The letter from AS Neill to Dora Russell discusses several themes regarding progressive schools in the UK in the 1940s. It addresses financial problems that led to the closure of schools, difficulties finding qualified staff who aligned with the progressive ideals, and the role of personal relationships among school founders. Neill notes that many schools had become more mainstream over time by compromising on their original Freudian philosophies in order to remain financially stable. The letter provides useful context about the challenges faced by progressive schools and their evolution over time.
1. The letter summarizes the challenges faced by three progressive schools in the early 20th century in England - Malting House, Beacon Hill, and Summerhill.
2. All three schools struggled with finances, staffing issues, and relationship problems among the leaders that negatively impacted the schools.
3. The letter suggests that these types of practical challenges may have contributed more to the demise of progressive schools and limitations in their philosophies being adopted more widely than the ideological differences alone.
Recomanacions de la Biblioteca en anglès. EstiuPere Vergés
This document provides book recommendations for various age levels, including titles for infants, primary school children, and secondary school students. It lists the title, author, a brief description, age level and reading level for each book. Some of the books mentioned include Baseball from A to Z by Michael Spradlin, Brave Girl by Michelle Markel, Hop on Pop by Dr. Seuss, and Twelve Years a Slave by Solomon Northup. The document appears to be book recommendations from a library.
This document provides a teacher's guide for teaching James Joyce's short story collection Dubliners. It begins with an introduction outlining the themes and connections students can make to the stories. It then provides summaries and discussion questions for each of the four sections of stories: Childhood, Adolescence, Maturity, and Public Life. Suggested activities are also included to help students analyze Joyce's style and explore key concepts like epiphany. The guide aims to involve students with Joyce's work and connect it to their own lives and experiences.
It's a Book Talk. It's a Literature Circle. It's a Reader.AlisonDDaniels
An action research project for UMUC's EDTP 645 discussing aliteracy, book talks, and literature circles. This action research plan was conducted as part of a practicum with the Florida Virtual School.
1) During the post-Civil War era, the US focused on Reconstruction and amending the Constitution. Schools aimed to assimilate new immigrants into American society through expanded curriculums promoting democratic values.
2) Progressive reformers believed in directing social change through science and education. Figures like Jane Addams established community centers providing educational opportunities for immigrants.
3) Major educational philosophers like Herbart and Froebel influenced American thought, emphasizing moral development, interest in learning, and viewing childhood as a distinct stage requiring play and self-guided learning tailored to development.
The document discusses several famous authors who worked in genres outside of what they were most known for, including writing children's books. It provides examples such as Nathaniel Hawthorne, Herman Melville, the Brontë sisters, Lewis Carroll, Robert Frost, William Faulkner, E.B. White, Sylvia Plath, E.E. Cummings, and Carl Sandburg. These authors demonstrated their diverse talents by publishing poetry, children's fiction, biographies, plays, and more. Exploring authors' lesser known works provides fascinating insights into their full talents and creativity.
This article provides a rationale for using children's and young adult literature in the classroom to explore concepts of curriculum and teaching. It discusses how literature can depict a range of visions of curriculum and teaching experiences, and how examining these representations can help students make sense of and consider alternatives to their own school experiences. The article analyzes examples from works like Harry Potter that portray student agency and conceptions of different curriculum approaches. It argues literature can open students' minds to educational possibilities they may not otherwise consider.
1. The letter summarizes the challenges faced by three progressive schools in the early 20th century in England - Malting House, Beacon Hill, and Summerhill.
2. All three schools struggled with finances, staffing issues, and relationship problems among the leaders that negatively impacted the schools.
3. The letter suggests that these types of practical challenges may have contributed more to the demise of progressive schools and limitations in their philosophies being adopted more widely than the ideological differences alone.
Recomanacions de la Biblioteca en anglès. EstiuPere Vergés
This document provides book recommendations for various age levels, including titles for infants, primary school children, and secondary school students. It lists the title, author, a brief description, age level and reading level for each book. Some of the books mentioned include Baseball from A to Z by Michael Spradlin, Brave Girl by Michelle Markel, Hop on Pop by Dr. Seuss, and Twelve Years a Slave by Solomon Northup. The document appears to be book recommendations from a library.
