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| Brief Contents | |
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| The Teaching Profession | |
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| Status of the Profession | |
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| Development of the Profession | |
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| Philosophy and Its Impact on the Schools | |
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| The Major Philosophies | |
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| The Impact of Educational Theories on Educational Practice | |
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| Historical Foundations of Education | |
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| American Education: European Heritage and Colonial Experience | |
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| American Education: From Revolution to the Twentieth Century | |
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| Modern American Education: From the Progressive Movement to the Present | |
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| Schooling In A Diverse and Multicultural Society | |
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| The Social and Cultural Contexts of Schooling: Their Influence and Consequence | |
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| Responding to Diversity | |
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| Students at Risk and At-Risk Behaviors | |
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| Legal and Political Control and Financial Support | |
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| Legal Framework for the Public Schools | |
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| Teachers, Students, and the Law | |
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| Governance and Financing of Elementary and Secondary Schools | |
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| Curriculum, Instruction, and Assessment in Effective Schools | |
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| Curriculum and Instruction | |
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| Standards and Assessment | |
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| The Teaching Profession | |
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| Status of the Profession | |
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| The Teacher and Teaching: Definitions | |
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| Profile of the Teaching Profession | |
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| Why Become a Teacher? | |
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| ASK YOURSELF: Do I Want to Be a Teacher? | |
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| Satisfactions and Dissatisfactions with Teaching | |
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| Teacher Preparation | |
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| Baccalaureate Teacher Education Programs | |
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| HISTORICAL NOTE: The Columbian School: The First Formal Teacher Training Institution | |
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| Alternative Teacher Preparation Programs | |
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| VIDEO INSIGHT: Teacher Shortage: Alternative Certification | |
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| Minority Representation in the Teaching Force | |
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| Teacher Certification | |
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| Assessment for Initial Certification and Licensure | |
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| Emergency Certification | |
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| Recertification | |
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| Reciprocity and Interstate Certification | |
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| National Certification: The NBPTS | |
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| Teacher Supply and Demand | |
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| Salary and Other Compensation | |
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| Salary Schedules | |
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| Performance-Based Pay Plans and Knowledge and Skills | |
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| CONTROVERSIAL ISSUE: Value-Added Pay | |
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| Compensation for Supplemental Activities | |
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| Salaries for Administrative and Support Personnel | |
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| Indirect Compensation: Employee Benefits and Services | |
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| Summary | |
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| Professional Development Workshop | |
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| Development of the Profession | |
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| Teaching as a Profession | |
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| Requirements of a Profession | |
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| Specialized Knowledge and Preparation | |
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| Provision of Essential Services to Society | |
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| The Exercise of Discretion | |
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| Autonomy and Freedom from Direct Supervision | |
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| Code of Professional Standards | |
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| Professional Codes of Ethics | |
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| ASK YOURSELF: Does Teaching Qualify as a Profession? | |
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| The Increased Professionalization of Teaching | |
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| Development of Professional Standards | |
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| Professional Development | |
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| Career Advancement | |
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| CONTROVERSIAL ISSUE: Teacher Tenure | |
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| HISTORICAL NOTE: Apprentice Contract for a Schoolmaster, 1722 | |
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| Evaluating Teacher Performance | |
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| Teachers' Organizations | |
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| National Organizations for Teachers | |
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| Local Organizations for Teachers and Collective Negotiations | |
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| Specialized Organizations for Teachers Teachers Organizations and Public Policy Issues | |
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| Summary | |
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| Professional Development Workshop | |
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| Philosophy and Its Impact on the Schools | |
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| The Major Philosophies | |
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| What Is Philosophy? | |
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| Branches of Philosophy 0 | |
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| Metaphysics: What Is the Nature of Reality? | |
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| Epistemology: What Is the Nature of Knowledge? | |
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| Axiology: What Is the Nature of Values? | |
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| Traditional Philosophies and Their Educational Implications | |
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| Idealism | |
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| CONTROVERSIAL ISSUES: Should Moral Education, Character Education or Values Education Be a Responsibility of the School? | |
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| ASK YOURSELF: What Is My Philosophy of Life? | |
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| HISTORICAL NOTE: Plato's Academy | |
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| Realism | |
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| Neo-Thomism | |
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| Contemporary Philosophies and Their Educational Implications | |
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| Pragmatism | |
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| Existentialism | |
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| Analytic Philosophy | |
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| Major Eastern Philosophies | |
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| Hinduism | |
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| Budism | |
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| Confucinism | |
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| Taoism | |
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| Summary | |
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| Professional Development Workshop | |
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| The Impact of Educational Theories on Educational Practice | |
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| Theories of Education | |
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| Perennialism | |
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| Purpose of Schooling | |
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| Nature of the Learner | |
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| Curriculum | |
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| Instructional Methods | |
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| Classroom Management | |
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| Assessment | |
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| The Perennialist Teacher | |
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| Leading Educational Proponents | |
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| Progressivism | |
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| Purpose of Schooling | |
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| Nature of the Learner | |
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| Curriculum Instructional Methods | |
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| Classroom Management | |
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| Assessment | |
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| The Progressivist Teacher | |
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| Leading Educational Proponents | |
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| HISTORICAL NOTE: Thomas Dewey | |
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| Behaviorism | |
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| Purpose of Schooling | |
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| Nature of the Learner | |
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| Curriculum | |
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| Instructional Methods | |
