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113,252 results on '"*TWENTIETH century"'

1. Cries for Social Efficiency in the Pedagogical Arenas of the Early Twentieth Century and the Early 1960s.

Author

Casas, Martha

Abstract

The history of U.S. pedagogy involves episodes in which psychology and education have shared a common goal, specifically, to understand how children learn. Although the marriage between psychology and education has not always been a smooth one, in general, the effects produced by this union on education have been beneficial to children. Most instructional methods currently implemented in classrooms are predicated on constructivism because it has been proven successful in helping students learn more effectively. Although constructivism is currently popular in education, behavioral science was once touted as a medium for improving the quality of education in the United States by the scientific curriculum writers. This paper examines why the scientific curriculum writers of the early 20th century and later the President's Science Advisory Committee of 1962 (PSAC) championed the use of behavioral science in U.S. education. Before an analysis of these questions, the paper conducts a review of the historical background describing the entry of behaviorism into the pedagogical arena during the early 20th century. (Contains 46 notes.) (BT)

Published
2003

2. Education of Chinese Muslims: Changes in the 20th Century.

Author

Chiang, Linda H.

Abstract

The word Islam means submission, as in "submission to the will of God." Islam in China has been propagated over the past 1,300 years primarily among the people now known as "Hui." Hui teaching (Hui jiao) was the general term once used in China for Islam. The Hui are unique among the 55 identified minority nationalities in China in that they are the only nationality for whom religion is the only unifying category of identity, even though many members of the Hui nationality may not practice Islam. The Chinese government has made policy modifications for minority students so that each student can reach a certain "cultural level." Since many young people are eager to partake in modernization to obtain higher social status and living standards, Muslim religious study will have a difficult time attracting young members to practice the faith. A description of a traditional view of Islamic education and its scholars is outlined. Chinese Muslims and their education is compared with the philosophy of Islam. Chinese educational reform and the impact upon Chinese Muslims is discussed. (BT)

Published
2001

3. The 20th Century: Past and Future. IHE Perspectives.

Author

Georgia Univ., Athens. Inst. of Higher Education. and Fincher, Cameron

Abstract

This monograph looks back at the 20th century, seeking to learn about the present by learning from the past. One challenge to institutions of higher learning today is the denial of the intellectual and cultural heritage of the university as a time and place to study and learn, as a community of scholars and scientists, and as a place where knowledge is created, disseminated, and used. The essay challenges those who denounce "rote learning," noting that personal, collective, and institutional memory are essential for comprehension and understanding. The past is where we find it and what we make it. When we recall and use the past to learn about the present, we must do so on the premise that what we learn is related to how we use collective and personal memory and how we study and apply what we recall. The essay concludes that the social, cultural, and educational consequences of 20th century discoveries, inventions, and innovations provide an incentive to learn about the past, and to comprehend and use the knowledge gained. (CH)

Published
1999

4. Renovating Early and Middle 20th Century Schools [Conference] (St. Louis, Missouri, June 24-26, 1999).

Author

American Inst. of Architects, Washington, DC.

Abstract

School architects, construction managers, and school administrators convened at a conference to examine the question of renovation or replacement of aging public schools, and to address issues from turn-of-the-century architectural features to sources of renovation financing. This paper contrasts the distinguishing characteristics of early-20th century and mid-20th century schools and addresses the unique design principles and materials typical of the facilities constructed during theses eras. Other topics include the evaluation and assessment of existing school buildings, the tools and techniques for condition assessment and management of K-12 renovation projects, construction management as a construction delivery method of school renovation, the role of the architect as construction manager, and construction scheduling. Final topics concern renovation programs that preserve valuable resources and alternative funding possibilities such as public/private development partnerships. Contains a list of conference speakers. (GR)

Published
1999

5. Hindsight is 20/20: Populists Advise Progressives. 8th and 11th Grade Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

Author

San Bernardino County Superintendent of Schools, CA. and Kelly, Freda

Abstract

In this social studies and language arts interdisciplinary unit for 8th or 11th grade, students are required to take on the persona of a Populist or a Progressive. The unit is designed to create a dialogue between two similar movements in late 19th and early 20th century U.S. history. Students work in small groups to research and present their speeches and complete a brief bibliography of their figure. Participants representing the Populists give advice to Progressive representatives on areas including women's rights, political and social reforms, labor issues, foreign policy, and immigration. The student guide provides detailed instructions and contains a list of resources, including Web sites. The teacher's guide ties the lesson to California state standards and provides suggestions on how to conduct and evaluate the activities. (RJC)