This document provides a teacher's guide for teaching James Joyce's short story collection Dubliners. It begins with an introduction outlining the themes and connections students can make to the stories. It then provides summaries and discussion questions for each of the four sections of stories: Childhood, Adolescence, Maturity, and Public Life. Suggested activities are also included to help students analyze Joyce's style and explore key concepts like epiphany. The guide aims to involve students with Joyce's work and connect it to their own lives and experiences.
It's a Book Talk. It's a Literature Circle. It's a Reader.AlisonDDaniels
An action research project for UMUC's EDTP 645 discussing aliteracy, book talks, and literature circles. This action research plan was conducted as part of a practicum with the Florida Virtual School.
1) During the post-Civil War era, the US focused on Reconstruction and amending the Constitution. Schools aimed to assimilate new immigrants into American society through expanded curriculums promoting democratic values.
2) Progressive reformers believed in directing social change through science and education. Figures like Jane Addams established community centers providing educational opportunities for immigrants.
3) Major educational philosophers like Herbart and Froebel influenced American thought, emphasizing moral development, interest in learning, and viewing childhood as a distinct stage requiring play and self-guided learning tailored to development.
The document discusses several famous authors who worked in genres outside of what they were most known for, including writing children's books. It provides examples such as Nathaniel Hawthorne, Herman Melville, the Brontë sisters, Lewis Carroll, Robert Frost, William Faulkner, E.B. White, Sylvia Plath, E.E. Cummings, and Carl Sandburg. These authors demonstrated their diverse talents by publishing poetry, children's fiction, biographies, plays, and more. Exploring authors' lesser known works provides fascinating insights into their full talents and creativity.
This article provides a rationale for using children's and young adult literature in the classroom to explore concepts of curriculum and teaching. It discusses how literature can depict a range of visions of curriculum and teaching experiences, and how examining these representations can help students make sense of and consider alternatives to their own school experiences. The article analyzes examples from works like Harry Potter that portray student agency and conceptions of different curriculum approaches. It argues literature can open students' minds to educational possibilities they may not otherwise consider.
Caitlin Moran is a British journalist, author, and feminist activist. She has won numerous awards for her work, including British Press Columnist of the Year. Moran grew up in a working-class home with 7 siblings and received little formal education. Despite this, she developed a passion for writing from a young age. Many of her works, such as her memoir How to Be a Woman and TV series Raised by Wolves, explore her experiences growing up in a large family. FEM Newsmagazine is a feminist publication founded in 1973 that focuses on social, political, and cultural issues from an intersectional feminist perspective. Teal Triggs' book Fanzines showcases the history of self-published
Caitlin Moran is a British journalist, author, and feminist activist. She has won numerous awards for her journalism and commentary. Her memoir How to Be a Woman discusses her upbringing in a large working class family and her views on feminism. She calls for a more inclusive fifth wave of feminism. FEM Newsmagazine is UCLA's feminist magazine since 1973, covering social, political, and feminist issues. Teal Triggs' book Fanzines documents the history of self-published magazines, or fanzines, tracing genres from sci-fi to punk music to modern online zines. Amanda Lovelace is an American poet who writes about empowerment, love, and her experience with abuse
This presentation was given on July 27th, 2017, for the annual Back to School Brunch sponsored by Fundamentals Children's Book Store in Delaware, Ohio. The program was presented by Karen Hildebrand.
Lydia Maria Child was born in 1802 in Massachusetts and became a prominent American abolitionist, novelist, and advocate for Native American and women's rights. She published her first novel in 1824 which helped bring her into literary circles in New England. Her most popular book was The American Frugal Housewife published in 1829. Child also started the first American children's magazine and wrote many educational stories for it. She became actively involved in the abolitionist movement in the 1830s after publishing An Appeal in Favor of that Class of Americans Called Africans which advocated for the end of slavery and racial integration. Throughout her life, Child wrote over 50 books on various social issues and helped publish works by former slaves and advocate for
Louisa May Alcott was an American novelist best known for her novel Little Women. She was born in Pennsylvania in 1832 but lived in Concord, Massachusetts. Alcott worked as a teacher and nurse to support her family before achieving success as an author. She published Little Women in two volumes in 1868 and 1869, based partially on her own childhood experiences with her three sisters. Alcott also wrote Little Men and other novels featuring families before dying in 1888.
