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| education in the 1930s: Education for Struggle Richard J. Altenbaugh, 1990 |
| education in the 1930s: Out of the Dust (Scholastic Gold) Karen Hesse, 2012-09-01 Acclaimed author Karen Hesse's Newbery Medal-winning novel-in-verse explores the life of fourteen-year-old Billie Jo growing up in the dust bowls of Oklahoma. Out of the Dust joins the Scholastic Gold line, which features award-winning and beloved novels. Includes exclusive bonus content!Dust piles up like snow across the prairie. . . .A terrible accident has transformed Billie Jo's life, scarring her inside and out. Her mother is gone. Her father can't talk about it. And the one thing that might make her feel better -- playing the piano -- is impossible with her wounded hands.To make matters worse, dust storms are devastating the family farm and all the farms nearby. While others flee from the dust bowl, Billie Jo is left to find peace in the bleak landscape of Oklahoma -- and in the surprising landscape of her own heart. |
| education in the 1930s: The Education of Blacks in the South, 1860-1935 James D. Anderson, 2010-01-27 James Anderson critically reinterprets the history of southern black education from Reconstruction to the Great Depression. By placing black schooling within a political, cultural, and economic context, he offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters. Initially, ex-slaves attempted to create an educational system that would support and extend their emancipation, but their children were pushed into a system of industrial education that presupposed black political and economic subordination. This conception of education and social order--supported by northern industrial philanthropists, some black educators, and most southern school officials--conflicted with the aspirations of ex-slaves and their descendants, resulting at the turn of the century in a bitter national debate over the purposes of black education. Because blacks lacked economic and political power, white elites were able to control the structure and content of black elementary, secondary, normal, and college education during the first third of the twentieth century. Nonetheless, blacks persisted in their struggle to develop an educational system in accordance with their own needs and desires. |
| education in the 1930s: Changing Schools Arthur Zilversmit, 1993 List of Illustrations Preface Acknowledgments 1: Progressive Education: A Definition 2: Old Wine, New Bottles 3: Progressive Schools in the 1930s 4: Progressive Education in the 1930s: The Local Perspective5: Postwar Education: The Challenge 6: Progressive Education under Fire 7: Postwar Education in the Suburbs 8: Postwar Education in Middle America 9: Progressive Education and the Process of Reform Tables: School and Community Statistics, 1930-1960 Notes Index Copyright © Libri GmbH. All rights reserved. |
| education in the 1930s: Children of the Great Depression Russell Freedman, 2005 Discusses what life was like for children and their families during the harsh times of the Depression, from 1929 to the beginning of World War II. |
| education in the 1930s: 120 Years of American Education , 1993 |
| education in the 1930s: North Carolina During the Great Depression , 2003-01-30 Through interviews with survivors of the Depression, the use of photographs taken by Federally supported photographers (many reproduced here) and research into the history of the period, the work provides an accurate and even uplifting portrait of the people of the mountains, piedmont and Coastal areas of North Carolina in the 1930s. The chapters include examinations of the industries and natural resources of North Carolina during the Depression, as well as information on the education, health, population, labor, governorships, housing and entertainment of the time. The effects of the New Deal Programs and other important historic events are discussed. The work includes 200 photographs to complement interviews with North Carolina natives about their experiences, as well as appendices, a bibliography, and an index covering important federal photographers in North Carolina during the Great Depression. |
| education in the 1930s: One-Room School Donna M. Stephens, 2006 A brief introduction to Oklahoma history and Indian Lands becomes personal in this memoir of the author's mother, Helen Hussman Morris. It presents a description of the evolution of Oklahoma's educational system through the early part of the twentieth century, as well as a memorable reflection on rural American life in the early 1930s. Helen Hussman was born on Indian land near Fonda, Oklahoma, in 1910. She was the daughter of a German farmer from Iowa who had been hired to farm and raise cattle for members of the Cheyenne and Arapaho Indian tribe. Within a few years, her parents were able to purchase a farm near Seiling and begin to apply their energies to their own property. As a young child, Helen helped her father in the fields, spending long hours plowing, planting and harvesting with teams of horses. Meanwhile, her mother and sisters ran the house: cooking, sewing, washing, ironing, without the luxury of electricity or running water. Their hard life had its cheerful side: during the winter, Helen and her two sisters and brother helped their dad run his traps and hunt rabbits; in the summer after harvest, they joined other families in camping outings, cooking over campfires, fishing, and gossiping. Although Helen wanted to be a nurse, her father didn't want her to enter that line of work. During her junior year at Seiling High School, she was given the opportunity to do some substitute teaching. She discovered that she enjoyed working with small children and decided to become a teacher. In the late 1920s, it was possible for a high school student to take a county exam and earn a certificate to teach for one or two years, and that is what she did. Helen was interviewed by the three school board members of Orion