A 2006 report commissioned by Brown University revealed that institution's complex and contested involvement in slavery--setting off a controversy that leapt from the ivory tower to make headlines across the country. But Brown's troubling past was far from unique. In Ebony and Ivy, Craig Steven Wilder, a rising star in the profession of history, lays bare uncomfortable truths about race, slavery, and the American academy.
Many of America's revered colleges and universities--from Harvard, Yale, and Princeton to Rutgers, Williams College, and UNC--were soaked in the sweat, the tears, and sometimes the blood of people of color. Slavery funded colleges, built campuses, and paid the wages of professors. Enslaved Americans waited on faculty and students; academic leaders aggressively courted the support of slave owners and slave traders. Significantly, as Wilder shows, our leading universities, dependent on human bondage, became breeding grounds for the racist ideas that sustained them.
Ebony and Ivy is a powerful and propulsive study and the first of its kind, revealing a history of oppression behind the institutions usually considered the cradle of liberal politics.
Public education is never mentioned in the constitution. Why? Because our founders knew that it was an issue for state and local governments—not the federal one.
It’s not a coincidence that the more the federal government has inserted itself into public education over the years, the worse our kids have fared. Washington dangles millions of dollars in front of states and then tells them what they have to do to get it. It’s backdoor nationalization of education—and it’s leading us to ruin.
In Conform, Glenn Beck presents a well-reasoned, fact-based analysis that proves it’s not more money our schools need—it’s a complete refocusing of their priorities and a total restructuring of their relationship with the federal government. In the process, he dismantles many of the common myths and talking points that are often heard by those who want to protect the status quo.
Critics of the current system are just “teacher bashers”…Teachers’ unions put kids first...Homeschooled kids suffer both academically and socially…“local control” is an excuse to protect mediocrity…Common Core is “rigorous” and “state led”…Critics of Common Core are just conspiracy theorists…Elementary school teachers need tenure...We can’t reform schools until we eradicate poverty…school choice takes money away from public schools…Charter schools perform poorly relative to public schools.
There is no issue more important to America’s future than education. The fact that we’ve yielded control over it to powerful unions and ideologically driven elitists is inexcusable. We are failing ourselves, our children, and our country. Conform gives parents the facts they need to take back the debate and help usher in a new era of education built around the commonsense principles of choice, freedom, and accountability.
In this award-winning classic work of consensus history, Richard Hofstadter, author of The Age of Reform, examines the role of social movements in the perception of intellect in American life.
"As Mr. Hofstadter unfolds the fascinating story, it is no crude battle of eggheads and fatheads. It is a rich, complex, shifting picture of the life of the mind in a society dominated by the ideal of practical success." --Robert Peel in the Christian Science Monitor
Teaching is a wildly contentious profession in America, one attacked and admired in equal measure. In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been similarly embattled for nearly two centuries. From the genteel founding of the common schools movement in the nineteenth century to the violent inner-city teacher strikes of the 1960s and '70s, from the dispatching of Northeastern women to frontier schoolhouses to the founding of Teach for America on the Princeton University campus in 1989, Goldstein shows that the same issues have continued to bedevil us: Who should teach? What should be taught? Who should be held accountable for how our children learn?
She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change. And she also discovers an emerging effort that stands a real chance of transforming our schools for the better: drawing on the best practices of the three million public school teachers we already have in order to improve learning throughout our nation’s classrooms.
The Teacher Wars upends the conversation about American education by bringing the lessons of history to bear on the dilemmas we confront today. By asking “How did we get here?” Dana Goldstein brilliantly illuminates the path forward.
Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
In 7 concise, thought-provoking chapters, this analysis and documentation of how education is used to change or eliminate linguistic and cultural traditions in the U.S. looks at the educational, legal, and social construction of race and racism in the United States, emphasizing the various meanings of "equality" that have existed from colonial America to the present. Providing a broader perspective for understanding the denial of cultural and linguistic rights in the United States, issues of language, culture, and deculturalization are placed in a global context.
The major change in the 8th Edition is a new chapter, "Global Corporate Culture and Separate But Equal," describing how current efforts at deculturalization involve replacing family and personal cultures with a corporate culture to increase worker efficiency. Substantive updates and revisions are made throughout all other chapters
In College, prominent cultural critic Andrew Delbanco offers a trenchant defense of such an education, and warns that it is becoming a privilege reserved for the relatively rich. In describing what a true college education should be, he demonstrates why making it available to as many young people as possible remains central to America's democratic promise.