1) The author analyzes Leona Josefa Florentino's life story and poem "Nalpay a Namnama" using a biographical approach to understand what inspired her writing.
2) Florentino's own experiences of being exiled by her husband and son for her feminist views and advocacy for women's rights likely inspired her poem.
3) The poem expresses her desires to be loved and her feeling of having her hopes destroyed after facing lack of support even from her family as well as exile from her loved ones.
This document discusses young adult literature and provides definitions and characteristics. It begins by defining young adult literature as books written for teenage audiences that deal with issues relevant to teenagers such as relationships, identity, and life decisions. The document then discusses debates around what constitutes young adult literature and provides three common definitions: 1) books for readers aged 12-18, 2) anything teenagers read voluntarily, and 3) anything marketed as young adult by publishers. It also notes some historical negative views of the genre. The rest of the document explores the content and evolution of young adult literature over time through examples and studies.
The document is a summary of the novel Little Women by Louisa May Alcott. It provides background on Alcott and describes some of the main characters and events in the story. The characters described include the March sisters Meg, Jo, Beth, and Amy, their neighbor Theodore "Laurie" Laurence, and their elderly neighbor Mr. Laurence. It summarizes Meg attending a party and learning that appearances are not everything, Laurie's feelings turning romantic towards Jo, and briefly mentions characters like Professor Bhaer and the Hummels family.
Guest lecture presentation for Prof Yukari Amos’ course on Equity, Culture, and Anti-Bias (Winter Quarter 2019) at Central Washington University, US A.
This document provides information about a grammar lesson on prepositional phrases. It defines prepositional phrases, gives examples of activities for students to identify and write prepositional phrases, and explains that a prepositional phrase cannot be the subject of a sentence. The document also summarizes the dystopian novel Brave New World by Aldous Huxley, focusing on themes of control, manipulation, and conditioning in the novel's futuristic setting. Finally, it poses discussion questions connecting the novel to issues in modern culture.
Franz Kafka passed away at age 41 in 1924 from tuberculosis in Prague. He was a prominent German-language writer best known for his novel "The Metamorphosis." Joseph Conrad also died in 1924 at age 66 in England from a heart attack. He was a Polish-British writer best known for the novella "Heart of Darkness." Edith Nesbit, a prominent English children's writer known as "the first modern writer for children" passed away at age 64. The document provides biographical details about each writer and notes some of their most famous works.
The document discusses the philosopher Donald Davidson. It provides biographical details, including that he was born in 1917 and spent much of his career at Stanford, Princeton, Rockefeller, and the University of Chicago before moving to UC Berkeley. The document discusses Davidson's influential work across philosophy of language, semantics, epistemology, and other areas. It notes both criticism of and continued engagement with Davidson's ideas among philosophers. The document also discusses issues and arguments in Davidson's philosophy regarding theories of meaning and truth.
Toni Morrison was an American novelist, essayist, editor and professor known for works highlighting the black experience in America. Some of her most notable works include The Bluest Eye (1970), Song of Solomon (1977) which won her national attention, and Beloved (1987) which won her the Pulitzer Prize. Morrison was the first black female editor at Random House and went on to receive numerous honors for her literary achievements, including the Nobel Prize in Literature in 1993, making her the first black woman to receive this honor. She died in 2019 at the age of 88.
The early works of children's literature were strongly influenced by conservative English beliefs of the 17th century and aimed to teach children right from wrong. Some of the earliest books included Comenius' The Visible World in 1658 and Bunyan's The Pilgrim's Progress in 1684. Chapbooks and fairy tales became popular in the 18th century. The Brothers Grimm collected 200 German fairy tales in the early 19th century. After 1850, a golden age emerged with beloved works like Alice in Wonderland, The Wizard of Oz, and Little Women. Awards like the Newbery Medal and Caldecott Medal honored the best American children's books from the 1920s onward.
