Sherrod, Elgie Gaynell 2022 1-4955-0988-5 516 pages "In the chapters that follow, I illustrate the dance pedagogy created by Black dance artists in the 1930s and 1940s in America. I discuss the ways in which this dance instruction undergirded the emergence of the Black concert dance construct, which manifested in the late 1950s and took on a definitive global presence in the 1960s with the popularity of the Alvin Ailey American Dance Theatre. In this discussion, I document the dance contributions of dance pioneer Katherine Dunham and her peers, whose works blazed a trail for many contemporary dance artists." -Dr. Elgie Gaynell Sherrod
Ward, Robert E. 1995 0-7734-9050-7 272 pages This encyclopedia is a research tool for both specialists in Anglo-Irish culture and the generalists who would like to know something about the variety of schools that existed in Ireland before the installation of the Irish state schools in the nineteenth century. This volume's importance lies in its compilation of hard-to-find materials that are in archives or in Irish regional or religious oriented journals. For example, little has been written about the suppressed report of 1791 concerning the endowed schools of Ireland, or about the Irish House of Lords' Census of Catholic schools, "masshouses" and monasteries. There is a richness of material that awaits future researchers in Irish education.
Noble, Cynthia Nazzaro 2005 0-7734-6052-7 220 pages Bessie Schönberg was one of the foremost dance educators of the 20th century and was highly influential in contemporary dance. Schönberg taught at Sarah Lawrence College from 1936 to 1975, where she created and directed one of the first autonomous dance departments in American higher education. Founded on the philosophy of progressive arts education, the Sarah Lawrence program served as an important example for other emerging dance programs in the decades between the 1940s and 1970s, a time of significant growth in college dance programs in the United States. Some of her former students became well-known professional choreographers and dance educators, including Carolyn Adams, Elizabeth Keen, Meredith Monk, Lucinda Childs and Victoria Marks, and several contributed information to this study.
Schönberg’s life and career were deeply intertwined with many of the most important figures in American modern dance, including Martha Graham and Martha Hill; with historically significant events such as the emergence of the Bennington Summer School of Dance; and with premiere dance institutions such as Dance Theater Workshop, Jacob’s Pillow Dance Festival, The Julliard School and Dance Theatre of Harlem. The book examines her early life in Germany and family background, her years of professional preparation in America as a dancer and educator, and her educational experiences at Bennington College Summer School of the Dance. It also describes curricular innovations that chairperson Schönberg instituted at Sarah Lawrence, and her original methodology for teaching choreography, as observed at Jacob’s Pillow and Dance Theater Workshop.
Turner, Michael J. 2017 1-4955-0609-6 144 pages The subject of this book is Alexander James Beresford Hope (1820-1887), a staunch Anglican of High Church proclivities, very wealthy, a champion of the Gothic revival and member of several cultural and learned societies, a writer, collector, philanthropist, patron of the arts, and a respected if somewhat idiosyncratic force in the Conservative Party. Hope’s ideas and activity offer useful and even unrivaled insights into the educational agencies of the Church and the manner in which they were described and defended.
Gardiner, Di 2011 0-7734-1598-X 396 pages This book examines the development of teacher education at five universities in Western Australia and note analogous historical developments in England, Europe, and the United States. The authors address the false claim that teacher education has been marginalized at certain universities, which has led to a negative attitude towards teacher preparation. Gardiner, O'Donoghue, and O'Neil analyze the structure, orientation, and content of the education programs that they describe as the ‘preactive curriculum,’ at the different universities, while describing how those programs were implemented and carried out over time. The book is an important contribution to curriculum history and offers new methodological approaches to research the implementation of teacher education.
McPherson, Elizabeth 2008 0-7734-5122-6 228 pages This book looks at the life of Martha Hill, the prominent educator and founding director of three pivotal degree-granting college dance programs or departments and two summer festivals. The first-hand narratives provide in-depth perspectives on Hill’s life and legacy. This book contains 28 black and white photographs.
Itzkoff, Seymour 2022 1-4955-1024-7 372 pages (Softcover Book) This book is a reprint of the author's A New Public Education.
From the author: "This book is about educational reform. It is not primarily concerned with the particular improvement that can take place in an individual classroom or school. More basically, it is a study of the interaction of the institutions of formal education with our evolving sense of community life and social structure. It constitutes an interpretation of the changing character and direction of American society and education. It also purports to explore the meaning of our present circumstances and the most probable and rational directions for future development."
Itzkoff, Seymour 2022 1-4955-1025-5 204 pages (Softcover Book) This book is a reprint of the author's Cultural Pluralism and American Education.