School about fifteen miles from her home, and by the time she graduated high school in 1929, she had a teaching job earning $80.00 per month. During that summer, she still helped out on the farm, but her mind was filled with plans for her first teaching job with pupils in all eight grades. Helen's sister made her some new clothes for her first job, and she began to gather the materials she would need, including a teacher's bell. When Helen went to see the building before school started, she was temporarily astounded to find it isolated on a sand hill in an area unsuitable for farming or ranching. For $20.00 per month, she had arranged to board with a school board member and shared a two-room cabin, two miles from the school, with the widow and her three older sons. Helen's father picked her up on Fridays, so she could spend the weekends at home on the farm. To the sixteen pupils in all eight grades, Helen was required to teach agriculture, orthography, reading, penmanship, English grammar, physiology and hygiene, geography, U.S. history and civics, and arithmetic, as well as the evils of alcohol, morals, human kindness, and reverence for the flag. She organized games for recess and lunch time and devised special programs for the holidays. It was also her responsibility to provide monthly programs for the community, when they tried to raise extra money for the school with box- and pie-suppers and some kind of entertainment. During the winter, Helen had to arrive early to get the fire going and heat the building before the first pupils arrived. After school was out, she had to clean the building and lock it before walking two miles back to the house in which she stayed. All of this was a tremendous responsibility for a young girl just out of high school. Helen was basically on her own with no real assistance from the county school superintendent or anyone else, except a teacher friend of her sister who became Helen's mentor. She soon discovered that the teacher's meetings were a disappointment. No one offered any real advice on how to teach seven or eight subjects to all eight grades in the same room. However, all teachers knew that their j |
| education in the 1930s: National Survey of the Education of Teachers United States. National Survey of the Education of Teachers, 1932 |
| education in the 1930s: Educating Harlem Ansley T. Erickson, Ernest Morrell, 2019-11-12 Over the course of the twentieth century, education was a key site for envisioning opportunities for African Americans, but the very schools they attended sometimes acted as obstacles to black flourishing. Educating Harlem brings together a multidisciplinary group of scholars to provide a broad consideration of the history of schooling in perhaps the nation’s most iconic black community. The volume traces the varied ways that Harlem residents defined and pursued educational justice for their children and community despite consistent neglect and structural oppression. Contributors investigate the individuals, organizations, and initiatives that fostered educational visions, underscoring their breadth, variety, and persistence. Their essays span the century, from the Great Migration and the Harlem Renaissance through the 1970s fiscal crisis and up to the present. They tell the stories of Harlem residents from a wide variety of social positions and life experiences, from young children to expert researchers to neighborhood mothers and ambitious institution builders who imagined a dynamic array of possibilities from modest improvements to radical reshaping of their schools. Representing many disciplinary perspectives, the chapters examine a range of topics including architecture, literature, film, youth and adult organizing, employment, and city politics. Challenging the conventional rise-and-fall narratives found in many urban histories, the book tells a story of persistent struggle in each phase of the twentieth century. Educating Harlem paints a nuanced portrait of education in a storied community and brings much-needed historical context to one of the most embattled educational spaces today. |
| education in the 1930s: Bud, Not Buddy Christopher Paul Curtis, 2015-01-31 The Newbery Medal and Coretta Scott King Award-winning classic about a boy who decides to hit the road to find his father—from Christopher Paul Curtis, author of The Watsons Go To Birmingham—1963, a Newbery and Coretta Scott King Honoree. It’s 1936, in Flint Michigan. Times may be hard, and ten-year-old Bud may be a motherless boy on the run, but Bud’s got a few things going for him: 1. He has his own suitcase full of special things. 2. He’s the author of Bud Caldwell’s Rules and Things for Having a Funner Life and Making a Better Liar Out of Yourself. 3. His momma never told him who his father was, but she left a clue: flyers advertising Herman E. Calloway and his famous band, the Dusky Devastators of the Depression!!!!!! Bud’s got an idea that those flyers will lead him to his father. Once he decides to hit the road to find this mystery man, nothing can stop him—not hunger, not fear, not vampires, not even Herman E. Calloway himself. AN ALA BEST BOOK FOR YOUNG ADULTS AN ALA NOTABLE CHILDREN'S BOOK AN IRA CHILDREN'S BOOK AWARD WINNER NAMED TO 14 STATE AWARD LISTS “The book is a gem, of value to all ages, not just the young people to whom it is aimed.” —The Christian Science Monitor “Will keep readers engrossed from first page to last.” —Publishers Weekly, Starred “Curtis writes with a razor-sharp intelligence that grabs the reader by the heart and never lets go. . . . This highly recommended title [is] at the top of the list of books to be read again and again.” —Voice of Youth Advocates, Starred From the Hardcover edition. |
