Please note this is a 'Palgrave to Order' title. Stock of this book requires shipment from an overseas supplier. It will be delivered to you within 12 weeks. This book grapples with two basic questions. What is history? And How can history help illuminate contemporary concerns about the nature and character of America's schools? From antiquity to the postmodern present, history has served multiple purposes, including a basic human need to learn from what came before. Americans have long invested considerable time, energy, and emotion in their schools, both private and public, and a knowledge of history helps explain why.
Despite claims that written exams narrowed the curriculum, ruined children’s health, and turned teachers into automatons, once tests took root in American schools their legitimacy was never seriously challenged. William Reese puts today’s battles over standards and benchmarks into perspective by showcasing the history of the pencil-and-paper exam.
In this update to his landmark publication, William J. Reese offers a comprehensive examination of the trends, theories, and practices that have shaped America’s public schools over the last two centuries. Reese approaches this subject along two main lines of inquiry—education as a means for reforming society and ongoing reform within the schools themselves. He explores the roots of contemporary educational policies and places modern battles over curriculum, pedagogy, race relations, and academic standards in historical perspective. A thoroughly revised epilogue outlines the significant challenges to public school education within the last five years. Reese analyzes the shortcomings of “No Child Left Behind” and the continued disjuncture between actual school performance and the expectations of government officials. He discusses the intrusive role of corporations, economic models for enticing better teacher performance, the continued impact of conservatism, and the growth of home schooling and charter schools. Informed by a breadth of historical scholarship and based squarely on primary sources, this volume remains the standard text for future teachers and scholars of education.
Despite claims that written exams narrowed the curriculum, ruined children’s health, and turned teachers into automatons, once tests took root in American schools their legitimacy was never seriously challenged. William Reese puts today’s battles over standards and benchmarks into perspective by showcasing the history of the pencil-and-paper exam.
Please note this is a 'Palgrave to Order' title. Stock of this book requires shipment from an overseas supplier. It will be delivered to you within 12 weeks. This book grapples with two basic questions. What is history? And How can history help illuminate contemporary concerns about the nature and character of America's schools? From antiquity to the postmodern present, history has served multiple purposes, including a basic human need to learn from what came before. Americans have long invested considerable time, energy, and emotion in their schools, both private and public, and a knowledge of history helps explain why.
In this update to his landmark publication, William J. Reese offers a comprehensive examination of the trends, theories, and practices that have shaped America’s public schools over the last two centuries. Reese approaches this subject along two main lines of inquiry—education as a means for reforming society and ongoing reform within the schools themselves. He explores the roots of contemporary educational policies and places modern battles over curriculum, pedagogy, race relations, and academic standards in historical perspective. A thoroughly revised epilogue outlines the significant challenges to public school education within the last five years. Reese analyzes the shortcomings of “No Child Left Behind” and the continued disjuncture between actual school performance and the expectations of government officials. He discusses the intrusive role of corporations, economic models for enticing better teacher performance, the continued impact of conservatism, and the growth of home schooling and charter schools. Informed by a breadth of historical scholarship and based squarely on primary sources, this volume remains the standard text for future teachers and scholars of education.
An analysis of the social changes and political debates that shaped 19th-century American high schools. It reveals what students studied and how they behaved, what teachers expected of them and how they taught, and how boys and girls, whites and blacks, experienced high school.
Conquer: The Story of Ninth Army recounts in great and glorious detail the U.S. Ninth army as it campaigned against Nazi Germany in Europe during World War II. The Ninth Army reached France in September 1944 in time to play a leading role in the reduction of Brest and Brittany; further battles awaited them during the November Offensive and the counterattack against the Ardennes offensive. Their march into Germany saw further bitter conflicts and actions along the Roer, the Rhine, the Ruhr and the Elbe, before the Ninth Army was finally able to rest as part of the occupation forces in defeated of Germany. Richly illustrated with photos and maps of the actions of the Ninth Army in the ETO. “Conquer: The Story of Ninth Army is intended to present in broad form a brief account of that Army’s activities— tactical, administrative, and logistical. Considerations of space, time, and proportion have generally limited the mention of individual units to divisions and larger. In Ninth Army, however, as in any modern American army, these were only one-half of the troop strength. The other half comprised the large number of corps and army troops— cavalry, antiaircraft, engineer, chemical, field artillery, medical, military police, ordnance, quartermaster, signal, tank, and tank destroyer—the “supporting” troops, without whom the job could not have been done. And it is to these, most of whom wore the Ninth Army shoulder patch, that I wish to pay particular tribute here, without detracting in any way from the fine performance of the larger units.”—Lt.-Gen. W. H. Simpson commander of the 9th Army.
Paul Mellon (1907--1999) was an unparalleled collector of British art. His collection, now at Yale in the museum and study center he founded to house it, rivals those in Britain’s national museums and is unquestionably the most comprehensive representation of British art held outside of the United Kingdom. This book and the exhibition that it accompanies celebrate the centenary of his birth. Five introductory essays examine Mellon’s extraordinary collecting activity, as well as his role in creating both the Yale Center for British Art and the Paul Mellon Centre for Studies in British Art in London as gifts to his alma mater (Yale 1929). A lavishly illustrated catalogue section showcases 148 of the most exquisite and important paintings, watercolors, drawings, prints, sculpture, rare books, and manuscript material in the Yale Center’s collection, including major works by Thomas Gainsborough, Joshua Reynolds, George Stubbs, John Constable, and J. M. W. Turner.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.