The document provides summaries and reviews of over 30 books for children and young adults that feature deaf characters. Many of the books are novels that tell stories of deaf teenagers going about their daily lives and experiences. Several works are biographical or historical fiction featuring important figures in the deaf community such as Helen Keller. The books cover a wide range of reading levels and topics related to deaf culture, identity, and experiences.
"You Can't Unknow:" A Conversation with Ashley Farmer on Inequality and Intel...YHRUploads
"You Can't Unknow:" A Conversation with Ashley Farmer on Inequality and Intellectual Production comprises part of The 1701 Project, a venture led by The Yale Historical Review,
The document provides summaries for 12 multi-cultural literature works covering topics like race/ethnicity, geography, class, age, gender/sexuality, schools, and religion. For each work, a brief summary is given along with the intended grade level and genre (fiction, non-fiction, picture book). Suggested activities for students to accompany reading the works are also outlined.
The document provides summaries for 12 books and activities that teachers can use to teach topics related to diversity, including race, ethnicity, religion, gender, age, class, and multicultural schools. The books cover a range of genres, including fiction, non-fiction, and picture books. The activities encourage students to discuss, research, write about, and present on the themes and issues raised in the books.
Caitlin Moran is a British journalist, author, and feminist activist. She has won numerous awards for her work, including British Press Columnist of the Year. Moran grew up in a working-class home with 7 siblings and received little formal education. Despite this, she developed a passion for writing from a young age. Many of her works, such as her memoir How to Be a Woman and TV series Raised by Wolves, explore her experiences growing up in a large family. FEM Newsmagazine is a feminist publication founded in 1973 that focuses on social, political, and cultural issues from an intersectional feminist perspective. Teal Triggs' book Fanzines showcases the history of self-published
Caitlin Moran is a British journalist, author, and feminist activist. She has won numerous awards for her journalism and commentary. Her memoir How to Be a Woman discusses her upbringing in a large working class family and her views on feminism. She calls for a more inclusive fifth wave of feminism. FEM Newsmagazine is UCLA's feminist magazine since 1973, covering social, political, and feminist issues. Teal Triggs' book Fanzines documents the history of self-published magazines, or fanzines, tracing genres from sci-fi to punk music to modern online zines. Amanda Lovelace is an American poet who writes about empowerment, love, and her experience with abuse
This presentation was given on July 27th, 2017, for the annual Back to School Brunch sponsored by Fundamentals Children's Book Store in Delaware, Ohio. The program was presented by Karen Hildebrand.
Lydia Maria Child was born in 1802 in Massachusetts and became a prominent American abolitionist, novelist, and advocate for Native American and women's rights. She published her first novel in 1824 which helped bring her into literary circles in New England. Her most popular book was The American Frugal Housewife published in 1829. Child also started the first American children's magazine and wrote many educational stories for it. She became actively involved in the abolitionist movement in the 1830s after publishing An Appeal in Favor of that Class of Americans Called Africans which advocated for the end of slavery and racial integration. Throughout her life, Child wrote over 50 books on various social issues and helped publish works by former slaves and advocate for
Louisa May Alcott was an American novelist best known for her novel Little Women. She was born in Pennsylvania in 1832 but lived in Concord, Massachusetts. Alcott worked as a teacher and nurse to support her family before achieving success as an author. She published Little Women in two volumes in 1868 and 1869, based partially on her own childhood experiences with her three sisters. Alcott also wrote Little Men and other novels featuring families before dying in 1888.
1) The author analyzes Leona Josefa Florentino's life story and poem "Nalpay a Namnama" using a biographical approach to understand what inspired her writing.
2) Florentino's own experiences of being exiled by her husband and son for her feminist views and advocacy for women's rights likely inspired her poem.
3) The poem expresses her desires to be loved and her feeling of having her hopes destroyed after facing lack of support even from her family as well as exile from her loved ones.
