie sein Erziehungssystem von den ehemaligen Bewohnern und Bewohnerinnen des Waisenhauses erinnert und mitunter auch kritisch beurteilt wurde.Table of ContentsRekonstruktion einer Familiengeschichte über die Methode der Genogrammarbeit als Sequenzanalyse.- Geschichte Sozialer Arbeit und Heimerziehung in Polen.- Medikalisierung von Kindheit – „Erziehungsdiagnostik“ in Janusz Korczaks „Erziehungsklinlik“.- Doing Health.- Relektüre des Verhältnisses von Theorie und Praxis.- Rekonstruktion jüdischer (Heim-)Kindheit in Warschau nach der Wende zum 20. Jahrhundert auf Grundlage von Oral History.

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Book SynopsisDie Überlegung, dass Menschen als Subjekte nicht einfach gegeben sind, sondern sich selbst von Anderen her erlernen, kann mit Norbert Ricken als Kerngedanke einer sozialtheoretischen Erziehungswissenschaft verstanden werden. Diesen Gedanken zur Beobachtung eines sozialen Geschehens als eines pädagogischen zugrunde zu legen und im Rückgriff auf philosophische, sozial- und kulturwissenschaftliche Perspektiven zu schärfen, stellt das Hauptanliegen des Buches dar. Die Sozialität von Mensch und Erziehung bildet damit den Ausgangspunkt des hier konturierten Theorie- und Forschungsprogramms.Table of ContentsPraxistheoretische Forschung in der Erziehungswissenschaft: Ein differenzierender Blick auf eine expandierende Forschungslandschaft und ihre Probleme.- Karl Magers pädagogisches Vermächtnis.- Machtkritik und Migrationsgesellschaft: Überlegungen zur Rolle der Erziehungswissenschaft in der universitären Lehrer*innenbildung. Charisma und Paternalismus: Ein fingiertes Gespräch zwischen Max Weber und Saraswati.- Zur Frage des Regierens.- Anerkennung, Scham und Berührung.- Verhältnisbestimmung einer sozialtheoretisch zu einer sozialwissenschaftlich informierten EW.- Bildsamkeit und Bildungstrieb. Selbstthematisierung vor dem Hintergrund epigenetischer Theorien um 1800.

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Book SynopsisDie Ausgangslage dieser Analyse sind unterschiedliche Lernverfahren in der beruflichen Weiterbildung in Deutschland. Untersucht wird, wie diese sich auf den Lernerfolg der Lernenden auswirken. Es gilt, den Zielkonflikt zwischen den Anforderungen der Teilnehmenden und den Angeboten der Weiterbildungsanbieter zu lösen. Eine wesentliche Aufgabe ist es, die Lerntypen der Lernenden zu ermitteln und sich auf dieser Basis geeignete Lernverfahren zu erarbeiten. Daraus wird die Forschungsfrage abgeleitet, wie effizient und effektiv Blended-Learning-Lernverfahren sind und wie diese sich im Lernprozess auf den Lernerfolg auswirken. Das Ergebnis spiegelt sich in einer Empfehlung von Lernverfahren wider, die sich als effizient und effektiv aus der Sicht der Lernenden unter Berücksichtigung der jeweiligen Einflussfaktoren erweisen.Table of ContentsEinleitung.- Rahmenbedingungen und herausforderungen fur lernverfahren in der beruflichen weiterbildung in deutschland.- Einflussgrosen der blended-learning-lernverfahren bezuglich der effizienz und effektivitat im lernprozess.- Entwicklung eines integrativen lernerfolgsmodells fur blendedlearning-lehrgange.- Empirische studie: untersuchung der einflussfaktoren der blendedlearning-lernverfahren auf lernende mit blick auf die effizienz und effektivitat.- Zusammenfassung.- Literaturverzeichnis.- Danksagung.

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Book SynopsisIt is known that a society in transformation undergoes significant changes on many levels, but structural and cultural changes are arguably two of the most significant. How do such monumental changes affect the lives of individuals and small communities? Teachers on the Waves of Transformation aims to answer this question through the lens of education. With careful exploratory research at two schools in a small town in central Bohemia, anthropologist Dana Moree follows the fates of two generations of teachers at the schools. Through interviews with teachers, school administrators, and the students’ parents, Moree focuses on the relationships, values, shared stories, and symbolic and ritual worlds that create the culture of the schools. Teachers on the Waves of Transformation offers a unique perspective of cultural flux as witnessed in the classroom.Trade Review“Presents a wealth of valuable material.” -- Miroslav Vanek, professor of oral history at Charles University, Prague, and director of the Institute of Contemporary History at the Czech Academy of Sciences