From the author: "[This] is an essay in the social and philosophical foundations of education. It reflects a concern for the changing character of our society and the manner in which formal education has become enmeshed in its institutional patterns. "
Guthke, Karl S. 2021 1-4955-0895-1 232 pages Professor Karl Guthke describes his early life, emigrating to the United States in the 1950s to teach in major universities such as Harvard University and the University of California, Berkeley.
Hart, Cyril 2002 0-7734-6888-9 376 pages This massive 3-volume work describes the origin, flowering and decline of one particular monastic school during the fifty years which followed the reception into England of the Benedictine reformation which had swept Northern Europe during the middle years of the tenth century. Ramsey was endowed and established in 964, with a magnificent library, school and scriptorium. It was backed by powerful patrons, and Byrhtferth, its schoolmaster, was entrusted to cultivate in England the new learning that had become the driving force of the Continental reform. Starting with Bede’s historical and scientific works, he resuscitated the national vernacular chronicles and assembled for the first time materials for both regional and national chronicles in Latin. He also produced a number of saints’ lives. Abbo of Fleury, the most renowned Continental scholar of his day, visited Ramsey from 985 to 987, bringing with him many computistical and scientific tracts and teaching in its school. Ramsey was also at the forefront of an artistic revival, introducing important new features into book illumination. This radical and intensive study of the School of Ramsey brings all this together for the first time, shedding fresh light on the intellectual climate in late Anglo-Saxon England, with special attention to its indebtedness to Continental scholarship. The first volume is concerned mainly with the new curriculum in monastic schools and Byrhtferth’s important historical works. The second volume (divided into two books) includes a wide-ranging survey of the development of mathematical, medical and scientific studies in England before the Norman Conquest. Many basic texts are edited and translated in a series of appendices, and illustrated by 100 line drawings. Each volume has its own introduction and extensive bibliography and is fully indexed.
Hart, Cyril 2002 0-7734-6890-0 320 pages This massive 3-volume work describes the origin, flowering and decline of one particular monastic school during the fifty years which followed the reception into England of the Benedictine reformation which had swept Northern Europe during the middle years of the tenth century. Ramsey was endowed and established in 964, with a magnificent library, school and scriptorium. It was backed by powerful patrons, and Byrhtferth, its schoolmaster, was entrusted to cultivate in England the new learning that had become the driving force of the Continental reform. Starting with Bede’s historical and scientific works, he resuscitated the national vernacular chronicles and assembled for the first time materials for both regional and national chronicles in Latin. He also produced a number of saints’ lives. Abbo of Fleury, the most renowned Continental scholar of his day, visited Ramsey from 985 to 987, bringing with him many computistical and scientific tracts and teaching in its school. Ramsey was also at the forefront of an artistic revival, introducing important new features into book illumination. This radical and intensive study of the School of Ramsey brings all this together for the first time, shedding fresh light on the intellectual climate in late Anglo-Saxon England, with special attention to its indebtedness to Continental scholarship. The first volume is concerned mainly with the new curriculum in monastic schools and Byrhtferth’s important historical works. The second volume (divided into two books) includes a wide-ranging survey of the development of mathematical, medical and scientific studies in England before the Norman Conquest. Many basic texts are edited and translated in a series of appendices, and illustrated by 100 line drawings. Each volume has its own introduction and extensive bibliography and is fully indexed.
Lopez, Linda C. 2019 1-4955-0763-7 224 pages Dr. Linda Lopez looks in the history of the educational history of Mexican-American students in southwest New Mexico. She collects the stories of both students and teachers during the age of segregated schools.
Pozada-Burga, Mario A. 2009 0-7734-4651-6 156 pages This work examines the life and works of the Peruvian essayist Antenor Orrego (1892-1960). It analyzes aspects of his work, such as the beginning of the career of the great poet César Vallejo and his belief in Latin American unification. In Spanish.
Smith-Ross, Camacia 2019 1-4955-0747-5 180 pages Dr. Smith-Ross, the editor, and her colleagues use the nine essays in this book to suggest ways to renew Historically Black Colleges and Universities. The authors are scholars, teachers, and administrators bringing their knowledge and experience to renew these American historical educational institutions.
Nichol, Raymond Matthew 2005 0-7734-5935-9 480 pages Culturally appropriate education for people of Indigenous descent is not a privilege; it is a fundamental right. Such an education is also a powerful resource for all educators and all cultures. This book explores Indigenous Australian education, particularly over the last thirty years. The major objective is to examine issues of education and pedagogy and to suggest forms of reconciliation between the dominant Western education and Indigenous forms of education. The work is grounded in an ethnographic case study and wide-ranging interaction and consultation with Indigenous Australians. The provision of the most appropriate education for Indigenous students is extraordinarily complex and presents an enormous challenge to educators, in Australia and elsewhere. The implications are profound; continued ignorance and arrogance from the dominant cultures will lead to even greater resentment, social alienation, poverty and divisiveness. The book explores these issues and concerns in both the broad historical, and more particular localized sense, each informing the other.