Published
1999

6. The Inquiring Eye: Early Modernism.

Author

National Gallery of Art, Washington, DC. and Wisotzki, Paula

Abstract

This teaching guide introduces students to early 20th century European and American art. Through critically viewing and discussing art images and participating in related activities, students are encouraged to explore the historical and cultural context within which the art was created. This guide includes background information and an overview essay about major art trends, including: Nonrepresentational Art; Fauvism; German Expressionism; Cubism; Futurism; Dada; Surrealism; and Social Realism. A description and artist's information regarding 20 slides is followed by discussion questions and lesson activities that explore general issues as well as: "Elements and Principles of Design"; "Expressive Use of Color and Form"; "Abstraction"; "Dreams and Fantasy"; "Art and the Machine Age"; and "Art and Social Issues." The lessons may be presented nonsequentially. Black and white reproductions of the slides are included in the text. Endnotes and a 5-item bibliography conclude the guide. (MM)

Published
1994

7. The Image of the Librarian in Murder Mysteries in the Twentieth Century.

Author

Middle Tennessee State Univ., Murfreesboro. and Vesper, Virginia

Abstract

This document, which discusses the image of librarians in 20th century murder mysteries, suggests that the image initially evolved from an elitist spirit that was the result of the missionary zeal and cultural superiority of early librarians, and that the image of the old maid librarian was probably based on the reality that early women college graduates were forced to choose between marriage or career. Examples of the stereotyping of librarians in various murder mysteries are provided, in addition to later works that indicate the movement away from the stereotype. Topics include the difference between the portrayal of male and female librarians, the growth of concern about the librarian image, salaries, the image of the library director, and the entrance of technology such as online catalogs and online searching. (Contains 27 references.) (AEF)

Published
1994

8. Schools and the Shaping of Character: Moral Education in America, 1607-Present.

Author

Social Studies Development Center, Bloomington, IN., ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN., McClellan, B. Edward, McClellan, B. Edward, Social Studies Development Center, Bloomington, IN., and ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN.

Abstract

Debates about how moral education ought to be provided have engaged many of the best minds in education and stirred public controversies throughout U.S. history. The vast array of European peoples who settled the American colonies brought a commitment to moral education and a variety of approaches to the task. While French and Spanish settlers brought Catholicism to the New World, northern European Protestants did the most to give moral education its character in the original 13 colonies. The 19th century brought an insistence on rigid self-restraint, moral purity, and cultural conformity. Public schools became the preferred educational institutions for most citizens as state systems expanded rapidly. A movement to establish nonsectarian schools grew out of Protestant social thought and modes of organization. At the same time, Sunday schools appeared to bring Christian discipline and discipleship to the working classes. As the schools of the late 19th and early 20th centuries expanded their functions, moral education was forced to compete for a place in an increasingly crowded curriculum. By the 1940s the role of moral education began to erode. Throughout the 1960s and 1970s, schools either adopted neutrality with regard to moral questions or became indifferent to them. At the same time, however, some educators and others sought to restore moral education in the schools. In more recent years, there have been efforts: (1) to take nontraditional approaches to moral education; (2) to restore virtue-centered character education; or (3) to provide public support to private schools. Few can doubt that the decision regarding whether to restore moral education in the schools will be a fateful one. (LBG)

Published
1992

9. A Focus on Lifespace Awareness for Effective 21st Century Living in the Global Community.

Author

Global Horizons, The Center for Applied Ecosocial Studies, Plaistow, NH. and Peters, Richard O.

Abstract

This document suggests that efforts must be made, within the context of social studies curricula, to help children and youth perceive and interact with distant phenomena, either real or simulated interaction, so that they begin to understand the complexity and importance of the total global lifespace environment upon them both singularly and collectively. Each person is a citizen of family, neighborhood, community, regional, state, national, and an international collection of diverse social and cultural groups. In order to successfully assume the mantle of citizenship responsibility at each of these levels, individuals must demonstrate and understanding of : (1) contemporary conflicts, issues, problems, and situations that have a direct impact upon our daily lives; (2) personalities and groups or organizations that impact our lives and effect our well-being; (3) cultural, economic, political, and social conditions that influence the quality of life; (4) historical events, movements, and courses of action that impact contemporary life; and (5) diverse points of view, opinions, and position statements regarding conflicts, issues, problems, and situations. This document lists approaches and methods that can be used int he classroom and at field based sites to affect attitudinal, behavioral, intellectual, perceptual, and citizenship skills development of students. Charts and diagrams illustrate many of the concepts. (DK)

Published
1991

10. Insights into Compromise through an International Canon.

Author

Baker, Beulah P.