In a brisk and vivid historical narrative, Delbanco explains how the idea of college arose in the colonial period from the Puritan idea of the gathered church, how it struggled to survive in the nineteenth century in the shadow of the new research universities, and how, in the twentieth century, it slowly opened its doors to women, minorities, and students from low-income families. He describes the unique strengths of America’s colleges in our era of globalization and, while recognizing the growing centrality of science, technology, and vocational subjects in the curriculum, he mounts a vigorous defense of a broadly humanistic education for all. Acknowledging the serious financial, intellectual, and ethical challenges that all colleges face today, Delbanco considers what is at stake in the urgent effort to protect these venerable institutions for future generations.
In a new afterword, Delbanco responds to recent developments—both ominous and promising—in the changing landscape of higher education.
up-to-date synthesis of the history, philosophy, legislation, and
organizational/curricular structure of career and technical education.
The fourth edition features comprehensive background and research on
such topics as evolving employer expectations, special-needs
populations, land-grant institutions, teacher shortages and alternative
certification, CTSOs, and an historical overview of influential leaders
and their impact on CTE curriculum development. Pre-service teachers as
well as experienced CTE teachers will appreciate this well-documented
road map of CTE.
Thoroughly updated throughout, the 18th edition of this clear, authoritative text remains fresh and up to date, reflecting the many changes in education that have occurred since the publication of the previous edition. Topics and issues addressed and analyzed include
• The decline of the Common Core State Standards, particularly as result of a Republican-controlled administration currently in place
• Increasing emphasis on for-profit education, vouchers, charter schools and free-market competition between schools, expected to surge with the appointment of the new U.S. Secretary of Education Betsy DeVos
• Current debates about immigration and "Dreamers"—new statistics on immigrant education, discussion of education proposals to accommodate the languages, cultures and religions of newly arrived immigrants
• New education statistics on school enrollments, dropouts, education and income, school segregation, charter schools and home languages
• The purposes of education as presented in the 2016 platforms of the Republican, Democratic, Green, and Libertarian parties
• Discussions around transgender students
Enslaved people, Williams contends, placed great value in the practical power of literacy, whether it was to enable them to read the Bible for themselves or to keep informed of the abolition movement and later the progress of the Civil War. Some slaves devised creative and subversive means to acquire literacy, and when slavery ended, they became the first teachers of other freedpeople. Soon overwhelmed by the demands for education, they called on northern missionaries to come to their aid. Williams argues that by teaching, building schools, supporting teachers, resisting violence, and claiming education as a civil right, African Americans transformed the face of education in the South to the great benefit of both black and white southerners.
"Projecting the future for the community colleges of the earlytwenty-first century involves projecting the future for the nationin general: its demographics, economy, and public attitudes.... Atheart is a discourse on how the institutions may adapt historicalstructures and practices to a changing world, and how those changesmay ultimately affect students, the community, and society atlarge."
—from the Conclusion, "Toward the Future"
"Since 1982, The American Community College by Cohen andBrawer has been the authoritative book on community colleges.Anyone who wants to understand these complex and dynamicinstitutions—how they are evolving, the contributions theymake, the challenges they face, the students they serve, and thefaculty and leaders who deliver the services and thecurricula—will find The American Community College bothessential reading and an important reference book."
—George R. Boggs, former president and CEO, AmericanAssociation of Community Colleges
"I have been a community college president for over forty-oneyears and a graduate professor for three decades. This book hasbeen an inspiration to generations of students, faculty members,and administrators. It has become the classic of the field becauseit has great 'take-home' value to us all."
—Joseph N. Hankin, president, Westchester CommunityCollege
"Cohen and Brawer's classic work is the touchstone for acomprehensive overview of the American community college. This is aseminal book for graduate students as well as seasonedprofessionals for understanding this uniquely Americaninstitution."
—Charles R. Dassance, former president, Central FloridaCommunity College
The imperfect numerical notation and scarcity of suitable writing materials in ancient times are presumed to have given rise to need for devices of mechanical calculation. While the definite origin of the abacus is obscure, there is some reason for believing that its earliest form reckoning table covered with sand or fine dust, in which figures were drawn with a stylus, to be erased with the figure when necessary. Though the Abacus is an older tool for calculation it still is used today in Japan taking on a different name called Soroban.