| education in the 1930s: Definitive Readings in the History, Philosophy, Theories and Practice of Career and Technical Education Wang, Victor X., 2010-07-31 Definitive Readings in the History, Philosophy, Theories and Practice of Career and Technical Education brings together definitive writings on CTE by leading figures and by contemporary thinkers in the history, philosophy, practice and theories of the field. Filling a much needed void in existing literature, this book equips scholars and practitioners with knowledge, skills, and attitudes to succeed in the field of CTE. |
| education in the 1930s: The Politics of 1930s British Literature Natasha Periyan, 2018-06-14 Winner of the 2018 International Standing Conference for the History of Education's First Book Award Drawing on a rich array of archival sources and historical detail, The Politics of 1930s British Literature tells the story of a school-minded decade and illuminates new readings of the politics and aesthetics of 1930s literature. In a period of shifting political claims, educational policy shaped writers' social and gender ideals. This book explores how a wide array of writers including Virginia Woolf, W.H. Auden, George Orwell, Winifred Holtby and Graham Greene were informed by their pedagogic work. It considers the ways in which education influenced writers' analysis of literary style and their conception of future literary forms. The Politics of 1930s British Literature argues that to those perennial symbols of the 1930s, the loudspeaker and the gramophone, should be added the textbook and the blackboard. |
| education in the 1930s: Who Will Keep the Public Healthy? Institute of Medicine, Board on Health Promotion and Disease Prevention, Committee on Educating Public Health Professionals for the 21st Century, 2003-04-29 Bioterrorism, drug-resistant disease, transmission of disease by global travel . . . there's no shortage of challenges facing America's public health officials. Men and women preparing to enter the field require state-of-the-art training to meet these increasing threats to the public health. But are the programs they rely on provide the high caliber professional training they require? Who Will Keep the Public Healthy? provides an overview of the past, present, and future of public health education, assessing its readiness to provide the training and education needed to prepare men and women to face 21st century challenges. Advocating an ecological approach to public health, the Institute of Medicine examines the role of public health schools and degree-granting programs, medical schools, nursing schools, and government agencies, as well as other institutions that foster public health education and leadership. Specific recommendations address the content of public health education, qualifications for faculty, availability of supervised practice, opportunities for cross-disciplinary research and education, cooperation with government agencies, and government funding for education. Eight areas of critical importance to public health education in the 21st century are examined in depth: informatics, genomics, communication, cultural competence, community-based participatory research, global health, policy and law, and public health ethics. The book also includes a discussion of the policy implications of its ecological framework. |
| education in the 1930s: Race and Schooling in the South, 1880-1950 Robert A. Margo, 2007-12-01 The interrelation among race, schooling, and labor market opportunities of American blacks can help us make sense of the relatively poor economic status of blacks in contemporary society. The role of these factors in slavery and the economic consequences for blacks has received much attention, but the post-slave experience of blacks in the American economy has been less studied. To deepen our understanding of that experience, Robert A. Margo mines a wealth of newly available census data and school district records. By analyzing evidence concerning occupational discrimination, educational expenditures, taxation, and teachers' salaries, he clarifies the costs for blacks of post-slave segregation. A concise, lucid account of the bases of racial inequality in the South between Reconstruction and the Civil Rights era. . . . Deserves the careful attention of anyone concerned with historical and contemporary race stratification.—Kathryn M. Neckerman, Contemporary Sociology Margo has produced an excellent study, which can serve as a model for aspiring cliometricians. To describe it as 'required reading' would fail to indicate just how important, indeed indispensable, the book will be to scholars interested in racial economic differences, past or present.—Robert Higgs, Journal of Economic Literature Margo shows that history is important in understanding present domestic problems; his study has significant implications for understanding post-1950s black economic development.—Joe M. Richardson, Journal of American History |
| education in the 1930s: The Mis-education of the Negro Carter Godwin Woodson, 1969 |
| education in the 1930s: Education & the Great Depression David Hicks, 2006 Education and the Great Depression: Lessons from a Global History examines the history of schools in terms of pedagogies, curricula, policies, and practices at the point of intersection with worldwide patterns of economic crisis, political instability, and social transformation. Examining the Great Depression in the historical contexts of Egypt, Turkey, Germany, Brazil, and New Zealand and in the regional contexts of the United States, including Virginia, New York City, Cleveland, Chicago, and South Carolina, this collection broadens our understanding of the scope of this crisis while also locating more familiar American examples in a global framework. |