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Book SynopsisBy examining the myriad myths surrounding Central European universities, Czech historians Lukáš Fasora and Jiří Hanuš take a diachronic approach to investigating the issues facing higher learning in the region. Using careful historical research, the authors point out vast discontinuities, comparing how the philosophy of education from the Middle Ages to the nineteenth century has changed and how this evolution relates to the current administrative goals of higher education. As they confront the history and myths of university education, the authors do not shy away from exploring difficult questions, such as whether political and economic influences have completely transformed the goals and structure of today’s universities in Central Europe. Though focused on university systems in a specific geographic region, the findings have wide-ranging implications for higher education the world over.Trade Review“This is a highly topical and rewarding book, as it provides a fresh rejoinder to many foreign and domestic discussions about the past, present, and future mission of universities.” -- Jirí Štaif, head of the Department of Social History at Charles University, PragueTable of ContentsAn introduction for foreign readersMyth: an attempt at understanding university historyThe myth of university freedomThe Humboldtian mythThe myth of the united universityThe myth of indisputable foundationsThe myth of contributing to societyThe myth of university governanceThe myth of territoryThe history of university culture and some current issuesBibliography

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Book SynopsisThe book addresses contemporary ideological discourses concerning education in the United Kingdom. It provides a synthetic analysis of the roots of the political changes in education in the UK from the tenth to the first decade of the twenty-first century, with particular emphasis on the last hundred years. It presents British political and education thought during the tenth through the sixteenth centuries, then in the Age of Enlightenment, showing the roles of the positivist current in British education, the Chartist movement, and educational changes related to them. The remainder of the book focuses on the trends and stages of educational development up to World War II, the postwar reform of the education system in England and Wales, the neoliberal trend in the educational policy of Britain, and the genesis of the 1998 educational reforms in England and Wales and their consequences up to 2013.Trade ReviewA combination of educational ideologies and historical traditions with the new challenges facing English education serve as a contribution towards deeper reflection on the relationship between the sustainability and variability of systemic solutions. It can perhaps serve as well as a good point of reference with regard to the shape of Polish solutions used in educational policy. The book can be helpful in university-level teaching in the field of comparative education. -- Renata Nowakowska-Siuta, dean of the faculty of education, head of the department of teaching and education, Christian Theological Academy in Warsaw

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Book SynopsisThis book gives a panoramic review and summary on the opening up of China’s education to the outside world. Firstly, it introduces the connotation of international education, the development history of international education in China, national legislation and vital released documents. It also provides a general view of historical actuality and classic cases interpretation on the principal components of China’s international education, namely overseas studying, international students studying in China, Sino-foreign cooperative education, overseas school running, cultural exchanges with other countries, multilateral exchanges, “the Belt and Road” educational actions and macro-management departments of international education. This book is bilingual in both Chinese and English and is an essential guidebook for readers to understand how international education has developed in ChinaTable of ContentsChapter 1 Introduction.- Chapter 2 Construction of Development of China’s International Education.- Chapter 3 Studying Abroad in China’s International Education.- Chapter 4 Study in China: A Crucial Part of China’s International Education.- Chapter 5 Chinese foreign Cooperation in Running Schools of China’s International Education.- Chapter 6 Overseas School Start-up of China’s International Education.- Chapter 7 People-to-people and Cultural Exchanges of China’s International Education with the World.- Chapter 8 Bilateral and Multilateral International Cooperation and Exchanges in China’s International Education.- Chapter 9 Actions on Promoting the Belt and Road Initiative in China’s International Education.- Chapter 10 Macro Management of China’s International Education.- Chapter 11 The Experience and Implication of China’s International Education.- Chapter 12 A Literature Review on China’s International Education.- Epilogue.

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Book SynopsisSt. Stephen's Girls' College is one of the many schools run under the auspices of the Anglican Church in Hong Kong. Starting as a tiny missionary school for upper-class Chinese girls and their younger brothers, it has evolved into a large establishment, comprising kindergarten, primary and secondary sections, playing its full part in the public sector of education and now serving a complete socio-economic cross-section of the community. As one of the earliest schools for girls in the territory, St. Stephen's played a significant role in the opening up of educational opportunities for Chinese girls.This book records the history and development of the school and is written for its 90th Anniversary, using much original source material. The author, who was head of the school for over thirty years, has set this history within the educational, social and political context of the times.This book will be of obvious interest to those who have a connection with the school: council members, teachers, parents and students. It may also be a useful reference for those interested in the history of education in Hong Kong during the 20th century—a period which has seen immense social and political change.

