Titlebook: National Literacy Campaigns; Historical and Compa Robert F. Arnove,Harvey J. Graff Book 1987 Springer Science+Business Media New York 1987

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書目名稱National Literacy Campaigns被引頻次




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書目名稱National Literacy Campaigns讀者反饋




書目名稱National Literacy Campaigns讀者反饋學(xué)科排名

Stagger

Literacy Drives in Preindustrial Germany,rate—not unrepresentative of that of the rest of the German states—had reached eighty-five percent. This Prussian rate, which assumes a standard of literacy consisting of both reading and writing skills, compares with a mid-century rate of sixty-one percent for France (reading only) and fifty-two pe

好色

,The Literacy Campaign in Scotland, 1560–1803,he first truly national literacy campaign. Some principalities and city states of Protestant Europe had tried to encourage literacy from the beginning of the sixteenth century. However, these initiatives were small in scale and enjoyed little success compared with the Scottish aim to organize educat

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follicle

The Anatomy of Mass Literacy in Nineteenth-Century United States,books were “scarce, [when they] were read respectfully, and [were read] as if they were grave matters, demanding thought and attention.” “They were not,” he continued, “toys and pastimes, taken up every day, and by everybody, in the short intervals of labor, and then, hastily dismissed, like waste p

Pathogen

chronicle

florid

放棄

,Tanzania’s Literacy Campaign in Historical-Structural Perspective, overview section of this chapter, it is a special case among literacy efforts in the Third World nations: Tanzania’s leadership and adult educators have succeeded in mobilizing and sustaining a very large-scale campaign for nearly fifteen years; as a result, Tanzania now has one of the highest lite

Pedagogy

Adult Literacy for Development in India,action. A political theory of adult literacy in development provides the conceptual framework. Two general development models are identified: the motivational-developmental model (where the responsibility for development is placed on the individual who must aspire, learn, act, and achieve); and the