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Girl's Schooling During The Progressive Era
This work traces the impact of a differentiated curriculum on girls' education in St. Louis public schools from 1870 to 1930. Its central argument is that the premise upon which a differentiated curriculum is founded, that schooling ought to differ among students in order prepare each for his or her place in the social order, actually led to academic decline. The attention given to the intersection of gender, race, and social class and its combined effect on girls' schooling, places this text in the new wave of critical historical scholarship in the field of educational research.
World War History
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Stockman-Gallison Ancestral Lines
John Stockman (ca.1653-1686) immigrated from England to Salisbury, Massachusetts during or before 1665, and in 1671 married widow Sarah (Pike) Bradbury (widow of Wymond Bradbury). Joseph Gallison (ca.1674 -1754), of French and Isle of Guernsey lineage, married Jean (Jane?) Mitchell in 1698, and lived at Marblehead, Massachusetts. Descen- dants and relatives (arranged alphabetically by surname) lived in New England, New York, Louisiana, Florida and elsewhere.
SAT For Dummies
SAT For Dummies, Premier 8th Edition with CD, features include: Five full-length print practice tests (1 more than prior edition) plus 2 additional unique tests on the CD, all with detailed answers and explanations Review of foundational concepts for every section, from identifying root words and using commas correctly to solving math word problems and using the quadratic formula Complete explanations of every question type Practice problems for each of the test's 10 sections
The Stockman Story
John Stockman was baptized 15 December 1645 in Whiteparish, Wiltshire. His parents were John Stockman and Anne Leigh. He emigrated in the 1660s and settled in Salisbury, Massachusetts. He married, Sarah Pike, daughter of Robert Pike (1615-1707) and Sarah Sanders. Their ancestors and descendants lived mainly in England and Massachusetts.
School, Society, and State
“Democracy has to be born anew every generation, and education is its midwife,” wrote John Dewey in his classic work The School and Society. In School, Society, and State, Tracy Steffes places that idea at the center of her exploration of the connections between public school reform in the early twentieth century and American political development from 1890 to 1940. American public schooling, Steffes shows, was not merely another reform project of the Progressive Era, but a central one. She addresses why Americans invested in public education and explains how an array of reformers subtly transformed schooling into a tool of social governance to address the consequences of industrialization and urbanization. By extending the reach of schools, broadening their mandate, and expanding their authority over the well-being of children, the state assumed a defining role in the education—and in the lives—of American families. In School, Society, and State, Steffes returns the state to the study of the history of education and brings the schools back into our discussion of state power during a pivotal moment in American political development.
Bulletin
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