| education in the 1930s: The Education Trap Cristina Viviana Groeger, 2021-03-09 Why—contrary to much expert and popular opinion—more education may not be the answer to skyrocketing inequality. For generations, Americans have looked to education as the solution to economic disadvantage. Yet, although more people are earning degrees, the gap between rich and poor is widening. Cristina Groeger delves into the history of this seeming contradiction, explaining how education came to be seen as a panacea even as it paved the way for deepening inequality. The Education Trap returns to the first decades of the twentieth century, when Americans were grappling with the unprecedented inequities of the Gilded Age. Groeger’s test case is the city of Boston, which spent heavily on public schools. She examines how workplaces came to depend on an army of white-collar staff, largely women and second-generation immigrants, trained in secondary schools. But Groeger finds that the shift to more educated labor had negative consequences—both intended and unintended—for many workers. Employers supported training in schools in order to undermine the influence of craft unions, and so shift workplace power toward management. And advanced educational credentials became a means of controlling access to high-paying professional and business jobs, concentrating power and wealth. Formal education thus became a central force in maintaining inequality. The idea that more education should be the primary means of reducing inequality may be appealing to politicians and voters, but Groeger warns that it may be a dangerous policy trap. If we want a more equitable society, we should not just prescribe more time in the classroom, but fight for justice in the workplace. |
| education in the 1930s: The Making of Americans E. D. Hirsch, 2009-09-15 From the bestselling author of Cultural Literacy, a passionate and cogent argument for reforming the way we teach our children. Why, after decades of commissions, reforms, and efforts at innovation, do our schools continue to disappoint us? In this comprehensive book, educational theorist E. D. Hirsch, Jr. masterfully analyzes how American ideas about education have veered off course, what we must do to right them, and most importantly why. He argues that the core problem with American education is that educational theorists, especially in the early grades, have for the past sixty years rejected academic content in favor of “child-centered” and “how-to” learning theories that are at odds with how children really learn. The result is failing schools and widening inequality, as only children from content-rich (usually better-off) homes can take advantage of the schools’ educational methods. Hirsch unabashedly confronts the education establishment, arguing that a content-based curriculum is essential to addressing social and economic inequality. A nationwide, specific, grade-by-grade curriculum established in the early school grades can help fulfill one of America’s oldest and most compelling dreams: to give all children, regardless of language, religion, or origins, the opportunity to participate as equals and become competent citizens. Hirsch not only reminds us of these inspiring ideals, he offers an ambitious and specific plan for achieving them. “Hirsch’s case is clear and compelling. His book ought to be read by anyone interested in the education and training of the next generation of Americans.”—Glenn C. Altschuler, The Boston Globe “Hirsch once again challenges the prevailing “child-centered” philosophy, championing a return to a “subject-centered” approach to learning.”—Publishers Weekly |
| education in the 1930s: Good Times, Hard Times Perc Marland, 1998-01-01 |
| education in the 1930s: Education and the Cold War A. Hartman, 2012-04-02 Shortly after the Russians launched Sputnik in 1957, Hannah Arendt quipped that only in America could a crisis in education actually become a factor in politics. The Cold War battle for the American school - dramatized but not initiated by Sputnik - proved Arendt correct. The schools served as a battleground in the ideological conflicts of the 1950s. Beginning with the genealogy of progressive education, and ending with the formation of New Left and New Right thought, Education and the Cold War offers a fresh perspective on the postwar transformation in U.S. political culture by way of an examination of the educational history of that era. |
| education in the 1930s: What School Could Be Ted Dintersmith, 2018-04-10 An inspiring account of teachers in ordinary circumstances doing extraordinary things, showing us how to transform education What School Could Be offers an inspiring vision of what our teachers and students can accomplish if trusted with the challenge of developing the skills and ways of thinking needed to thrive in a world of dizzying technological change. Innovation expert Ted Dintersmith took an unprecedented trip across America, visiting all fifty states in a single school year. He originally set out to raise awareness about the urgent need to reimagine education to prepare students for a world marked by innovation--but America's teachers one-upped him. All across the country, he met teachers in ordinary settings doing extraordinary things, creating innovative classrooms where children learn deeply and joyously as they gain purpose, agency, essential skillsets and mindsets, and real knowledge. Together, these new ways of teaching and learning offer a vision of what school could be—and a model for transforming schools throughout the United States and beyond. Better yet, teachers and parents don't have to wait for the revolution to come from above. They can readily implement small changes that can make a big difference. America's clock is ticking. Our archaic model of education trains our kids for a world that no longer exists, and accelerating advances in technology are eliminating millions of jobs. But the trailblazing of many American educators gives us reasons for hope. Capturing bold ideas from teachers and classrooms across America, What School Could Be provides a realistic and profoundly optimistic roadmap for creating cultures of innovation and real learning in all our schools. |
| education in the 1930s: Education of Black People W. E. B. DuBois, 1973 |
| education in the 1930s: The Red Network; A Who's Who and Handbook of Radicalism for Patriots Elizabeth Kirkpatrick Dilling, 2018-10-14 This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. |
