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The Midwest's one-room schools were, Fuller observes, the most democratic in the nation. Located in small, independent school districts, these schools virtually wiped out illiteracy, promoted democratic values, and opened up new vistas beyond the borders of their students' lives." "Entire communities, Fuller shows, revolved around these schools. At various times they were used as churches, polling places, sites of political caucuses, and meeting halls for local organizations. But as America urbanized and the movement to consolidate took hold in rural counties, these little centers of learning were left at the margins of the educational system. Some were torn down, some left to weather away, some sold at auction, and still others transformed into museums." "Despite its demise, Fuller argues, here was a school system that worked. His book offers a timely reminder of what schools can accomplish when communities work closely together to educate their children.
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"At the very heart of everything which concerns the Department of Rural Education are the boys and girls of the farms and the rural towns and villages of this nation. Their needs, their capabilities, their promise for the future are and should be in our minds whenever we seek to strengthen our leadership and improve the educational arrangements which serve rural people. Yet we know as a certainty all too little about the distinctive needs and potentialities of these boys and girls who grow up in rural surroundings. Some of us carry outmoded mental pictures of life on the farm. Others, noting the accelerated merging of "rural" and "urban" and the modernization of the farm, glibly assume that any distinctively rural aspects of American life have long since disappeared. Even those who sense both the diversity and the distinctiveness of rural environments lack clear understanding of the potential significance of rural living for the day-by-day development of children. Fortunately the Department is able to present as its 1951 Yearbook an illuminating study of The child in the rural environment"--Foreword. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
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Victime du discrédit dont a été l'objet, jusqu'à un passé récent, l'histoire littéraire, l'étude des écoles et courants littéraires a été délaissée car jugée trop schématique ou réductrice. Or cette manière de décrire la littérature peut constituer une approche féconde que la critique moderne redécouvre et que l'enseignement des lettres ne peut ignorer. En interrogeant la formation d'un mouvement littéraire, de la Pléiade à l'Oulipo, sa définition, sa chronologie, ses représentants, ses textes fondateurs, ses œuvres emblématiques mais aussi les rapports qu'il entretient avec des sensibilités voisines ou opposées, l'auteur propose un parcours précis et pertinent de la littérature française du Moyen Âge à nos jours. Cette troisième édition, revue et corrigée, propose de nouveaux développements sur la littérature du Moyen Âge.
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Rural schools --- Teachers --- Recruiting
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