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Book SynopsisThe History of Education Series, presents historical analyses and interpretations of matters of concern to education. Each volume in the series is developed and edited in partnership with the Organization of Educational Historians, who, since 1965, has endeavored to promote the pursuit of educational history through opportunities for presentation and discussion of papers at annual meetings, to advance and improve the teaching of the history of education in institutions of higher education, to cultivate fruitful relationships between scholars in the history of education, and to encourage promising young scholars in the field of history of education.Trade ReviewWithout question, Breakthrough: From Pandemic Panic to Promising Practice, is a volume that will stand out as a major contribution to our understanding of COVID-19 and its unfolding impact on education and society. Under the guidance of Drs. McCarther and Davis, the contributing authors provide an excellent explication of the devastating impact of COVID-19 while at the same time presenting voices of hope and promise with its emphasis on human sacrifice, endurance, and resilience to survive. This is a must read!"" — Bruce A. Jones, Howard University

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Book SynopsisThe History of Education Series, presents historical analyses and interpretations of matters of concern to education. Each volume in the series is developed and edited in partnership with the Organization of Educational Historians, who, since 1965, has endeavored to promote the pursuit of educational history through opportunities for presentation and discussion of papers at annual meetings, to advance and improve the teaching of the history of education in institutions of higher education, to cultivate fruitful relationships between scholars in the history of education, and to encourage promising young scholars in the field of history of education.

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Book SynopsisInquiry plays a vital role in history as a discipline which constructs knowledge about the past and it is a vital organizing principle in history education in many countries around the world. Inquiry is also much debated, however, and although it has prominent contemporary advocates around the world, it also has prominent critics in education studies. This volume in the International Review of History Education explores the role of historical inquiry in history curricula and in history classrooms and addresses a series of linked questions, including the following: What does historical inquiry mean in history classrooms? What forms does classroom based historical inquiry take, and to what extent is it understood in differing ways in different contexts? What do we know about the affordances and constraints associated with inquiry-based learning in history –what is the evidence of the effectiveness or ineffectiveness of inquiry based historical learning? We address these questions in the volume by presenting seventeen papers from eight different international contexts exploring historical inquiry that will be of interest both to history teachers, curriculum designers and history education researchers - seven papers from England, three from the US, two from Sweden and one each from Argentina, Australia, Belgium, Canada, and Singapore. The volume adds to our knowledge about teachers' thinking about inquiry and teachers' inquiry practices. It adds to our knowledge about the impact and value of inquiry in developing children's' historical learning. It also explores the challenges that implementing inquiry can present for history teachers and provides support for implementation and examples of successful practice.Trade ReviewA wonderful overview of the global story of historical inquiry. Canvassing everything from finding opportunities to teach history through all levels of education, through to the complexities of navigating different views on the past inside and outside of the classroom, History Education and Historical Inquiry provides a practical and empowering approach for educators around the world. Recommended reading for anyone who wants to feel the support of educators from around the world in strengthening the place of inquiry in complex times."" — Marnie Hughes - Warrington, University of South Australia

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Book SynopsisInquiry plays a vital role in history as a discipline which constructs knowledge about the past and it is a vital organizing principle in history education in many countries around the world. Inquiry is also much debated, however, and although it has prominent contemporary advocates around the world, it also has prominent critics in education studies. This volume in the International Review of History Education explores the role of historical inquiry in history curricula and in history classrooms and addresses a series of linked questions, including the following: What does historical inquiry mean in history classrooms? What forms does classroom based historical inquiry take, and to what extent is it understood in differing ways in different contexts? What do we know about the affordances and constraints associated with inquiry-based learning in history –what is the evidence of the effectiveness or ineffectiveness of inquiry based historical learning? We address these questions in the volume by presenting seventeen papers from eight different international contexts exploring historical inquiry that will be of interest both to history teachers, curriculum designers and history education researchers - seven papers from England, three from the US, two from Sweden and one each from Argentina, Australia, Belgium, Canada, and Singapore. The volume adds to our knowledge about teachers' thinking about inquiry and teachers' inquiry practices. It adds to our knowledge about the impact and value of inquiry in developing children's' historical learning. It also explores the challenges that implementing inquiry can present for history teachers and provides support for implementation and examples of successful practice.Trade ReviewA wonderful overview of the global story of historical inquiry. Canvassing everything from finding opportunities to teach history through all levels of education, through to the complexities of navigating different views on the past inside and outside of the classroom, History Education and Historical Inquiry provides a practical and empowering approach for educators around the world. Recommended reading for anyone who wants to feel the support of educators from around the world in strengthening the place of inquiry in complex times."" — Marnie Hughes - Warrington, University of South Australia

