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Titlebook: A Brief History of Schooling in the United States; From Pre-Colonial Ti Edward Janak Book 2019 The Editor(s) (if applicable) and The Author

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發(fā)表于 2025-3-21 18:34:57 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
期刊全稱A Brief History of Schooling in the United States
期刊簡(jiǎn)稱From Pre-Colonial Ti
影響因子2023Edward Janak
視頻videohttp://file.papertrans.cn/141/140099/140099.mp4
發(fā)行地址Establishes immediate relevance between the expansive foundational overview (combining philosophy and history in social context) and present practices.Covers a wide breadth of information in an access
學(xué)科分類The Cultural and Social Foundations of Education
圖書封面Titlebook: A Brief History of Schooling in the United States; From Pre-Colonial Ti Edward Janak Book 2019 The Editor(s) (if applicable) and The Author
影響因子.This book presents a sweeping overview of the historical and philosophical foundations of schooling in the United States. Beginning with education among the indigenous peoples of the Americas and going on to explore European models of schooling brought into the United States by European colonists, the author carefully traces the arc of educational reform through major episodes of the nation’s history. In doing so, Janak establishes links between schools, politics, and society to help readers understand the forces impacting educational policy from its earliest conception to the modern day. Chapters focus on the philosophical, political, and social concepts that shaped schooling of dominant and subcultures in the United States in each period. Far from being merely concerned with theoretical foundations, each chapter also presents a snapshot of the “nuts and bolts” of schooling during each period, examining issues such as pedagogical devices, physical plants, curricular decisions, andfunding patterns..
Pindex Book 2019
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A Brief History of Schooling in the United States978-3-030-24397-5Series ISSN 2946-2177 Series E-ISSN 2946-2185
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Partha Roy Chaudhuri,Somarpita Pradhanlopment of a common pedagogy and curriculum. It questions exactly how common was common in the public schools, opening up questions regarding the treatment of historically marginalized populations. It concludes with a discussion on the educational legacies of this period and recommendations for furt
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