This document discusses young adult literature and provides definitions and characteristics. It begins by defining young adult literature as books written for teenage audiences that deal with issues relevant to teenagers such as relationships, identity, and life decisions. The document then discusses debates around what constitutes young adult literature and provides three common definitions: 1) books for readers aged 12-18, 2) anything teenagers read voluntarily, and 3) anything marketed as young adult by publishers. It also notes some historical negative views of the genre. The rest of the document explores the content and evolution of young adult literature over time through examples and studies.
The document is a summary of the novel Little Women by Louisa May Alcott. It provides background on Alcott and describes some of the main characters and events in the story. The characters described include the March sisters Meg, Jo, Beth, and Amy, their neighbor Theodore "Laurie" Laurence, and their elderly neighbor Mr. Laurence. It summarizes Meg attending a party and learning that appearances are not everything, Laurie's feelings turning romantic towards Jo, and briefly mentions characters like Professor Bhaer and the Hummels family.
Guest lecture presentation for Prof Yukari Amos’ course on Equity, Culture, and Anti-Bias (Winter Quarter 2019) at Central Washington University, US A.
This document provides information about a grammar lesson on prepositional phrases. It defines prepositional phrases, gives examples of activities for students to identify and write prepositional phrases, and explains that a prepositional phrase cannot be the subject of a sentence. The document also summarizes the dystopian novel Brave New World by Aldous Huxley, focusing on themes of control, manipulation, and conditioning in the novel's futuristic setting. Finally, it poses discussion questions connecting the novel to issues in modern culture.
Franz Kafka passed away at age 41 in 1924 from tuberculosis in Prague. He was a prominent German-language writer best known for his novel "The Metamorphosis." Joseph Conrad also died in 1924 at age 66 in England from a heart attack. He was a Polish-British writer best known for the novella "Heart of Darkness." Edith Nesbit, a prominent English children's writer known as "the first modern writer for children" passed away at age 64. The document provides biographical details about each writer and notes some of their most famous works.
The document discusses the philosopher Donald Davidson. It provides biographical details, including that he was born in 1917 and spent much of his career at Stanford, Princeton, Rockefeller, and the University of Chicago before moving to UC Berkeley. The document discusses Davidson's influential work across philosophy of language, semantics, epistemology, and other areas. It notes both criticism of and continued engagement with Davidson's ideas among philosophers. The document also discusses issues and arguments in Davidson's philosophy regarding theories of meaning and truth.
Toni Morrison was an American novelist, essayist, editor and professor known for works highlighting the black experience in America. Some of her most notable works include The Bluest Eye (1970), Song of Solomon (1977) which won her national attention, and Beloved (1987) which won her the Pulitzer Prize. Morrison was the first black female editor at Random House and went on to receive numerous honors for her literary achievements, including the Nobel Prize in Literature in 1993, making her the first black woman to receive this honor. She died in 2019 at the age of 88.
The early works of children's literature were strongly influenced by conservative English beliefs of the 17th century and aimed to teach children right from wrong. Some of the earliest books included Comenius' The Visible World in 1658 and Bunyan's The Pilgrim's Progress in 1684. Chapbooks and fairy tales became popular in the 18th century. The Brothers Grimm collected 200 German fairy tales in the early 19th century. After 1850, a golden age emerged with beloved works like Alice in Wonderland, The Wizard of Oz, and Little Women. Awards like the Newbery Medal and Caldecott Medal honored the best American children's books from the 1920s onward.
The document provides summaries and reviews of over 30 books for children and young adults that feature deaf characters. Many of the books are novels that tell stories of deaf teenagers going about their daily lives and experiences. Several works are biographical or historical fiction featuring important figures in the deaf community such as Helen Keller. The books cover a wide range of reading levels and topics related to deaf culture, identity, and experiences.
"You Can't Unknow:" A Conversation with Ashley Farmer on Inequality and Intel...YHRUploads
"You Can't Unknow:" A Conversation with Ashley Farmer on Inequality and Intellectual Production comprises part of The 1701 Project, a venture led by The Yale Historical Review,
The document provides summaries for 12 multi-cultural literature works covering topics like race/ethnicity, geography, class, age, gender/sexuality, schools, and religion. For each work, a brief summary is given along with the intended grade level and genre (fiction, non-fiction, picture book). Suggested activities for students to accompany reading the works are also outlined.