Abstract

An important aspect of rethinking reading lists and anthologies is the realization that new arrangements require close reading to determine assumptions, biases, and concerns. Readers are challenged to acknowledge multiple points of view while reconstructing their own ideas of who belongs to a culture and what comprises its literature. Redefining the canon and expanding it internationally not only does justice to diverse voices too often ignored, but also trains students to identify the point of view of a particular piece of writing and, consequently, to develop an attitude of reflective thinking. Focusing upon point of view while deliberately selecting novels which reflect compromises with society (such as Carlos Fuentes'"The Good Conscience," F. Scott Fitzgerald's "The Great Gatsby," Chinua Achebe's "Things Fall Apart," Ralph Ellison's "Invisible Man," and Nadine Gordimer's "Six Feet of the Country") contributed to critical thinking in a course on modern fiction. The context of this reconstructed canon of modern fiction expanded students' understanding not only of different cultures, but also of familiar ones, and opened dialogue concerning the seductions of conformity and compromise. Students learned to clarify the distinction between reading a character as the text defines him, and as the reader might prefer; and learned not to assume a novel shares their biases. Examining these novels allowed the students to see various cultures through the eyes of both members and outsiders, and of both proponents and opponents of wealth, stoicism, compassion, tolerance, and confusion. (PRA)

Published
1991

11. Nineteenth-Century American and British Poets on Columbus: A Twentieth-Century View.

Author

Gorman, Anita G.

Abstract

In the 19th century alone, Christopher Columbus was the subject of hundreds of poems that rarely questioned his voyage, his methods, or his place in human history. However, the scholarly work and political realities of the 20th century have undermined the noble, heroic visions conveyed by the poets. Modern readers/students have a dual duty to understand the context in which the early writers lived and worked, and to interpret their work in a contemporary perspective. Nineteenth-century Anglo-Americans saw exploration and conquest as economic necessities, psychological challenges, and spiritual missions. The mood in both Great Britain and the United Sates was nationalist and expansionist. Furthermore, there was faith in the power of poetry and of the poet-as-hero to transform human lives. The poets shared a point of view of Columbus as a mythic figure, an introspective man, a man of destiny whose voyages were inspired by God. Where the poems varied was in their style of presentation. James Russell Lowell's poem "Columbus" resonates with memorable lines, but his blank verse falters with inappropriate diction and a Latinate vocabulary. The image and rhythm of Walt Whitman's "Prayer of Columbus" are the mark of a poet with a better ear than Lowell's. Joaquin Miller's poem "Columbus," with its famous moral, "Oh! Sail on!", suggest that all goals are praiseworthy, regardless of consequence--a view difficult to support in human history. Tennyson's poem "Columbus" ranks as a poem superior to that of the American poets. His Columbus expressed an alienation and loneliness that 20th century readers share. Contains 12 references. (RS)

Published
1990

12. Oversea Education and British Colonial Education 1929-63.

Author

Whitehead, Clive

Abstract

Focuses on an early twentieth century journal called "Oversea Education," designed to increase communication among British colonies, particularly for education, based on William Ormsby Gore's travels among the colonies. Describes Frank Ward's editorial work that championed the rights of colonial subjects to have better educational policy. (KDR)

Published
2003

14. Biografie, Lernen und Familienthemen in Generationsbeziehungen (Biography, Learning, and Family Issues across Generations).

Author

Ecarius, Jutta

Abstract

Discusses empirical findings of a qualitative research project covering three generations of twentieth century families. Examines the importance of family topics for biographical learning. Argues that family topics leave their mark on biographical constructions and influence acting, thinking and perceiving, and the shaping of the biography project. (CAJ)

Published
2003

15. A Scottish Diaspora: Influences on Educational Planning in Twentieth-Century England.

Author

Lowe, Roy

Abstract

Focuses on two examples of how the English education system acquired characteristics and practices from Scotland and other sources. States that since Scottish and English backgrounds were similar, the predominant progress of Scotland's education system played the larger role in English educational development. (KDR)

Published
2003

16. Betriebliche Weiterbildung - Historische Kontinuitat und Durchsetzung in Theorie und Praxis (Within-Company Further Education - Historical Continuities and Success in Theory and Practice).

Author

Buchter, Karin

Abstract

Explores the theoretical foundations of the effort to integrate education into industrial companies during the twentieth century. Analyzes the historical building blocks of vocational education through both theory and practice. Discusses the company-internal further education pedagogy of the 1980s. (CAJ)

Published
2002

17. Review Essay. The Transformation of the Civic Universities.

Author

Shattock, Michael

Abstract

Discusses the educational history, in essay form, of Glasgow's (Scotland) higher education system, its relationship with the University Grants Committee and other civic/public universities of the twentieth century. Concludes that civic universities have lost their definingly unique characteristics by conforming to the format of other civic universities. (KDR)

Published
2002

18. 'By Just What Procedure Am I To Be Guillotined?': Academic Freedom in the Toronto Forestry Faculty between the Wars.