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Book SynopsisIn antebellum America, Black children, even those of tax-paying Blacks in most states could not attend White public schools or in some states any schools. Nevertheless, with the signing of the Emancipation Proclamation in 1863, Blacks assumed they would receive all inalienable rights granted to them as American freedmen. For most, the right to a proper public education for their children was paramount. Nevertheless, White educators often neglected or poorly implemented Black schools, especially secondary schools. With their reluctance to provide schools for Blacks, African American communities organized and petitioned school districts to develop Black schools on par with those for Whites. In the book, Black Cultural Capital: Activism that Spurred African American High Schools, authors describe the role of the Black community in the development of high schools. Their narratives reveal White educators' unwillingness to implement state laws requiring the education of all children. Their lack of engagement galvanized Blacks to petition boards to adhere to the law. Additionally, they forced school districts to hire Black teachers and provide facilities for Black children equal to those of White children. The fruits of their labor enabled Black children to attend suitable facilities, as well as learn from Black teachers who attended outstanding White and Black colleges and universities. Furthermore, stories of the high schools illustrate how communities sprouted up around them during their heydays as well as, for some, their demise as laws and court decisions eradicated Jim Crow and enabled all Americans to live and learn where they desired.Trade Review“Throughout America, the freedom dreams of Black people and the intellectual currents that guided them were first unleashed within one-room schoolhouses, dilapidated shacks, and church basements that were converted into laboratories of discovery and dissent. In short – Black spaces matter and have always mattered in the struggle for Black liberation. The authors of Black Cultural Capital have delivered one of the most comprehensive collection of essays to date that highlight the monumental legacy and rich history of America's first Black high schools. Utilizing a vast array of sources, the authors have created an intimate portrait of the struggle to carve out historic spaces that educated and affirmed Black youth while simultaneously countering pernicious systems of white supremacy that sought to undermine them at every step. This volume of essays is a must have for any serious scholar or student of the Black freedom struggle in America.” - Jelani M. Favors, North Carolina A&T State University“This is a long-awaited, quintessential contribution to our still-incomplete knowledge and understanding of the unique but intertwined histories of Black education and secondary schools in the United States. The narratives are incisive, enlightening, and inspiring. A welcome advancement to the historical foundations of education.” - Tondra L. Loder-Jackson, The University of Alabama at Birmingham“At a time when there is a deservingly greater appreciation for historically Black colleges and universities (HBCUs), we must also remember that K-12 Black high schools played a pivotal role in anchoring communities and creating a sense of place and freedom for Black people. In this edited book, Black Cultural Capital: Activism that Spurred African American High Schools, Drs. Vanessa B. Garry, E. Paulette Isaac-Savage, and Sha-Lai L. Williams produced a timely and much-needed book about the significant role Black high schools have historically--and continue to play--in Black communities and the Black freedom struggle. With detailed historical case studies of Black high schools throughout the United States, the various authors illuminate how these schools served as pillars in Black communities.” - Jerome Morris, The University of Missouri - St. Louis