The document provides summaries for 12 books and activities that teachers can use to teach topics related to diversity, including race, ethnicity, religion, gender, age, class, and multicultural schools. The books cover a range of genres, including fiction, non-fiction, and picture books. The activities encourage students to discuss, research, write about, and present on the themes and issues raised in the books.
The document provides summaries for 12 multi-cultural literature works appropriate for grades 9-12, organized by theme. The works include fiction and non-fiction books, as well as picture books, addressing topics like race, ethnicity, geography, class, gender, sexuality, religion, and multi-cultural schools. Each summary provides the title, author, publisher, grade level, genre and theme for a work, and suggests an activity for students to connect with the themes addressed in the work.
The document provides summaries for 12 multi-cultural literature works appropriate for grades 9-12, organized by theme. The works include fiction and non-fiction books, as well as picture books, addressing topics like race, ethnicity, class, gender, sexuality, religion, and multi-cultural schools. Each summary includes an activity suggestion for students to help explore the work's themes and topics further.
This book review summarizes the key points made in the book "The Leipzig Connection" about the systematic destruction of American education. It traces how the educational psychology prevalent in the US was influenced by Wilhelm Wundt's work establishing experimental psychology in Leipzig, Germany in the late 1800s. Wundt's students, including G. Stanley Hall and John Dewey, returned to the US and spread his teachings that humans are merely products of their experiences, lacking free will. They gained influential positions in universities with Rockefeller funding, shaping teacher training and the curriculum to reflect Wundtian psychology. This corrupted education and spread rapidly as it was promoted by teachers colleges, especially Columbia University's which had strong Rockefeller backing.
This document provides a list of literature options for a multi-cultural literature portfolio organized by theme. For each entry, it lists the title, author, publisher, grade level appropriateness, a brief summary, and a suggested student activity. The themes covered include age, gender and sexuality, multi-cultural schools, religion, race and ethnicity, language and geography, and class and socio-economics. Suggested activities include written responses, oral discussions, research presentations, and picture essays. The goal is for students to engage with literature exploring various cultural experiences and perspectives.
This document provides a list of literature and activities for a multi-cultural literature portfolio. It includes 18 sections covering different genres, topics, and age/grade levels. For each entry, it lists the title, author, publisher, and a brief summary, and proposes a related classroom activity for students. The genres covered include picture books, fiction, and non-fiction. The topics covered include the elderly, family, gender and sexuality, religion, race, geography, socioeconomics, and more. The suggested activities include writing assignments, discussions, and presentations related to understanding different cultures and perspectives.
Elpa 9462 history of us education policy - project proposal - laura mc inerneylauramcinerney
Laura McInerney proposes to analyze three progressive schools opened in the UK during the 1920s: Beacon Hill led by Bertrand and Dora Russell, Summerhill led by A.S. Neill, and Malting House led by Geoffrey Pyke and Susan Sutherland Isaacs. She will examine the primary motivations of the school leaders using primary sources like newspapers and the leaders' own writings. She will also analyze how the schools were planned and opened, and whether they lived up to expectations initially or faced quick demise. Laura may consider the sources through a psychohistorical lens to gain new insights into why the schools were created and, in some cases, closed.