Author

Kuhlberg, Mark

Abstract

Focuses on the University of Toronto (Canada) forestry faculty; university president Robert Falconer's firing of W. N. Millar, an outspoken professor; and the politically sensitive university climate during early 20th century. Dissention over Millar's firing brought focus on limited academic freedom of speech and caused further restriction of forestry faculty. (KDR)

Published
2002

19. Learning to Labour: Elementary Education in the Leicestershire and South Derbyshire Coalfields c. 1840-1870.

Author

Griffin, Colin

Abstract

Discusses education issues in 1840-1870 for children of coalfield workers. Focuses on the Leicestershire and Derbyshire (England) coalfield children. Describes gender education strategies, mining legislation that considered youth as a labor source, and coalmine owners' goal to produce an educated workforce. States education had positive effects on 19th and 20th century economic growth. (KDR)

Published
2002

20. Richard Rodgers: The Man and His Music.

Author

Mason, Keith

Abstract

Discusses how to teach students about the music of Richard Rodgers in an effort to educate them about music in the twentieth century. Explores his work over the years, particularly in association with other composers. Includes a collection of resources and a lesson plan that focuses on "The Carousel Waltz." (CMK)

Published
2002

21. A Treasury of American Song.

Author

Gary, Charles L.

Abstract

Addresses the second volume of "Get America Singing...Again." Focuses on using songs from the theater to teach students in the music classroom. Provides a discussion of songs in various categories, such as family, regionalism, and recreational activities. (CMK)

Published
2002

22. Scholarly Publishing: Books, Journals, Publishers, and Libraries in the Twentieth Century.

Author

Abel, Richard E., Newlin, Lyman W., Abel, Richard E., and Newlin, Lyman W.

Abstract

In this volume, publishers, booksellers, journal dealers, and librarians share their views on libraries and publishing. While the information/knowledge transfer process in the entire span of the twentieth century was to be addressed by the contributors, the principal focus of every author was to be the last five decades in which the most profound, intractable, and portentous developments in the conjoined worlds of the book, the journal, information technology, and the library occurred. Chapters include: "The Growth of Printed Literature in the Twentieth Century" (Albert Henderson); "Introduction--The Change of Book and Journal Infrastructure: Two Publishers, Consolidation, and Niche Publishers" (Richard E. Abel); "Part One--Technology in Publishing: A Century of Progress" (Peter Adams); "Part Two--Differentiation of Publishing by Class of Publication" (Richard Zeldin); "Growth and Change in Trade Publishing: What I Learned at the Library" (Sam Vaughan); "Growth and Change in Trade Book Publishing: What I Learned from the Numbers" (Stephanie Oda); "Textbook Publishing" (Robert J. R. Follett); "University Press Publishing in the United States" (Peter Givler); "The Creative Role of the Professional or STM Publisher" (John Francis Dill); "Diversity and the Growth of Serious/Scholarly/Scientific Journals" (Albert Henderson); "From Bibliotheque to Omnitheque" (Allen B. Veaner); "Development of Public Libraries" (Barbara Carol Dean); "The Growth of Scholarly and Scientific Libraries" (Hendrik Edelman); "Appearance and Growth of Computer and Electronic Products in Libraries" (Ralph M. Shoffner); "The Economic Crisis in Libraries; Causes and Effects" (Michael Gorman); "The Impact of the Library Budget Crisis on Scholarly Publishing" (Jack G. Goellner); and "The Place of Scholarly and Scientific Libraries in an Increasingly and More Widespread Competitive Information Knowledge Marketplace" (Charles Hamaker). A conclusion is given (Richard E. Abel and Lyman W. Newlin), followed by a Coda (Katina Strauch and Bruce Strauch). Includes an index. (AEF)

Published
2002

23. Cesar Chavez--Grade Eleven Model Curriculum and Resources.

Author

California State Dept. of Education, Sacramento.

Abstract

In grade 11, students use the life and work of Cesar E. Chavez as a case study to trace the major historical eras and events of the 20th century. Students start by studying the Chavez family at the beginning of the 20th century, learning about them as they struggled to acquire a farm in Arizona and raise a family. They also learn how they faced the harsh reality of the Great Depression. During the 1950s, Cesar Chavez established community service organizations to improve living conditions for Hispanics and other people living in poor areas. His work led him to establish the United Farm Workers, a movement that used nonviolent tactics, educated the public about the working conditions in agriculture, and worked to improve the lives of farm workers. Cesar Chavez's lifetime spanned one of the most dynamic periods in the history of the United States. This curriculum model presents historical background for Cesar Chavez; offers a history/social science framework; addresses California state history/social science standards; and lists and briefly explains five lessons: (1) "Cesar Chavez Biography Boards"; (2) "Conquering Goliath Cesar Chavez at the Beginning"; (3) "Cesar Chavez Organizes the Farm Workers Association" (Act 1, Scene 1: "The House Meeting"); (4) "Cesar Chavez and the Great Depression"; and (5) "El Malcriado, Voice of the Farm Workers" (Analyzing Editorial Cartoons). Each lesson addresses standards; sets the context; poses a focus question; cites expected learning outcomes; discusses assessment; lists key concepts and essential vocabulary; notes primary sources and visuals; provides a detailed classroom procedure, suggesting motivation, making connections, vocabulary activity, guided instruction, homework, integrating language, assessment, assessment, service learning, and reflection on service learning. Attached is a biography, "'Burning with a Patient Fire': The Legacy of Cesar Estrada Chavez" (Richard Griswold del Castillo). Contains handouts. (BT)