Though the Japanese Abacus or Soroban may appear mysterious or even primitive to those raised in the age of pocket calculators and desktop computers, this intriguing tool is capable of amazing speed and accuracy. It is still widely used throughout the shops and markets of Asia, and its popularity shows no sign of decline. Here for the first time in English is a complete explanation of how to use the abacus.
The base of Khufu's 13- city- block pyramid of Giza is almost a perfect square. Every angle is exactly 90 degrees. It is located at the center of the landmass of the earth. The longitude and latitude is 31 degrees North and 31 degrees West. If you take the perimeter of the pyramid , divide it by 2 and multiply it by its height, you get a number equivalent to the mathematical formula PI ( 3.14 or 22/7 ) to the 15th digit ( 3.141592653589793 ). PI is infinite.
Scientists have been unable to replicate Petrie's cement , the mortar that has kept the Giza structure in place for 4500 years. Initially at 146.5 meters , it was the world's tallest building for 4300 years until the Eiffel tower in 1889 ( 324 m ). Skeptics have opined that Giza was built by aliens.They are surprised it was built by Africans.
It should be no surprise then that the first University in the World, according to the Guinness World Records is African; Al Karaouine in Morrocco ( 859 AD ). It is followed by the second University in the World , Al Azhar in Egypt ( 969 AD ). Then followed by the third , University of Bologna in Italy, ( 1088 AD ), some 229 years after Al Karaouine.
It is also no surprise that the greatest repository of knowledge in history, the library of Alexandria was 300 years before the birth of Christ.
Throughout the course of history the world has borrowed from one another , and imitated or improved upon the borrowed. Civilization has never been a franchise , and so the world simply rotates , revolves and evolves.
To borrow from the French, volume one - and there are nine more to come , is just the hors d'.oeuvre.
The most complete history of A.A. ever written. Not God contains anecdotes and excerpts from the diaries, correspondence, and occasional memoirs of A.A.'s early figures. A fascinating, fast-moving, and authoritative account of the discovery and development of the program and fellowship that we know today as Alcoholics Anonymous.
The astonishing story of a unique missionary project—and the America it embodied—from award-winning historian John Demos.
Near the start of the nineteenth century, as the newly established United States looked outward toward the wider world, a group of eminent Protestant ministers formed a grand scheme for gathering the rest of mankind into the redemptive fold of Christianity and “civilization.” Its core element was a special school for “heathen youth” drawn from all parts of the earth, including the Pacific Islands, China, India, and, increasingly, the native nations of North America. If all went well, graduates would return to join similar projects in their respective homelands. For some years, the school prospered, indeed became quite famous. However, when two Cherokee students courted and married local women, public resolve—and fundamental ideals—were put to a severe test.
The Heathen School follows the progress, and the demise, of this first true melting pot through the lives of individual students: among them, Henry Obookiah, a young Hawaiian who ran away from home and worked as a seaman in the China Trade before ending up in New England; John Ridge, son of a powerful Cherokee chief and subsequently a leader in the process of Indian “removal”; and Elias Boudinot, editor of the first newspaper published by and for Native Americans. From its birth as a beacon of hope for universal “salvation,” the heathen school descends into bitter controversy, as American racial attitudes harden and intensify. Instead of encouraging reconciliation, the school exposes the limits of tolerance and sets off a chain of events that will culminate tragically in the Trail of Tears.
In The Heathen School, John Demos marshals his deep empathy and feel for the textures of history to tell a moving story of families and communities—and to probe the very roots of American identity.
From the Hardcover edition.
And the best it is: today America’s universities and colleges produce the most scholarship, earn the most Nobel prizes, hold the largest endowments, and attract the most esteemed students and scholars from around the world. But this was not an inevitability. Weakly funded by the state, American schools in their early years had to rely on student tuition and alumni donations in order to survive. This gave them tremendous autonomy to seek out sources of financial support and pursue unconventional opportunities to ensure their success. As Labaree shows, by striving as much as possible to meet social needs and fulfill individual ambitions, they developed a broad base of political and financial support that, grounded by large undergraduate programs, allowed for the most cutting-edge research and advanced graduate study ever conducted. As a result, American higher education eventually managed to combine a unique mix of the populist, the practical, and the elite in a single complex system.