| education in the 1930s: The Third Reich in the Ivory Tower Stephen H. Norwood, 2009-05-25 Argues that American colleges condoned and participated in fascist practices prior to World War II and that the nation's educational elite demonstrated indifference or a lack of awareness to Jewish victims to Nazism. |
| education in the 1930s: Education for Extinction David Wallace Adams, 1995 The last Indian War was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white civilization take root while childhood memories of savagism gradually faded to the point of extinction. In the words of one official: Kill the Indian and save the man. Education for Extinction offers the first comprehensive account of this dispiriting effort. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a total institution designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism. |
| education in the 1930s: Dare the School Build a New Social Order? George Sylvester Counts, 1978 George S. Counts was amajor figure in American education for almost fifty years. Republication of this early (1932) work draws special attention to Counts's role as a social and political activist. Three particular themes make the book noteworthy because of their importance in Counts's plan for change as well as for their continuing contemporary importance: (1)Counts's criticism of child-centered progressives; (2)the role Counts assigns to teachers in achieving educational and social reform; and (3) Counts's idea for the reform of the American economy. |
| education in the 1930s: The Spoon from Minkowitz Judith Fein, 2013-01-01 Judith Fein tells the story about where she came from, what the Old World was like, and what remains of the places so many of our ancestors left behind when they came to America. With heart and humor, she takes us along with her as she treks through graveyards, has a private audience with the Gypsy Baron of Moldova, meets the last Jew standing, communes with the dead, quaffs cognac with Russians, wanders among ruins, and hears the call of the ancestors, driving her on. Ultimately, it is our story too, as we experience the legacy of what was handed down to us in our families, relationships, beliefs, fears and longings. |
| education in the 1930s: Fireside Politics Douglas B. Craig, 2000 Craig provides an in-depth examination of radio's changing role in American political culture between 1920 and 1940. He follows the evolution of radio into a commercialised and regulated industry, and ultimately into an essential tool for winning political campaigns and shaping American identity at that time. |
| education in the 1930s: The Race between Education and Technology Claudia Goldin, Lawrence F. Katz, 2009-07-01 This book provides a careful historical analysis of the co-evolution of educational attainment and the wage structure in the United States through the twentieth century. The authors propose that the twentieth century was not only the American Century but also the Human Capital Century. That is, the American educational system is what made America the richest nation in the world. Its educational system had always been less elite than that of most European nations. By 1900 the U.S. had begun to educate its masses at the secondary level, not just in the primary schools that had remarkable success in the nineteenth century. The book argues that technological change, education, and inequality have been involved in a kind of race. During the first eight decades of the twentieth century, the increase of educated workers was higher than the demand for them. This had the effect of boosting income for most people and lowering inequality. However, the reverse has been true since about 1980. This educational slowdown was accompanied by rising inequality. The authors discuss the complex reasons for this, and what might be done to ameliorate it. |
| education in the 1930s: Miss Beecher's Domestic Receipt-book Catharine Esther Beecher, 1871 |
| education in the 1930s: Alplha-Phonics Including CD ROM Version: A Primer for Beginning Readers Samuel L. Blumenfeld, 2012-07-01 Product Description: Alpha-Phonics is a complete phonics reading instruction designed for little beginners but is regularly used by all ages to learn to read or improve reading. It is complete; nothing else is needed. Anyone who can read can teach anyone to read with it. It comes with a complete CD ROM version included at no extra cost. Important: The CD Rom is usable only in PC's. It will not work on MAC. |
| education in the 1930s: Is Sex Necessary? James Thurber, E. B. White, 2004-11-09 The first book of prose published by either James Thurber or E. B. White, Is Sex Necessary? combines the humor and genius of both authors to examine those great mysteries of life -- romance, love, and marriage. A masterpiece of drollery, this 75th Anniversary Edition stands the test of time with its sidesplitting spoof of men, women, and psychologists; more than fifty funny illustrations by Thurber; and a new foreword by John Updike. |
| education in the 1930s: The Lost Education of Horace Tate Vanessa Siddle Walker, 2018-07-31 A Publishers Weekly Best Book of 2018 “An important contribution to our understanding of how ordinary people found the strength to fight for equality for schoolchildren and their teachers.” —Wall Street Journal In the epic tradition of Eyes on the Prize and with the cultural significance of John Lewis's March trilogy, an ambitious and harrowing account of the devoted black educators who battled southern school segregation and inequality For two years an aging Dr. Horace Tate—a former teacher, principal, and state senator—told Emory University professor Vanessa Siddle Walker about his clandestine travels on unpaved roads under the cover of night, meeting with other educators and with Dr. King, Georgia politicians, and even U.S. presidents. Sometimes he and Walker spoke by phone, sometimes in his office, sometimes in his home; always Tate shared fascinating stories of the