Published
2002

24. The Hidden History of Refugee Schooling in Britain: The Case of the Belgians, 1914-18.

Author

Myers, Kevin

Abstract

Discusses the hidden history of refugee schooling in England during 1914-18. Focuses primarily on the Belgian refugee children who escaped to England during World War I. Invites education researchers and historians to include the aspects and issues of refugee schooling to adequately convey a clear picture of educational history. (MER)

Published
2001

25. Reforming Lives? Progressivism, Leadership, and Educational Change.

Author

Martin, Jane and Goodman, Joyce

Abstract

Discusses principles and educational change practices that led to educational progressivism in the second half of the twentieth century. Highlights elements of change and action expounded by educators who presented papers at the 2000 History of Education Society Conference (Birmingham, Alabama). (MER)

Published
2001

27. Dynamic Forces in Educational Development: A Long-run Comparative View of France and Germany in the 19th and 20th Centuries.

Author

Diebolt, Claude and Fontvieille, Louis

Abstract

Discusses the contribution of human capital to national development. Questions assumption of education stability links by examining longitudinal data from France and Germany across 170 years. Results raise the question of whether human investment might be as much a consequence as a cause of economic stability over time. (CAJ)

Published
2001

28. Poverty, Power, and Partnerships in Educational Development: A Post-Victimology Perspective.

Author

Hoppers, Catherine A. Odora

Abstract

Argues that five decades of international development assistance have prevented the people of Africa from achieving post-colonial self-reliance. Stresses that cuts in economic, social, and educational opportunity are reducing the quality of life. Concludes that aid inspired capacity building initiatives have undermined essential routines and indigenous innovation. (CAJ)

Published
2001

29. Educated for the 21st Century?

Author

Tomlinson, John, Little, Vivienne, Tomlinson, Susan, and Bower, Emily

Abstract

Discusses shortcomings of the school curriculum, suggesting that students' long-term education interests are not fully served as long as teachers' freedom and creativity are limited and technical values are prioritized over humane ones. Presents cameos of children whose schooling spans the twentieth century to illustrate these shortcomings. (JPB)

Published
2000

30. Young People in Britain at the Beginning of a New Century.

Author

Coleman, John

Abstract

Considers major social changes that have affected adolescent development in the latter part of the twentieth century, including changes in the labor market, family structure, attitudes toward race and gender, sexuality, mental health, and social exclusion. Suggests ways the behavior and development of young people will change in response. (JPB)

Published
2000

31. The Revised Institution: The Community College Mission at the End of the Twentieth Century.

Author

Levin, John S.

Abstract

Examines three community colleges from the United States and four from Canada, using a qualitative multiple-case-study design to define changes in the colleges' institutional missions during the 1990s. Suggests that a new globally oriented vocationalism dominated the community college mission at the end of the twentieth century. (Contains 51 references.) (PGS)

Published
2000

32. The Industrial Revolution in the Twentieth Century, with a Focus on Japan and the East Asian Followers.

Author

Ericson, Steven J.

Abstract

Addresses the suitability of the term "revolution," the national versus transnational focus, and characterizations of the industrial revolution. Considers a late-development model of industrialization and its application to East Asia. Focuses on issues in Japanese industrialization, such as the role of the Japanese government, militarism and empire, and the role of culture. (CMK)

Published
2000

33. Changes in the Scale and Size Distribution of US Metropolitan Areas During the Twentieth Century.

Author

Ehrlich, Steven and Gyourko, Joseph

Abstract

Analyzes the scale and size distribution of U.S. metropolitan areas from 1910-95. Before World War II, the population became increasingly concentrated in the largest metropolitan areas in the top decile of size distribution. Since 1950, there has been loss of population share for these areas. This is not counterbalanced by increasing share among small or mid-size metropolitan areas. (SM)

Published
2000

34. Encyclopedia of 20th-Century American Humor.

Author

Nilsen, Alleen Pace, Nilsen, Don L. F., Nilsen, Alleen Pace, and Nilsen, Don L. F.