First Generation College Student Essay. Narrative Essay: First generation essayHeather Green
What it means to be a first generation college student essay. First generation college students Essay Example | Topics and Well .... First-Generation College Student Wins SSC Essay Contest. Narrative Essay: First generation college student essay. First Generation College Student Essay: Harnessing Your Experience for .... First generation college student scholarship essay. First Generation College Students and Resilience at a 4-Year University .... The First Generation College Student Scholarship Essay. Final Essay First-Generation College Students - E. Flores 1 Eneida .... (PDF) First-Generation College Student Dissertation Abstracts: Research .... 70+ Quotes About First Generation College Students | Carmod. History essay: First generation college student essay. (PDF) Sociological Perspectives on First-Generation College Students. Teaching First-Generation College Students | Center for Teaching .... University of CA Essay Advice For First Gen Studentsd. (PDF) Latinx First Generation College Students: Negotiating Race .... Narrative Essay: First generation essay. (PDF) Student Growth from Service-Learning: A Comparison of First .... First Generation College Student Challenges | Prep Expert. What Kind of College life awaits a First Generation Student?. (PDF) The first in my family: mentoring first generation college .... First Generation College Students. Improving the Success of First-Generation College Students | Doorway to .... First Generation College Student | First Generation Students. Being a first generation college student | Daily Trojan. First-Generation Students | Virginia Tech. Counseling Center to start support group for first-generation college .... Essay about being a first generation college student. The Challenges of First-Generation College Students | MGH Clay Center. From Their View: First-Generation College Students on Bowdoin | Bowdoin .... Being a First-Generation College Student - US Represented. The struggles and strengths of being a first-generation college student First Generation College Student Essay
This document provides background on Myles Horton and Paulo Freire, two pioneers of education for social change who came together in 1987 to have conversations about their experiences and ideas. Though they came from different times and places, Horton from Appalachia and Freire from Brazil, they shared a vision of using participatory education to empower the poor and disenfranchised. The document discusses their lives, work, movements they were involved in, and similarities between the social contexts that shaped their ideas despite differences in being from a First or Third World country.
The Role of Mass Media in the World of Politics - PHDessay.com. Mass Media Influence Essay Example | Topics and Well Written Essays .... 004 Argumentative Essay On Mass Media Topics For Criminal Ju Justice .... Interactive Media Essay | Perception | Mass Media. Effects of Mass Media Essay Example | Topics and Well Written Essays .... Media Essay | News | Mass Media.
The document provides a list of literature options for a multi-cultural literature portfolio organized by theme. Each entry includes the title, author, publisher, grade level appropriateness, brief description of the book, and suggested student activity. Themes covered include age, gender and sexuality, multi-cultural schools, religion, race and ethnicity, language and geography, and class and socio-economics. Suggested activities include writing paragraphs, oral discussions, presentations, and creating picture essays.
Schools Essay | Essay on Schools for Students and Children in English .... High School Essay - 10+ Examples, Format, Pdf | Examples. School essay. 007 My School Essay Example ~ Thatsnotus. Expository essay: A short essay on my school. 012 Essay Example High School Student 245100 ~ Thatsnotus. School essay writing. Essay Writing Service Online.. Excellent Essay On School ~ Thatsnotus. My School – Essay in 2020 | School essay, I school, Short essay. 002 Essay Example My School ~ Thatsnotus. College Essay: Graduate school essay sample. 012 Essay Example My School Paragraphing ~ Thatsnotus. Writing a school essay. Amazing High School Essay ~ Thatsnotus. 005 High School Essay Samples Example ~ Thatsnotus. Essay on school - The Oscillation Band. 16 School Writing Essay ideas | essay, essay writing, essay writing tips. FREE 8+ School Essay Samples in MS Word | PDF. My School Essays | How to Write an Essay on My School. School essay. 24/7 College Homework Help..
This document provides a summary of each chapter of Booker T. Washington's autobiography "Up From Slavery". The summaries describe Washington's childhood in slavery, his struggle for education, his founding of the Tuskegee Institute in Alabama, his fundraising efforts for the school, and his influential Atlanta Compromise speech advocating for racial uplift through vocational education and economic prosperity rather than immediate political demands.
Psychology is the study of human motivation, how human beings perceive themselves and others, how human beings behave, and how human beings change. This lecture presents a general psychological history and issues in the context of the African American culture. Since African American culture is not monolithic the lecture covers diverse perspectives on how African American psychology relates to the Black Experience in America.
Charles Horten cooley, Jane Adam, Robert k MertonMoosa kaleem
Robert K. Merton was an influential American sociologist known for developing theories of deviance and the concepts of self-fulfilling prophecy and role model. He was born in 1910 in Philadelphia and received his doctorate from Harvard in 1936. Merton taught at several universities, including Harvard, Tulane, and Columbia, where he was named University Professor. He authored many influential publications and received numerous honors, including election to the National Academy of Sciences and the National Medal of Science. Merton made significant contributions to the sociology of science and is considered one of America's most important social scientists.