times leading up to and following Brown v. Board of Education. Dramatically, on his deathbed, he asked Walker to return to his office in Atlanta, in a building that was once the headquarters of another kind of southern strategy, one driven by integrity and equality. Just days after Dr. Tate's passing in 2002, Walker honored his wish. Up a dusty, rickety staircase, locked in a concealed attic, she found the collection: a massive archive documenting the underground actors and covert strategies behind the most significant era of the fight for educational justice. Thus began Walker's sixteen-year project to uncover the network of educators behind countless battles—in courtrooms, schools, and communities—for the education of black children. Until now, the courageous story of how black Americans in the South won so much and subsequently fell so far has been incomplete. The Lost Education of Horace Tate is a monumental work that offers fresh insight into the southern struggle for human rights, revealing little-known accounts of leaders such as W.E.B. Du Bois and James Weldon Johnson, as well as hidden provocateurs like Horace Tate. |
| education in the 1930s: The Impacts of Racism and Bias on Black People Pursuing Careers in Science, Engineering, and Medicine National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Policy and Global Affairs, Roundtable on Black Men and Black Women in Science, Engineering, and Medicine, 2020-12-18 Despite the changing demographics of the nation and a growing appreciation for diversity and inclusion as drivers of excellence in science, engineering, and medicine, Black Americans are severely underrepresented in these fields. Racism and bias are significant reasons for this disparity, with detrimental implications on individuals, health care organizations, and the nation as a whole. The Roundtable on Black Men and Black Women in Science, Engineering, and Medicine was launched at the National Academies of Sciences, Engineering, and Medicine in 2019 to identify key levers, drivers, and disruptors in government, industry, health care, and higher education where actions can have the most impact on increasing the participation of Black men and Black women in science, medicine, and engineering. On April 16, 2020, the Roundtable convened a workshop to explore the context for their work; to surface key issues and questions that the Roundtable should address in its initial phase; and to reach key stakeholders and constituents. This proceedings provides a record of the workshop. |
| education in the 1930s: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| education in the 1930s: The Knife and the Butterfly Ashley Hope P‚rez, 2014-08-01 After a marijuana-addled brawl with a rival gang, 16-year-old Azael wakes up to find himself surrounded by a familiar set of concrete walls and a locked door. Juvie again, he thinks. But he can't really remember what happened or how he got picked up. He knows his MS13 boys faced off with some punks from Crazy Crew. There were bats, bricks, chains. A knife. But he can't remember anything between that moment and when he woke behind bars. Azael knows prison, and something isn't right about this lockup. No phone call. No lawyer. No news about his brother or his homies. The only thing they make him do is watch some white girl in some cell. Watch her and try to remember. Lexi Allen would love to forget the brawl, would love for it to disappear back into the Xanax fog it came from. And her mother and her lawyer hope she chooses not to remember too much about the brawl?at least when it's time to testify. Lexi knows there's more at stake in her trial than her life alone, though. She's connected to him, and he needs the truth. The knife cut, but somehow it also connected. |
| education in the 1930s: Penn State Michael Bezilla, 1985 Chartered in 1855 as an agricultural college, Penn State was designated Pennsylvania's land-grant school soon after the passage of the Morrill Act in 1862. Through this federal legislation, the institution assumed a legal obligation to offer studies not only in agriculture but also in engineering and other utilitarian fields as well as liberal arts. By giving it land-grant status, the Commonwealth of Pennsylvania made the privately chartered Penn State a public instrumentality and assumed a responsibility to assist it in carrying out its work. However, the notion that higher education should have practical value was a novel one in the mid-nineteenth century, and Penn State experienced several decades of drift and uncertainty before winning the confidence of Pennsylvania's citizens and their political leaders. The story of Penn State in the twentieth century is one of continuous expansion in its three-fold mission: instruction, research, and extension. Engineering, agriculture, mineral industries, and science were early strengths; during the Great Depression, liberal arts matured. Further curricular diversification occurred after the Second World War, and a medical school and teaching hospital were added in the 1960s. Penn State was among the earliest land-grant schools to inaugurate extension programs in agriculture, engineering, and home economics. Indeed, the success of extension education indirectly led to the founding of the first branch campuses in the 1930s, from which evolved the extensive Commonwealth Campus system. The history of Penn State encompasses more than academics. It is the personal story of such able leaders as presidents Evan Pugh, George Atherton, and Milton Eisenhower, who saw not the institution that was but the one that could be. It is the story of the confusing and often frustrating relationship between the University and the state government. As much as anything else, it is the story of students, with ample attention given to the social as well as scholastic side of student life. All of this is placed in the context of the history of land-grant education and Pennsylvania's overall educational development. This is an objective, analytical, and at times critical account of Penn State from the earliest days to the 1980s. With hundreds of illustrations and interesting vignettes, this book is a visually exciting and human-oriented history of a major state university. |