Abstract

This reference encyclopedia contains information on both the historical and contemporary aspects of humor and comedy in the United States. Arranged in an A-to-Z format, the encyclopedia is a collection of article-length essays that examine humor from many perspectives, from defining terms; to providing information on humor writers, comedians, and actors; to presenting interesting historical and background information. The encyclopedia includes 100 essays exploring such topics as gender and humor; ethnic humor; political correctness; sitcoms; language play; anti-authority humor; the academic study of humor; cartoons; and postmodernism. The encyclopedia's essays conclude with lists of related resources for further study, and over 50 photographs illustrate the text. Subject indexes allow for easy searches for specific comedians or topics. (Contains an extensive bibliography.) (BT)

Published
2000

36. History of Higher Education, 1999.

Author

Pennsylvania State Univ., University Park. and Geiger, Roger L.

Abstract

The six papers in this annual volume on the history of higher education cover some of the changes that evolved over the years in various U.S. Institutions. The first paper is: "The Articulation of Secondary and Higher Education: Four Historical Models at the University of Georgia" (J. Patrick McCarthy), which discusses the efforts of trustees and faculty of the University of Georgia to shape secondary education in the state of Georgia. The second paper is "Guiding Desegregation: The Role of "the intelligent white men of the South," 1945-1954 (Melissa F. Kean). It examines the debate about the place of blacks on the campuses of three of the South's elite private universities between the end of World War II and the Supreme Court's 1954 Brown v. Board of Education decision. Third, Opportunity Squandered: Tulane University and the Issue of Racial Desegregation During the 1950s (Clarence L. Mohr) looks at Tulane's history of attempts to desegregate subsequent to the end of World War II. The fourth paper is "Black Southerners and Non-Black Universities: Desegregating Higher Education, 1935-1967 (Peter Wallenstein). It explores the process and pioneers of desegregation efforts at 24 land-grant institutions. The fifth paper, "Catching Up: The Advance of Emory University Since World War II" (Nancy Diamond), examines the advancement efforts of Emory University and the development of its research capacity after World War II. Finally, "In Pursuit of Prominence: James B. Holderman at the University of South Carolina, 1977-1991 (Henry H. Lesesne), examines the career of President James B. Holderman at the University of South Carolina between 1977 and 1991. An annotated list of recent dissertations in the field is appended. All papers include reference notes. (HB)

Published
1999

37. Decisions about Roles. Student Guide. Fair Play: Developing Self-Concept and Decision-Making Skills in the Middle School.

Author

Florida State Univ., Tallahassee.

Abstract

This unit, one of six which comprise the Fair Play program, is designed to broaden understanding of roles and improve students' abilities to make decisions about roles. The Fair Play program is a series of student and teacher materials the purpose of which is to help students to expand their female or male self-concepts, increase their decision-making skills, and improve their academic achievement by changing their stereotypic attitudes toward particular content areas. This student guide contains 20 lessons organized into four parts: (1) introduction to the concept of role and the forces that influence role definition; (2) investigation of work, family, and citizenship roles in the early 1900's; (3) study of how roles have changed in the twentieth century; and (4) an opportunity to make personal and group role decisions. The lessons include learning activities for individuals and groups, discussion items, and evaluation exercises. (DC)

Published
1983

38. Decisions about Roles. Teacher's Guide. Fair Play: Developing Self-Concept and Decision-Making Skills in the Middle School.

Author

Florida State Univ., Tallahassee.

Abstract

This unit, one of six which comprise the Fair Play program, is designed to broaden understanding of roles and improve students' abilities to make decisions about roles. The Fair Play program is a series of student and teacher materials the purpose of which is to help students expand their female or male self-concepts, increase their decision-making skills, and improve their academic achievement by changing their stereotypic attitudes toward particular content areas. This teaching guide includes a brief description of the total program, an overview of the content of this unit, recommendations for instructional approaches, descriptions of program materials, a bibliography of print and audiovisual resources, and tips for small-group management. The bulk of this guide consists of the student guide which contains 20 lessons organized into four parts: (1) introduction to the concept of role and the forces that influence role definition; (2) investigation of work, family, and citizenship roles in the early 1900's; (3) study of how roles have changed in the twentieth century; and (4) an opportunity to make personal and group role decisions. Detailed annotations are provided to aid the teacher in planning and presenting each lesson. The final section provides a unit performance test with answer key. (DC)

Published
1983

39. History of Dance in Early Childhood Education, 1920-1970.

Author

Hinitz, Blythe F.

Abstract

Highlights of the historical development of structured and creative/free dance experiences for children within the curriculum of early childhood education in the 20th century are sketched. Although some educators dissented with the practice, in the 1920s most dance activities for young children were structured. The following decade was characterized by a gradual shift toward freedom of movement and a recognition of individual rhythms. In the 1940s, during World War II, there was a hiatus in developing new creative movement programs. The 1950s brought an emphasis on freedom of movement that extended to the nursery school level. Exchange of ideas between early childhood educators and dance educators began to increase during the 1960s. In the 1960s and early 1970s, dance experiences were characterized by freedom combined with a small amount of structure. Presently, early childhood and physical educators agree with the idea that movement (1) plays an integrated part in the curriculum for the young child; and (2) should be construed as a way of knowing, finding out, testing, and expressing oneself that is reciprocally and causally linked with feelings. (RH)

Published
1980

40. It's Different for Daughters: A History of the Curriculum for Girls in New Zealand Schools, 1900-1975. Educational Research Series No. 65.