The answers to today’s problems in higher education are not easy, but as this book shows, they shouldn’t be: no single person or institution can determine higher education’s future. It is something that faculty, administrators, and students—adapting to society’s needs—will determine together, just as they have always done.
The contributors to Thinking Like a Historian are experienced historians and educators from elementary through university levels. This philosophical and pedagogical guide to history as a discipline uses published standards of the American Historical Association, the Organization of American Historians, the National Council for History Education, the National History Standards and state standards for Wisconsin and California.
In the tradition of her perennial bestseller The Well-Educated Mind, Susan Wise Bauer delivers an accessible, entertaining, and illuminating springboard into the scientific education you never had. Far too often, public discussion of science is carried out by journalists, voters, and politicians who have received their science secondhand. The Story of Western Science shows us the joy and importance of reading groundbreaking science writing for ourselves and guides us back to the masterpieces that have changed the way we think about our world, our cosmos, and ourselves.
Able to be referenced individually, or read together as the narrative of Western scientific development, the book's twenty-eight succinct chapters lead readers from the first science texts by Hippocrates, Plato, and Aristotle through twentieth-century classics in biology, physics, and cosmology. The Story of Western Science illuminates everything from mankind's earliest inquiries to the butterfly effect, from the birth of the scientific method to the rise of earth science and the flowering of modern biology.
Each chapter recommends one or more classic books and provides entertaining accounts of crucial contributions to science, vivid sketches of the scientist-writers, and clear explanations of the mechanics underlying each concept. The Story of Western Science reveals science to be a dramatic undertaking practiced by some of history's most memorable characters. It reminds us that scientific inquiry is a human pursuit—an essential, often deeply personal, sometimes flawed, frequently brilliant way of understanding the world.
The Story of Western Science is an "entertaining and unique synthesis" (Times Higher Education), a "fluidly written" narrative that "celebrates the inexorable force of human curiosity" (Wall Street Journal), and a "bright, informative resource for readers seeking to understand science through the eyes of the men and women who shaped its history" (Kirkus).
Previously published as The Story of Science.
Two new chapters add depth to this comprehensive, richly illustrated work. Immigration, Multiculturalism, and Education examines the response of public schools to the education of immigrant children in the context of Americas industrialization and urbanization. This compelling addition also looks at the changing demographics of immigration and discusses the experiences and contributions of Hispanic Americans and Asian Americans. Progressive Education and John Dewey explores the origins of progressive education, the philosophies of John Dewey and other leading progressive educators, and this movements ongoing influence in American classrooms.
The Third Editions topical organization lends itself to multiple uses in the classroom. Each chapter provides the historical foundation for the study of a contemporary topic in education, including the organization and structure of schools, the philosophy of education, early childhood education, curriculum and instruction, multicultural and bilingual education, and educational policy.
Conflicting streams of thought flow through American intellectual history: W. E. B. DuBois’s humanistic principles of pedagogy for newly emancipated slaves developed in opposition to Booker T. Washington’s educational utilitarianism, for example. Jane Addams’s emphasis on the cultivation of empathy and John Dewey’s calls for education as civic engagement were rejected as impractical by those who aimed to train students for particular economic tasks. Roth explores these arguments (and more), considers the state of higher education today, and concludes with a stirring plea for the kind of education that has, since the founding of the nation, cultivated individual freedom, promulgated civic virtue, and instilled hope for the future.
"A must-read book for every American teacher and taxpayer." —Amanda Ripley, author of The Smartest Kids in the World
Launched with a hugely popular New York Times Magazine cover story, Building a Better Teacher sparked a national conversation about teacher quality and established Elizabeth Green as a leading voice in education. Green's fascinating and accessible narrative dispels the common myth of the "natural-born teacher" and introduces maverick educators exploring the science behind their art. Her dramatic account reveals that great teaching is not magic, but a skill—a skill that can be taught. Now with a new afterword that offers a guide on how to identify—and support—great teachers, this provocative and hopeful book "should be part of every new teacher’s education" (Washington Post).
The main underlying premise in this book is that successful civilizations—ones providing safety, prosperity, and room for individual growth and creativity—have from ancient times to the present flourished when responding creatively to the major challenges of their time and their environment. Second, many successful civilizations appear to have a life span of about two hundred years or some multiple of that number (e.g., the Greek’s Golden Age, the Romans, the Persians, the Chinese Han Dynasty). This number might be a consequence of the life span of individual human beings, about thirty years, with two hundred years constituting about six generations. These six generations might be divided into two first generations (father and son) of visionaries, two second generations of benefactors, and then two generations of critics. This hypothesis assumes the father-son relationship to be more direct, stronger, and more real than ideal. Third, throughout the dialectical process and cycles of integration and disintegration (or centralization and decentralization), societies tend to move toward expansion of greater human intellectual and political unity.