| education in the 1930s: The Island of Sea Women Lisa See, 2019-03-05 THE NEW YORK TIMES BESTSELLER “A mesmerizing new historical novel” (O, The Oprah Magazine) from Lisa See, the bestselling author of The Tea Girl of Hummingbird Lane, about female friendship and devastating family secrets on a small Korean island. Mi-ja and Young-sook, two girls living on the Korean island of Jeju, are best friends who come from very different backgrounds. When they are old enough, they begin working in the sea with their village’s all-female diving collective, led by Young-sook’s mother. As the girls take up their positions as baby divers, they know they are beginning a life of excitement and responsibility—but also danger. Despite their love for each other, Mi-ja and Young-sook find it impossible to ignore their differences. The Island of Sea Women takes place over many decades, beginning during a period of Japanese colonialism in the 1930s and 1940s, followed by World War II, the Korean War, through the era of cell phones and wet suits for the women divers. Throughout this time, the residents of Jeju find themselves caught between warring empires. Mi-ja is the daughter of a Japanese collaborator. Young-sook was born into a long line of haenyeo and will inherit her mother’s position leading the divers in their village. Little do the two friends know that forces outside their control will push their friendship to the breaking point. “This vivid…thoughtful and empathetic” novel (The New York Times Book Review) illuminates a world turned upside down, one where the women are in charge and the men take care of the children. “A wonderful ode to a truly singular group of women” (Publishers Weekly), The Island of Sea Women is a “beautiful story…about the endurance of friendship when it’s pushed to its limits, and you…will love it” (Cosmopolitan). |
| education in the 1930s: The Teachers of Stalinism E. Thomas Ewing, 2002 The Teachers of Stalinism: Policy, Practice, and Power in Soviet Schools of the 1930s examines Soviet primary and secondary teachers in a period of educational expansion, social transformation, and political repression. This book focuses on the professional status, classroom practices, and political experiences of teachers. Based on archival research and published materials, including personal statements, inspectors' reports, and instructional documents, The Teachers of Stalinism explores the unique relationships among Soviet society, schools, and the state that evolved in the first decade of the Stalinist era. |
The 1930s: Education: Overview - PBworks
Long before the 1930s the public school was a symbol of American democracy. In many ways it represented the promise of America: a place where hard work and achievement were …
Educational Mobility in America: 1930s – 2000s - Stanford …
Using data from the General Social Survey, we propose to present estimates of inequality in educational attainment and educational mobility for the cohorts who graduated from high …
British Education in the 1930s: A Focus on and The London …
Distinctions existed in the way education was provided to different divisions of society in England. The private schools (fee-paying), paradoxically called “public,” offered a quality education to …
COLLEGE WOMEN IN THE 1930s THE POSSIBILITIES AND THE …
While the percentage of women between eighteen and twenty-one in college increased from 10.5 percent in 1930 to 12.2 percent in 1940, their proportion of total enrollment dropped from 43.7...
Progressive Education and Native American Schools, 1929-1950
In her widely quoted book, Education and the American Indian, Margaret Connell Szasz contended that, during the late nineteenth century, education served as a tool of assimilation …
Schooling in the 1930’s By John Clements
It was not until the Education Act of 1870 that the framework for education of children between the ages of 5 and 13 was introduced and not until the Act of 1880 that education with a few …
What Was Education Like In The 1930s (PDF)
Iedell,Rose Marie Smith,Elias H. Martens,Beatrice McLeod,1933 This bulletin provides the sixth chapter of the Biennial Survey of Education 1930 32 which has been published in separate …
Education: Historical statistics
Education Act 1944 which extended free education to all state secondary schools and introduced the tripartite system (grammar, technical and modern) to secondary education.
Literature and Education in the 1930s - University of East Anglia
From Evelyn Waugh’s debut Decline and Fall (1928), through Graham Greene’s edited collection of public school memoirs, The Old School (1934), to James Hilton’s immensely popular …
LITERACY RATES AND RACE IN THE 1930 HOUSTON CENSUS
education based on race. In doing so, I hope to address the ramifications of race and subsequent inequality on the ability of individuals to obtain education and the ability to read. I intend to …
11 Education and Culture, 1920-1945 - Springer
Inexpensive or free higher education during the Depression encouraged the children of immigrants despite restrictive admissions policies in many colleges and nurses' training courses.
History and Evolution of Public Education in the US
For a look at how these historical purposes shape education today, see CEP’s 2020 publication, For the Common Good: Recommitting to Public Education in a Time of Crisis, available at …
Learning to Be Soviet: Stalinist Schools and Celebrations in the …
Petrone and Holmes stake out very different educational territory. Taken together, the two works underline the impor- tance, perhaps especially in the Soviet case, of understanding education …
What Was Education Like In The 1930s [PDF]
What Was Education Like In The 1930s United States Department of the Interior, Office of Education (ED).
