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Smith, Spencer J. – American Educational History Journal, 2019
In a time of political turmoil in which both women (#MeToo) and black people (#BlackLivesMatter) are fighting to be heard and recognized, it is worthwhile to look at the past to perhaps uncover new narratives that can give direction. Citizenship Schools provided a way for civil rights activists to civically engage individuals who were previously…
Descriptors: Educational History, Educational Philosophy, Citizenship Education, Civil Rights
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Gunn, Dennis – American Educational History Journal, 2018
Rapid changes in American society in the early twentieth century fostered both a general sense of optimism for America's future and a perceived sense of moral dislocation affecting present and future generations of America's youth. Urbanization, modernization, and the increasing presence of immigrant populations were often viewed as challenges to…
Descriptors: Moral Development, Values Education, United States History, Political Attitudes
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Eddy, Colleen M.; Kuehnert, Eloise Aniag – American Educational History Journal, 2018
The purpose of this paper is to account for the advancement of questioning in mathematics education. Four sections focus on: (1) Importance of Questioning in Education (a historical perspective of questioning from the 1960s through the 1990s); (2) Cognitive Classification of Questions (Costa's Levels of Thinking, Webb's Depth of Knowledge, and…
Descriptors: Mathematics Instruction, Questioning Techniques, Teaching Methods, Constructivism (Learning)
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Hengtgen, Kristen – American Educational History Journal, 2017
In 1966, as the old county courthouse in Delaware County moved to a new building, there was no easy way to relocate the years of old documents and artifacts that had been collecting dust in the disorganized basement and attic since 1880. The decision was made. Thousands of documents, ledgers, and manuscripts from the founding of the county in 1827…
Descriptors: Higher Education, Laboratory Training, History Instruction, Local History
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McCarther, Shirley Marie; Davis, Donna M. – American Educational History Journal, 2017
Gloria Ladson-Billings' (1995) ground-breaking work around the theory of culturally relevant pedagogy has shaped the discourse in schools and education programs for over twenty years. Her belief that schools should be places where students and teachers come together to have meaningful educational experiences has provided a foundation for…
Descriptors: Culturally Relevant Education, Urban Schools, Teaching Methods, Educational Experience
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Watras, Joseph – American Educational History Journal, 2016
World War I marked an important turning point in progressive education. With the founding of the Progressive Education Association (PEA) in 1919 advocates had an organization that stood against pedagogical formalism. This essay provides a discussion of this new approach to education, the possibilities of the contributions progressive schools made…
Descriptors: Progressive Education, Organizations (Groups), Educational Philosophy, Social Change
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Zahner, Mary – American Educational History Journal, 2016
The nineteenth century educational experiment by Amos Bronson Alcott and Elizabeth Palmer Peabody at the Temple School in Boston from 1834-1836 was generally considered a failure. Nevertheless, a narrow window of the experiment planted the seed for future interest in early childhood education by means of Peabody's (1836) "Record of a School:…
Descriptors: Educational Philosophy, Early Childhood Education, Publications, Teaching Methods
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Bailey, Lucy E. – American Educational History Journal, 2015
Autobiography and biography are productive genres for exploring historical events and processes, even as such works have sometimes held a peripheral role in the "community" of history of education scholarship. This paper focuses on the pedagogical productivity and challenges of a recent graduate course the author offered in…
Descriptors: History Instruction, Teaching Methods, Autobiographies, Educational History
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Mingus, Matthew D. – American Educational History Journal, 2015
There are obvious differences between teaching postsecondary courses during the mid-twentieth century and teaching those same courses in the twenty-first century. Today's students--particularly at two-year institutions -- are often employed full-time and must balance their course loads with "family/social commitments." The "power…
Descriptors: Teacher Effectiveness, Instructional Effectiveness, Recognition (Achievement), Geology
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Francis, Anthony Tuf – American Educational History Journal, 2014
Americans seem to agree that social studies education is important for citizens in a democracy, but they have disagreed vociferously about what constitutes the social studies, who should teach it, what methods are most effective, and if different students need different curriculum or instruction. This history of conflict is called the "social…
Descriptors: Social Studies, Teaching Methods, Conflict, Educational Philosophy
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Morice, Linda C.; Reeves, Alison – American Educational History Journal, 2014
Given the difficult of defining and comprehending progressive education (and in view of recent scholars' belief that the movement should be understood in context), this article seeks to shed light on progressive education through a historical case study. The subject is Alice Moyer (1898- 1980), a member of an under-researched group in the study of…
Descriptors: Educational History, Progressive Education, Case Studies, Females
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Groen, Mark – American Educational History Journal, 2013
This paper examines why so many northern teachers ventured into the South in the 1860s, and the reasons southerners first sought them out, and later wanted the teachers "put to rout." Changing attitudes toward teaching and learning, textbooks and teachers, were part of the emerging national identity of the antebellum South.
Descriptors: United States History, Geographic Regions, Attitude Change, Teaching Methods
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Smilie, Kipton D. – American Educational History Journal, 2013
Irving Babbitt and E.D. Hirsch defended the humanistic curriculum at both the beginning and end of the twentieth century, respectively. Both claimed that a set of specific knowledge needed to be passed from one generation to the next. Both found this knowledge primarily, though certainly not exclusively, through the classical Western tradition.…
Descriptors: Educational History, Humanism, Curriculum Development, Progressive Education
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Bellows, M. Elizabeth; Baumi, Michelle; Field, Sherry L. – American Educational History Journal, 2013
Across the United States, the Great Depression was a period of tremendous upheaval. Economic, family, political, and educational institutions shook mightily as the tremors of widespread financial downturn were felt. Public schools faced increasing hardships, which included financial problems such as a weakened tax base due to the non-payment of…
Descriptors: Educational History, Financial Exigency, Educational Finance, Social Studies
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Groen, Mark – American Educational History Journal, 2012
The No Child Left Behind Act (NCLB) represents a quantum leap in both Federal involvement and Federal mandates to schools. In the relatively short period of less than a decade NCLB has changed how teachers teach, what subjects are taught, and how teachers and principals are evaluated. As NCLB continues to impact American education and educational…
Descriptors: Educational Policy, Accountability, Curriculum Development, Educational Change