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| Classroom Management | |
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| Assessment | |
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| The Behaviorist Teacher | |
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| Leading Educational Proponents | |
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| Essentialism | |
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| Purpose of Schooling | |
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| Nature of the Learner | |
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| Curriculum | |
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| Instructional Methods | |
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| Classroom Management | |
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| Assessment | |
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| The Essentialist Teacher | |
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| Leading Educational Proponents | |
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| Social Reconstructionism | |
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| Purpose of Schooling | |
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| Nature of the Learner | |
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| Curriculum | |
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| Instructional Methods | |
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| Classroom Management | |
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| Assessment | |
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| The Social Reconstructionist Teacher | |
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| Leading Educational Proponents | |
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| Postmodernism | |
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| Purpose of Schooling | |
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| Nature of the Learner | |
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| Curriculum | |
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| Instructional Methods | |
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| Classroom Management | |
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| Assessment | |
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| The Postmodernist Teacher | |
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| Leading Educational Proponents | |
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| Identifying Your Philosophy of Education | |
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| ASK YOURSELF: What Is My Philosophy of Education? | |
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| Summary | |
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| Professional Development Workshop | |
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| Historical Foundations of Education | |
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| American Education: European Heritage and Colonial Experience | |
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| Education in Ancient Societies | |
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| Education in Ancient Non-Western Societies | |
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| Education in Ancient Western Societies | |
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| CONTROVERSIAL issue: Homeschooling | |
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| Education in the Middle Ages | |
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| Thomas Aquinas (1225-1274) | |
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| The Medieval Universities | |
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| Influence of Arab Scholars | |
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| HISTORICAL NOTE: Life of the Medieval University Student | |
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| Education During the Renaissance | |
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| Education During the Reformation | |
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| Martin Luther (1483-1546) | |
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| John Calvin (1509-1564) | |
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| Vernacular Schools | |
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| Later European Educational Thought | |
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| Francis Bacon (1561-1626) | |
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| Jan Amos Comenius (1592-1670) | |
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| John Locke (1632-1704) | |
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| Jean-Jacques Rousseau (1712-1778) | |
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| Johann Pestalozzi (1746-1827) | |
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| Johann Herbart (1776-1841) | |
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| Friedrich Froebel (1782-1852) | |
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| Education in the "New" Old World Before Jamestown | |
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| Native American Education | |
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| Education in Colonial America | |
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| Education in the New England Colonies | |
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| Education in the Mid-Atlantic Colonies | |
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| New York | |
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| Education in the Southern Colonies | |
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| Summary | |
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| Professional Development Workshop | |
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| American Education: From Revolution to the Twentieth Century | |
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| Education in the Early National Period | |
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| Northwest Land Ordinances Nationalism and Education | |
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| Educational Innovations | |
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| The Growth of the Academy | |
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| The Common School Movement | |
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| Moving Forces | |
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| Leading Proponents of the Common School | |
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| Growth of State and Local Support and Supervision | |
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| Organization and Curriculum | |
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| Secondary School Movement | |
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| Slow Beginnings | |
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| The Movement Grows as Industry and the Economy Grow | |
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| CONTROVERSIAL ISSUE: Single-Sex Schools and Classes | |
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| Tax Support and Compulsory Attendance Laws Further Secondary Education and Literacy | |
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| The Committee of Ten | |
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| The Seven Cardinal Principles of Secondary Education | |
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| The Junior High School | |
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| Developments in Higher Education | |
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| The Dartmouth College Case | |
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| The Morrill Acts and the Establishment of Land-Grant Institutions | |
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| Higher Education for Women | |
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| The Emergence of the Modern University | |
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| Founding of Junior Colleges | |
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| Education of Minorities | |
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| Education of Native Americans | |
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| Education of Hispanic Americans | |
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| Education of Asian Americans | |
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| Education of Black Americans | |
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| HISTORICAL NOTE: Zeal for Learning Among Freedmen, 1868 | |
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| Teacher Education | |
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| Establishment of Normal Schools | |
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| Teacher Institutes | |
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| Normal School Curriculum and Standards Strengthened | |
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| Universities Enter Teacher Training | |
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| Summary | |
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| PROFESSIONAL DEVELOPMENT WORKSHOP | |
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| Modern American Education: From the Progressive Movement to the Present | |
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| The Twentieth Century Unfolds | |
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| The People and the Nation Grow | |
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| Economic Growth | |
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| Politics and Reform | |
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| Changes in Education | |
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| Progressivism in Education | |
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| The Beginnings of Progressive Education | |
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| John Dewey | |
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| Ella Flagg Young | |
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| Progressive Education Association | |
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| Influence of the Progressive Movement on Higher Education | |
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| The Child Study Movement | |
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| The Measurement Movement | |
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| Education During the Great Depression | |
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| George S. Counts and Social Reconstructionism | |
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| William C. Bagley and the Essentialists | |
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| The Influence of the Second World War | |
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| The Postwar Years | |
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| The Critics and the Decline of Progressive Education | |
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| The Montessori Movement | |
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| HISTORICAL NOTE: Maria Montessori | |
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| From Sputnik to the New Federalism | |