Hein, David 1988 0-88946-674-2 145 pages A series of sixteen letters that tell the story of a religiously oriented boarding school founded in 1842 as an educational institution that differed somewhat from the usual academy in that it would function as "a church family, a Christian home" in which the rector would serve as father to the whole community.
Oketch, Moses Otieno 2009 0-7734-4757-1 432 pages This work examines and decodes African ways of thinking and learning, beliefs and value systems, while faulting the ambivalence that has attended the study of the subject in the past. It uses pedagogical, historical, sociological and critical thinking, and postmodern, postcolonial, and feminist theoretical approaches to interrogate ways in which lifelong learning has been experienced in Africa.
Sawicki, Timothy 2021 1-4955-0857-9 148 pages Dr. Sawicki describes the movement approach to physical education for K-12 students. The movement approach uses a variety of movement experiences to enhance a student's physical abilities.
Lubienecki, Paul 2023 1-4955-1111-1 576 pages "In response to Americanism, lay Catholics utilized a "via media" strategy through labor education. The pragmatic American culture conflicted with the Church's orientation of social goals above individual practice. However, the labor schools blended both Catholic dogmas with American values into a collaborative assimilation.... The principles of individualism, democratization and egalitarianism embedded into the American consciousness were systematically conducted by the laity into the character of the American Catholic Church through the paradigm of labor education. These values were not disparaged but enhanced when aligned with the principles contained within the social encyclicals." -Paul Lubienecki
Richardson, Herbert W. 2019 1-4955-0561-8 404 pages The author describes his early life and education in the Midwestern United states between the years of 1932-1953. He tells the tale of his early childhood, lessons learned from his parents, his brother. The pedagogy of the education and what was learned is especially important.
Smith-Ross, Camacia 2022 1-4955-0926-5 254 pages From Abstract: In March of 2020, the world was faced with yet another life altering event that was viewed as a national health crisis. Silently roaming earth and affecting so many people, this infectious disease, caused by a newly discovered coronavirus, Covid-19, created alarming chaos and changed how the world communicated, worked, and lived. The new normal came with swift changes and challenged our mental, social and emotional state.
Business as usual looks differently at many institutions of higher learning. Having to face the realization that normalized learning was on the verge of changing its persona and wondering if black and brown students would be able to pivot and remain connected was in question. Recognizing HCBUs have always been havens of resilience, being a beacon of hope for "people of color," this pandemic would not change her position. The times would transform, but her glory would not fade. She would continue to move in haste focused on her mission.
Rogal, Samuel J. 2022 1-4955-0965-6 156 pages This book provides historical "biographies" of five Ohio non-public institutions of higher learning, spanning the period between 1833 - 1958. Samuel J. Rogal reveals how these five schools within Cincinnati, Ohio, "echoed significant elements in the growth and development, as well as in the failures, of non-public education across the United States."
Oberman, Ida 2008 0-7734-4970-1 452 pages This study examines how and why the Stuttgart Model retained its identity without central bureaucracy or a structured administrative hierarchy. One of the oldest charter school movements, its strengths and weaknesses provide critical lessons for the evaluation of emerging schools of this type.
Wilshire, Leland Edward 2013 0-7734-4065-8 160 pages Studies the register, curriculum, the students and faculty life of medieval universities from 1200-1450. The author’s primary concern is to explain how these universities played a role in condemning, and later accepting the theology of Thomas Aquinas.
Eades, Jennifer Margaret Fox 2020 1-4955-0797-1 364 pages Well-being is increasingly of interest of schools and educational policy makers in the UK and beyond. This monograph is a philosophical and empirical enquiry into the relationship between well-being and education and into the nature of a theory and practice of well-being in educational settings.
Fishbane, Simcha 2022 1-4955-1020-4 56 pages The author states, "Max Weber, the well known early sociological theorist, presents us with the three classical types of leadership-traditional, charismatic, and legal-rational. I would like to suggest a fourth, namely the written word. ...I will focus on three leading Eastern European rabbinical authorities of the 19th and early 20th century whose writings both established their leadership during their lifetime, and posthumously continued to place them in the forefront of Jewish life and halakhic behavior. ...Leadership comprehended in rabbinic leadership is that of influence especially for educators. ...The rabbis discussed in this essay were all educators and thus leaders who influenced their followers both through their frontal (oral) lectures and their written works."