Author

New Zealand Council for Educational Research, Wellington., Fry, Ruth, Fry, Ruth, and New Zealand Council for Educational Research, Wellington.

Abstract

This book examines the evolution in the education of New Zealand women from 1900 through 1975. Early in the century, differences in boys' and girls' schooling were more visible on the secondary than the elementary level. At the same time, a government report concluded that many parents felt girls needed little more than half the education of boys. Textbooks reflected a perception of the inferior position of women in society. There was special instruction for boys in woodworking, but the girls learned "home science." Literature for girls was chosen for its moral content. Because girls were given little instruction in mathematics and science, there were few women available to teach the subjects. Boys learned about agriculture, while girls learned domestic skills. Physical training was viewed as unladylike, while the arts, particularly singing, were encouraged. Popular attitudes encouraged women to stay at home. Experts blamed education for poor health among women. By mid-century, the government removed many vocational restrictions on women. The world wars had put more women in the workplace. Separate schools were maintained for the Maori, but the students were barred from speaking their native language. Educators sought to make Maori girls good farm wives. There are still differences in the ways schools teach boys and girls. Future planning must account for the fact that women will continue to seek work outside the home. Contains 94 references. (SG)

Published
1985

41. Anzia Yezierska and Agnes Smedley: Working-Class Writers, Working-Class Daughters Searching for Home.

Author

Zandy, Janet

Abstract

Anzia Yezierska and Agnes Smedley grew up in the United States in poverty-stricken, working-class families. Both women became famous authors and participants in social movements of the early decades of the 20th century. Yezierska's "Bread Givers" and Smedley's "Daughter of Earth", published in the 1920s, were fictionalized autobiographies that detailed their growing dissatisfaction with the traditional role of women in society. The books contain several similarities. Both Yezierska's Sara Smolinsky and Smedley's Marie Rogers left home in search of a consciousness that poverty denied them and returned home again only to witness their mothers' deaths. The death scenes depicted a maternal bonding between mothers and daughters that had not existed before because the daughters had been trying to escape the harshness of their mothers' lives. While Yezierska only touched on subjects of marriage, sex, and motherhood, Smedley wrote a polemic against marriage, as she attacked women's financial dependence, frequent childbirths, and loss of self. Both characters rejected their fathers for failure to financially support their mothers and offspring. Each book contains a scene where the daughters meet their fathers again after many years of separation. Smedley's Marie again rejected the man, while Yezierska's Sara took her father home. Both women searched for father substitutes in selecting husbands, and Sara assimilated into society through her marriage, while Marie divorced twice. Smedley left the United States for China. She died in Europe in 1950 under mysterious circumstances following an operation. Yezierska died in California as she still searched for a home. A 5-item bibliography is included. (DJC)

Published
1988

42. Studying Vermont: Making Connections. Cal Coolidge's Vermont: 1900-1930.

Author

Austin, Patricia

Abstract

Intermediate and junior high school students learn about the social history of Vermont by studying events and trends during a 30-year period of the life of a famous Vermont native, Calvin Coolidge. Although designed for students in Vermont, materials can easily be adapted for use in other states, particularly those in the New England area. In separate sections, students are introduced to life in smalltown Vermont at the turn of the century, early 20th century reform efforts, a major flood that occurred in Vermont in 1927, and the life and presidency of Calvin Coolidge. Each section contains a reading selection, a list of recommended readings, a vocabulary development exercise, and a list of student activities, projects, and field trips. Where appropriate, prose and poetry selections are included in the student reading. A teacher evaluation form concludes the publication. (LP)

Published
1981

43. Our Community Development Challenge: Documents for American History Courses Featuring Public Works and the Rise of the City, 1871-1941.

Author

Danzer, Gerald A. and Matijevic, Maryhelen A.