DOCUMENT RESUME ED 315 157 PS 018 519 AUTHOR …
the U. S. Office of Education, who indicated that nursery schools would benefit both the children and the unemployed teachers. It was decided that the nursery school program would be part of …
Education in the South: 1870-1930 - Southern Adventist …
education levels in the South increased through the eyes of the United Daughters of the Confederacy, the United Confederate Veterans, the Cherokee Indians, and most important of …
What Can We Learn from Progressive Education? - JSTOR
Progressive Education? By Kathleen Weiler Why should radical teachers today reflect on the pro gressive education move ment of the early twentieth century? Conservatives like Diane Ravitch …
28 June 2008 - Scholars at Harvard
We address how the “second transformation” of American education occurred and what. From 1910 to 1940, America underwent a spectacular educational transformation. Just 9. (see Figure …
A Critical Look at Women's Role in Physical Education and …
Physical education and sports are often viewed as a microcosm of society by reflecting the cultural climate of the time. By exploring the history of physical education and sport, important …
THE IMPACT OF EUGENICS ON SPECIAL EDUCATION IN 1930s …
In the 1930s, about 2% of San Francisco’s children were diagnosed as intellectually disabled and placed in special education or institutionalized. Most of the children were of Italian descent.
The 1930s: Education: Overview - PBworks
Long before the 1930s the public school was a symbol of American democracy. In many ways it represented the promise of America: a place where hard work and achievement were …
Educational Mobility in America: 1930s – 2000s - Stanford …
Using data from the General Social Survey, we propose to present estimates of inequality in educational attainment and educational mobility for the cohorts who graduated from high …
British Education in the 1930s: A Focus on and The London …
Distinctions existed in the way education was provided to different divisions of society in England. The private schools (fee-paying), paradoxically called “public,” offered a quality education to …
COLLEGE WOMEN IN THE 1930s THE POSSIBILITIES AND THE …
While the percentage of women between eighteen and twenty-one in college increased from 10.5 percent in 1930 to 12.2 percent in 1940, their proportion of total enrollment dropped from 43.7...
Progressive Education and Native American Schools, 1929-1950
In her widely quoted book, Education and the American Indian, Margaret Connell Szasz contended that, during the late nineteenth century, education served as a tool of assimilation …
Schooling in the 1930’s By John Clements
It was not until the Education Act of 1870 that the framework for education of children between the ages of 5 and 13 was introduced and not until the Act of 1880 that education with a few …
What Was Education Like In The 1930s (PDF)
Iedell,Rose Marie Smith,Elias H. Martens,Beatrice McLeod,1933 This bulletin provides the sixth chapter of the Biennial Survey of Education 1930 32 which has been published in separate …
Education: Historical statistics
Education Act 1944 which extended free education to all state secondary schools and introduced the tripartite system (grammar, technical and modern) to secondary education.
Literature and Education in the 1930s - University of East …
From Evelyn Waugh’s debut Decline and Fall (1928), through Graham Greene’s edited collection of public school memoirs, The Old School (1934), to James Hilton’s immensely popular …
LITERACY RATES AND RACE IN THE 1930 HOUSTON CENSUS
education based on race. In doing so, I hope to address the ramifications of race and subsequent inequality on the ability of individuals to obtain education and the ability to read. I intend to …
11 Education and Culture, 1920-1945 - Springer
Inexpensive or free higher education during the Depression encouraged the children of immigrants despite restrictive admissions policies in many colleges and nurses' training courses.
History and Evolution of Public Education in the US
For a look at how these historical purposes shape education today, see CEP’s 2020 publication, For the Common Good: Recommitting to Public Education in a Time of Crisis, available at …
Learning to Be Soviet: Stalinist Schools and Celebrations in …
Petrone and Holmes stake out very different educational territory. Taken together, the two works underline the impor- tance, perhaps especially in the Soviet case, of understanding education …
What Was Education Like In The 1930s [PDF]
What Was Education Like In The 1930s United States Department of the Interior, Office of Education (ED).
DOCUMENT RESUME ED 315 157 PS 018 519 AUTHOR …
the U. S. Office of Education, who indicated that nursery schools would benefit both the children and the unemployed teachers. It was decided that the nursery school program would be part …
Education in the South: 1870-1930 - Southern Adventist …
education levels in the South increased through the eyes of the United Daughters of the Confederacy, the United Confederate Veterans, the Cherokee Indians, and most important of …
What Can We Learn from Progressive Education? - JSTOR
Progressive Education? By Kathleen Weiler Why should radical teachers today reflect on the pro gressive education move ment of the early twentieth century? Conservatives like Diane …
28 June 2008 - Scholars at Harvard
We address how the “second transformation” of American education occurred and what. From 1910 to 1940, America underwent a spectacular educational transformation. Just 9. (see …
A Critical Look at Women's Role in Physical Education and …
Physical education and sports are often viewed as a microcosm of society by reflecting the cultural climate of the time. By exploring the history of physical education and sport, important …
THE IMPACT OF EUGENICS ON SPECIAL EDUCATION IN …
In the 1930s, about 2% of San Francisco’s children were diagnosed as intellectually disabled and placed in special education or institutionalized. Most of the children were of Italian descent.