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Book SynopsisIn antebellum America, Black children, even those of tax-paying Blacks in most states could not attend White public schools or in some states any schools. Nevertheless, with the signing of the Emancipation Proclamation in 1863, Blacks assumed they would receive all inalienable rights granted to them as American freedmen. For most, the right to a proper public education for their children was paramount. Nevertheless, White educators often neglected or poorly implemented Black schools, especially secondary schools. With their reluctance to provide schools for Blacks, African American communities organized and petitioned school districts to develop Black schools on par with those for Whites. In the book, Black Cultural Capital: Activism that Spurred African American High Schools, authors describe the role of the Black community in the development of high schools. Their narratives reveal White educators' unwillingness to implement state laws requiring the education of all children. Their lack of engagement galvanized Blacks to petition boards to adhere to the law. Additionally, they forced school districts to hire Black teachers and provide facilities for Black children equal to those of White children. The fruits of their labor enabled Black children to attend suitable facilities, as well as learn from Black teachers who attended outstanding White and Black colleges and universities. Furthermore, stories of the high schools illustrate how communities sprouted up around them during their heydays as well as, for some, their demise as laws and court decisions eradicated Jim Crow and enabled all Americans to live and learn where they desired.Trade Review“Throughout America, the freedom dreams of Black people and the intellectual currents that guided them were first unleashed within one-room schoolhouses, dilapidated shacks, and church basements that were converted into laboratories of discovery and dissent. In short – Black spaces matter and have always mattered in the struggle for Black liberation. The authors of Black Cultural Capital have delivered one of the most comprehensive collection of essays to date that highlight the monumental legacy and rich history of America's first Black high schools. Utilizing a vast array of sources, the authors have created an intimate portrait of the struggle to carve out historic spaces that educated and affirmed Black youth while simultaneously countering pernicious systems of white supremacy that sought to undermine them at every step. This volume of essays is a must have for any serious scholar or student of the Black freedom struggle in America.” - Jelani M. Favors, North Carolina A&T State University“This is a long-awaited, quintessential contribution to our still-incomplete knowledge and understanding of the unique but intertwined histories of Black education and secondary schools in the United States. The narratives are incisive, enlightening, and inspiring. A welcome advancement to the historical foundations of education.” - Tondra L. Loder-Jackson, The University of Alabama at Birmingham“At a time when there is a deservingly greater appreciation for historically Black colleges and universities (HBCUs), we must also remember that K-12 Black high schools played a pivotal role in anchoring communities and creating a sense of place and freedom for Black people. In this edited book, Black Cultural Capital: Activism that Spurred African American High Schools, Drs. Vanessa B. Garry, E. Paulette Isaac-Savage, and Sha-Lai L. Williams produced a timely and much-needed book about the significant role Black high schools have historically--and continue to play--in Black communities and the Black freedom struggle. With detailed historical case studies of Black high schools throughout the United States, the various authors illuminate how these schools served as pillars in Black communities.” - Jerome Morris, The University of Missouri - St. Louis

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Book Synopsis

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Book Synopsis

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Book SynopsisJohn Dewey's sojourn to China created a historical moment between the United States and China. Therefore, some of the recent scholarship on the topic aims to uncover the social and historical implications behind Dewey's Chinese trip, centering on how intercultural conversations occurred between "Confucius" and "John Dewey" during the period of May Fourth/New Culture Movement. Much research also reflects an attempt to synthesize and unify Western and Eastern education.This book spotlights a cross-cultural "encounter" between Confucius and John Dewey by studying the four well-known Chinese scholars Hu Shih, Liang Shuming, Tao Xingzhi, and Jiang Menglin, who exerted a profound impact on many aspects of Chinese society during the May Fourth/New Culture Movement period. The study explores answers to a crucial question: What motivated Dewey's Chinese disciples to forge a synthesis of Confucian traditions and Deweyan ideas to purse of the goals of Chinese educational and cultural reformation? Simultaneously, based on an in-depth historical, philosophical, and cultural analysis of Dewey's visit to China, this study aims to disclose how our education has evolved in the context of cultural pluralism.The book seeks to contribute provocative ideas to today's educators: any school of thought can renew and update itself if it maintains an open dialogue with a different civilization. Dynamic and transparent intercultural communication enables us to develop a sense of understanding and respect for cultural diversity, all of which are of great benefit to the construction of a stable and healthy international order.

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Book SynopsisJohn Dewey's sojourn to China created a historical moment between the United States and China. Therefore, some of the recent scholarship on the topic aims to uncover the social and historical implications behind Dewey's Chinese trip, centering on how intercultural conversations occurred between "Confucius" and "John Dewey" during the period of May Fourth/New Culture Movement. Much research also reflects an attempt to synthesize and unify Western and Eastern education.This book spotlights a cross-cultural "encounter" between Confucius and John Dewey by studying the four well-known Chinese scholars Hu Shih, Liang Shuming, Tao Xingzhi, and Jiang Menglin, who exerted a profound impact on many aspects of Chinese society during the May Fourth/New Culture Movement period. The study explores answers to a crucial question: What motivated Dewey's Chinese disciples to forge a synthesis of Confucian traditions and Deweyan ideas to purse of the goals of Chinese educational and cultural reformation? Simultaneously, based on an in-depth historical, philosophical, and cultural analysis of Dewey's visit to China, this study aims to disclose how our education has evolved in the context of cultural pluralism.The book seeks to contribute provocative ideas to today's educators: any school of thought can renew and update itself if it maintains an open dialogue with a different civilization. Dynamic and transparent intercultural communication enables us to develop a sense of understanding and respect for cultural diversity, all of which are of great benefit to the construction of a stable and healthy international order.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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