Abstract

This document provides secondary education instructional materials for teaching about selected areas of Chicago (Illinois) history. Designed to support 19th and 20th century U.S. history lessons, it features a lesson plan developed to introduce students to the history and contemporary focus of Chicago's public works. The lesson plan contains: (1) themes; (2) objectives; (3) required materials; (4) a focus; (5) a suggested teaching plan; (6) a timeline of Chicago history; (7) suggestions for the study of selected Chicago history documents; (8) discussion questions and activities; and (9) five references. An appendix includes reproductions of nine Chicago public works historical documents, along with accompanying discussion guides. (JHP)

Published
1987

44. Early Childhood Curriculum and the Definition of Knowledge.

Author

Spodek, Bernard

Abstract

This paper delineates conceptions of early childhood programs from the 18th through the 20th centuries, and reveals how the programs changed as the concept of what constitutes knowledge changed. Discussion begins with reading instruction and hornbooks in Colonial America, and national language learning in the knitting school of Jean Frederick Oberlin. Subsequent discussion focuses on empiricist approaches, including Owen's Infant School and Institute for the Development of Character, Froebel's kindergarten, and the role of American transcendentalism. Empirical models of early education related to the education of handicapped and disadvantaged persons are described; these include the pioneer efforts of Jacob-Rodrigues Pereire, Jean-Marc-Gaspard Itard, Edouard Seguin, and Maria Montessori. The concluding section indicates how the emergence of the field of child study, progressive education, and theories of development influenced kindergarten programs. While knowledge of child development research and theory can be used to determine the appropriateness of a particular educational method for a particular group of children, such knowledge cannot be used to determine what should be taught to those children. (RH)

Published
1988

45. Maidens of Miletos and Newspaper Coverage of Suicide: Examining Late Nineteenth and Late Twentieth Century Practice.

Author

Olasky, Marvin N.

Abstract

Recognizing that writing suicide stories is hard for reporters, a study examined 1,010 suicide stories from the 1879-1900 era published in 12 newspapers from around the United States to determine how American journalists at other times carried out similar assignments. The newspapers examined were the Atlanta "Constitution," Arkansas "Gazette," Chicago "Tribune," Dallas "Herald," Dallas "News," Los Angeles "Times," New York "Journal," New York "Times," New York "Tribune," San Antonio "Express," San Francisco "Examiner," and "Washington Post." The most surprising finding was the explicitness of many suicide stories. All of the newspapers surveyed, with the occasional exception of the Arkansas "Gazette," gave prominent display to suicide stories, and included mention of base motive and/or bloody detail. The message provided by suicide stories was straightforward: suicide was wrong, socially and theologically. Today, greater concern for invasion of privacy and awareness of potential lawsuits sometimes keeps journalists from being explicit in their judgment of suicide's rightness or wrongness, regardless of their personal feelings. Some reporters, influenced by the sociologist Emile Durkeim, stress societal and environmental causes of suicide, rather than personal failings. It is suggested, however, that journalists, when they approach their next suicide story, might keep in mind recent sociological studies that suggest religion is the central explanatory factor in suicide rate changes. (HOD)

Published
1986

46. South African Dilemmas in the Twentieth Century. A Unit of Study for Grades 9-12.

Author

National Center for History in the Schools, Los Angeles, CA., Bowles, William G., and Gump, James O.

Abstract

This teaching unit represents a specific "dramatic moment" in history that can allow students to delve into the deeper meanings of selected landmark events and explore their wider context in the great historical narrative. Studying a crucial turning point in history helps students realize that history is an ongoing, open-ended process, and that the decisions made today create the conditions of tomorrow's history. This unit portrays the complexities of South Africa's past so that middle and high school students might understand that South Africa's history is not simply the story of white racial oppression or of black heroic resistance. The unit is based on primary sources taken from documents, artifacts, journals, diaries, newspapers, and literature from the period under study. Within the unit are teaching background materials, including unit overview, unit context, correlation to the National Standards for History unit objectives, an introduction to South African dilemmas in the twentieth century, and lesson plans with student resources. The teacher background section of the unit provides an overview of the entire unit with the historical information and context necessary to link the specific "dramatic moment" to the larger historical narrative. The unit's lesson plans include a variety of ideas and approaches for the teacher that can be lengthened or shortened. The lesson plans contain student resources that accompany each lesson and consist of primary source documents, handouts, student background materials, and a 30-item bibliography. (BT)

Published
1998

47. Respectability as a Prerequisite of Moral Character: The Social and Occupational Mobility of Pupil Teachers in the Late Nineteenth and Early Twentieth Centuries.

Author

Coppock, David A.

Abstract

Shows that despite moves during the 1840s in England to use teacher training to raise working-class members into the lower levels of white-collar society, elementary teaching was dominated by the lower middle class. Provides evidence from a sample of pupil teachers in Birmingham during the years 1850 through 1900. (DSK)

Published
1997

50. Defence Science Research, Higher Education and the Australian Quest for the Atomic Bomb, 1945-60.

Author

Reynolds, Wayne

Abstract

Recounts the efforts of the Australian government to create an atomic research and development program after World War II. Describes initial cooperation with Britain and the push for the transformation of Australian higher and secondary education in service of national scientific development. Discusses effects of the end of Commonwealth cooperation. (DSK)

Published
1997

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