About the author:
Born in Tehran, Iran, Ali Parsa came to the US to study architecture, biochemistry, and philosophy. He then received a double masters at UCLA in history and Islamic/religious studies, followed by a Ph.D. in history. He has been teaching world history, comparative religions, humanities, architecture, philosophy of religion, and gender and religion at universities and colleges in California since 1998.
As a young man, Parsa returned to Iran in 1979 to join the revolution against the shah, and though he had to escape back to the US after Khomeini came to power, he continued his political activities against the Iranian regime to promote religious freedom, equality, and women’s rights.
Dr. Parsa seeks ways for people to appreciate different points of view that go beyond political correctness. To that end, he calls for a paradigm shift to encompass new sciences—quantum, relativity, new cosmology—and a corresponding reinterpretation of human history.
His last book, The Mind of the Historian: Causation on Philosophy of History, which reveals unavoidable biases of historians, is used in graduate-level classes in historiography.
Dr. Parsa lives in Southern California with his wife and three children.
For the most part, religious motives underlay reading instruction in colonial America, while secular motives led to writing instruction. Monaghan illuminates the history of these activities through a series of deeply researched and readable case studies. An Anglican missionary battles mosquitoes and loneliness to teach the New York Mohawks to write in their own tongue. Puritan fathers model scriptural reading for their children as they struggle with bereavement. Boys in writing schools, preparing for careers in counting houses, wield their quill pens in the difficult task of mastering a "good hand." Benjamin Franklin learns how to compose essays with no teacher but himself. Young orphans in Georgia write precocious letters to their benefactor, George Whitefield, while schools in South Carolina teach enslaved black children to read but never to write.
As she tells these stories, Monaghan clears new pathways in the analysis of colonial literacy. She pioneers in exploring the implications of the separation of reading and writing instruction, a topic that still resonates in today's classrooms.
Monaghan argues that major improvements occurred in literacy instruction and acquisition after about 1750, visible in rising rates of signature literacy. Spelling books were widely adopted as they key text for teaching young children to read; prosperity, commercialism, and a parental urge for gentility aided writing instruction, benefiting girls in particular. And a gentler vision of childhood arose, portraying children as more malleable than sinful. It promoted and even commercialized a new kind of children's book designed to amuse instead of convert, laying the groundwork for the "reading revolution" of the new republic.
The text is divided into four books which provide detailed spiritual instructions. The four books are, "Helpful Counsels of the Spiritual Life", "Directives for the Interior Life", "On Interior Consolation", "On the Blessed Sacrament".
The approach taken in the Imitation is characterized by its emphasis on the interior life and withdrawal from the world, as opposed to an active imitation of Christ by other friars. The book places a high level of emphasis on the devotion to the Eucharist as key element of spiritual life.
• The history of homeschooling in America
• How this movement has grown in credibility and enrollment exponentially
• The current state of homeschooling, including questions about who gets homeschooled, why, and what is the success—academically and in life—of students who are homeschooled
• The impact of homeschooling on the student and on American society
In 2010, more than two million students were homeschooled. In the most extensive survey and analysis of research on homeschooling, spanning the birth of the movement in the 1970s to today, Homeschooling in America shines a light on one of the most important yet least understood social movements of the last forty years and explores what it means for education today.
Readers will find many fascinating details in Vovks In Destinys Hands. Vovk has shed light on these individuals and provided a much needed new work on Maria Theresas progeny.
Julia P. Gelardi, author of the critically acclaimed Born to Rule: Five Reigning Consorts, Granddaughters of Queen Victoria and In Triumphs Wake: Royal Mothers, Tragic Daughters, and the Price They Paid For Glory
Be prepared for heart break, smiles, and most of all, a roller coaster of enlightenment you will not be able to it down.
David Antunes, M.A., author of Napoleons Way: How One Little Man Changed the World
Carney reviews the historical development of higher education for the Native American community from the age of discovery to the present. The author has constructed his book chronologically in three eras: the colonial period, featuring several efforts at Indian missions in the colonial colleges; the federal period, when Native American higher education was largely ignored except for sporadic tribal and private efforts; and the self-determination period, highlighted by the recent founding of the tribally controlled colleges. Carney also includes a chapter comparing Native American higher education with African-American higher education. The concluding chapter discusses the current status of Native American higher education.
Carney's book fills an informational gap while at the same time opening the field of Native American higher education to continuing exploration. It will be valuable reading for educators and historians, and general readers interested in Native American culture.
Cary Michael Carney is the coordinator of advising and counseling at Independence Community College in Independence, Kansas.
In Philology, the first history of Western humanistic learning as a connected whole ever published in English, James Turner tells the fascinating, forgotten story of how the study of languages and texts led to the modern humanities and the modern university. The humanities today face a crisis of relevance, if not of meaning and purpose. Understanding their common origins—and what they still share—has never been more urgent.
As common schooling emerged in the 1830s, providing white children of all classes and ethnicities with the opportunity to become full-fledged citizens, it redefined citizenship as synonymous with whiteness. This link between school and American identity, Moss argues, increased white hostility to black education at the same time that it spurred African Americans to demand public schooling as a means of securing status as full and equal members of society. Shedding new light on the efforts of black Americans to learn independently in the face of white attempts to withhold opportunity, Schooling Citizens narrates a previously untold chapter in the thorny history of America’s educational inequality.
American Indian Education recounts that history from the earliest missionary and government attempts to Christianize and “civilize” Indian children to the most recent efforts to revitalize Native cultures and return control of schools to Indigenous peoples. Extensive firsthand testimony from teachers and students offers unique insight into the varying experiences of Indian education.
Historians and educators Jon Reyhner and Jeanne Eder begin by discussing Indian childrearing practices and the work of colonial missionaries in New France (Canada), New England, Mexico, and California, then conduct readers through the full array of government programs aimed at educating Indian children. From the passage of the Civilization Act of 1819 to the formation of the Bureau of Indian Affairs in 1824 and the establishment of Indian reservations and vocation-oriented boarding schools, the authors frame Native education through federal policy eras: treaties, removal, assimilation, reorganization, termination, and self-determination. Thoroughly updated for this second edition, American Indian Education is the most comprehensive single-volume account, useful for students, educators, historians, activists, and public servants interested in the history and efficacy of educational reforms past and present.
In this provocative book, Christopher I. Beckwith traces how the recursive argument method was first developed by Buddhist scholars and was spread by them throughout ancient Central Asia. He shows how the method was adopted by Islamic Central Asian natural philosophers--most importantly by Avicenna, one of the most brilliant of all medieval thinkers--and transmitted to the West when Avicenna's works were translated into Latin in Spain in the twelfth century by the Jewish philosopher Ibn Da'ud and others. During the same period the institution of the college was also borrowed from the Islamic world. The college was where most of the disputations were held, and became the most important component of medieval Europe's newly formed universities. As Beckwith demonstrates, the Islamic college also originated in Buddhist Central Asia.
Using in-depth analysis of ancient Buddhist, Classical Arabic, and Medieval Latin writings, Warriors of the Cloisters transforms our understanding of the origins of medieval scientific culture.
New in this Second Edition:
New chapters on the impact of Title IX and social media on higher education. Updated coverage throughout on politics, technology, budgeting, program planning, and institutional changes. New end-of-chapter discussion prompts.
About this new exam and test prep: The new AP® European History exam is structured around five course themes and 19 key concepts in four different chronological periods, from approximately 1450 to the present. REA's all-new AP® European History Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject.
Are you crunched for time? Have you started studying for your Advanced Placement® European History exam yet? How will you memorize everything you need to know before the test? Do you wish there was a fast and easy way to study for the exam AND boost your score?
If this sounds like you, don't panic. REA's Crash Course for AP® European History is just what you need. Our Crash Course gives you:
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The Crash Course is based on an in-depth analysis of the new AP® European History course description outline and actual AP® test questions. It covers only the information tested on the exam, so you can make the most of your valuable study time.
Written by an AP® European History expert the targeted review prepares students for the new test by focusing on the new framework concepts and learning objectives tested on the redesigned AP® European History exam. Our easy-to-read format gives students a crash course in the historical events, topics, and issues in European History The book also features must-know terms all AP® European History terms students should know before test day.
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With our Crash Course, you can study the subject faster, learn the crucial material, and boost your AP® score all in less time. Our author shares detailed question-level strategies and explains the best way to answer the multiple-choice and free-response questions you'll encounter on test day. By following our expert tips and advice, you can boost your overall point score!
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When it's crucial crunch time and your Advanced Placement® exam is just around the corner, you need REA's Crash Course for AP® European History!
This new edition has been comprehensively updated and edited for greater readability and clarity. It offers a revised final chapter, updated to include recent change in education politics and policy, in particular the decline of No Child Left Behind and the impact of the Common Core and movements against it. Further additions include enhanced coverage of colonial and early post-colonial American schooling, added materials on persistent issues such as race in education, an updated discussion of the GED program, and a closer look at the role of technology in schools. With its nuanced treatment of both historical and contemporary factors influencing the modern school system, this book remains an excellent resource for investigating and critiquing the social, economic, and cultural development of American education.
Features new to this completely revised third edition include a more in-depth discussion of critical educational theory as it relates to the teachings of Elijah Muhammad and foreword by world renowned curriculum theorist William Pinar.
How should schools prepare students for the Information Age? The successful worker of the future – a creative, independent thinker who works well in teams—would seem to be too self-contradictory to be the deliberate product of a school.
A century ago, the American educator Caroline Pratt created an innovative school that she hoped would produce such independent thinkers, but she asked herself a different question: “Was it unreasonable to try to fit the school to the child, rather than . . . the child to the school?” A strong-willed, small-town schoolteacher who ran a one-room schoolhouse by the time she was seventeen, Pratt came to viscerally reject the teaching methods of her day, which often featured a long-winded teacher at the front of the room and rows of miserable children, on benches nailed to the floor, stretching to the back.
In this classic 1948 memoir, now in its fourth edition, Pratt recounts, in a wry authorial voice much closer to Will Rogers than John Dewey, how she founded what is now the dynamic City and Country School in New York City; invented the maple “unit blocks” that have become a staple in classrooms and children’s homes around the globe; and came to play an important role in reimagining preschool and primary-school education in ways that resound in the tumultuously creative age before us. This edition features a new introduction by Ian Frazier, as well as additional commentary, and an afterword.
Using both published and unpublished data on school enrollments from across the country, Charles Clotfelter uses measures of interracial contact, racial isolation, and segregation to chronicle the changes. He goes beyond previous studies by drawing on heretofore unanalyzed enrollment data covering the first decade after Brown, calculating segregation for metropolitan areas rather than just school districts, accounting for private schools, presenting recent information on segregation within schools, and measuring segregation in college enrollment.
Two main conclusions emerge. First, interracial contact in American schools and colleges increased markedly over the period, with the most dramatic changes occurring in the previously segregated South. Second, despite this change, four main factors prevented even larger increases: white reluctance to accept racially mixed schools, the multiplicity of options for avoiding such schools, the willingness of local officials to accommodate the wishes of reluctant whites, and the eventual loss of will on the part of those who had been the strongest protagonists in the push for desegregation. Thus decreases in segregation within districts were partially offset by growing disparities between districts and by selected increases in private school enrollment.
Established in 1855 as Central High School and reorganized in 1916, Schenley High School was a model of innovative public education and an ongoing experiment in diversity. Its graduates include Andy Warhol, actor Bill Nunn, and jazz virtuoso Earl Hines, and its prestigious academic program (and pensions) lured such teachers as future Pulitzer Prize winner Willa Cather. The subject of investment as well as destructive neglect, the school reflects the history of the city of Pittsburgh and provides a study in both the best and worst of urban public education practices there and across the Rust Belt. Integrated decades before Brown v. Board of Education, Schenley succumbed to default segregation during the “white flight” of the 1970s; it rose again to prominence in the late 1980s, when parents camped out in six-day-long lines to enroll their children in visionary superintendent Richard C. Wallace’s reinvigorated school. Although the historic triangular building was a cornerstone of its North Oakland neighborhood and a showpiece for the city of Pittsburgh, officials closed the school in 2008, citing over $50 million in necessary renovations—a controversial event that captured national attention.
Schenley alumnus Jake Oresick tells this story through interviews, historical documents, and hundreds of first-person accounts drawn from a community indelibly tied to the school. A memorable, important work of local and educational history, his book is a case study of desegregation, magnet education, and the changing nature and legacies of America’s oldest public schools.