This document provides a biography and overview of the influential adult educator Malcolm Knowles. It discusses his early life and education, as well as his career developing concepts like informal adult education, andragogy (the study of adult learning), and self-directed learning. Knowles is considered the central figure in popularizing andragogy and helping to reorient adult education from a focus on teaching to facilitating learning. The document reviews his key works and contributions to the field of adult education.
Essay Writing My Self. Essay about myself as a writerNicoletta Tyagi
016 Sample Essay About Myself Introduction Templates Self Letter For .... ⭐ Myself essay for adults. Myself essay in English. 2022-10-18. 003 Examples Of Essay About Myself Sample ~ Thatsnotus. Myself Writer Essay : How to Write an Essay about Yourself to Hit the .... Essay Myself. English essay my self|| my self essay|| English essay||Essay writing .... Essay Describing Yourself Examples – Telegraph. History Essay: My self essay for university student. 500 Words Excellent Essay On Myself For Students. Short Essay On My Self/Essay On MySelf/tell me about yourself/Self .... How to Write a Paragraph about Myself in English | Composition Writing | Reading Skills.
Similar to Primary source analysis laura mc inerney (20)
Educational Excellence Everywhere White Paper: On One Pagelauramcinerney
The document outlines 33 policy proposals from the Excellence Everywhere white paper aimed at reforming the teaching profession and school system in England. Some key proposals include reforming teacher training and development, strengthening school accountability and intervention systems, improving school funding formulas, expanding the roles of teaching schools and National Leaders of Education, and developing new tools and strategies to improve careers advice, pupil outcomes, and school efficiency.
Research Ed Talk - 2014 - Laura McInerney - 5 Big Mistakes When Writing & Tal...lauramcinerney
The document outlines 5 common mistakes made when writing or talking about research:
1) Failing to include actual research examples, such as a study from the early 2000s that found teacher collaboration improved student outcomes.
2) Using research to force conclusions on others rather than selecting a few key pieces of evidence and acknowledging limitations.
3) Lacking a story element that engages the audience.
4) Mixing up the meanings of "significance" and "importance" when describing research results.
5) Providing too many details and going on too long without a clear conclusion.
This document outlines a proposed model for the management and oversight of schools in England. Key aspects include:
1) Sub-regional commissioners would contract with approved managerial tier providers like local authorities, multi-academy trusts, or individual trusts to manage schools.
2) The commissioners would monitor performance data and OFSTED evaluations to approve or terminate contracts with managerial providers.
3) If a school is underperforming, the commissioner could terminate the contract with its existing provider and run a competition to find a new provider to take over the failing school.
4) Over time, all schools would become academies and receive funding through contracts with managerial providers, even if managed by an
E act multi-academy trust inspection outcome letterlauramcinerney
- Ofsted inspected 16 academies within the E-ACT Multi-Academy Trust between January and February 2014 due to concerns about performance.
- 11 of the 16 academies inspected were found to be less than good, and five academies required special measures. Only four academies were judged to be good and one outstanding.
- The inspections found that intervention from E-ACT was ineffective and the Trust had failed to improve underperforming academies.
Rotherham Metropolitan Borough Council is seeking expressions of interest to sponsor and run a new primary school in the Eastwood area of Rotherham. [1] The new school is needed due to unprecedented demand for primary school places, with projections showing more births than available spaces in the coming years. [2] The proposed site is on Eldon Road, and the new school would have 315 places plus 44 in foundation stage 1, admitting its first pupils in 2015. [3] Interested sponsors are asked to submit proposals addressing how they would provide high-quality education, raise standards, ensure inclusion, collaborate with the local community, and have the capability and vision to improve outcomes for pupils in the area.
The document discusses an FOI request for information about free school applications and the Department for Education's (DfE) refusal to disclose certain information. It provides background on the free schools program and application process. It summarizes the complainant's request and scope, the DfE's reasons for refusal under Section 36, and the Commissioner's analysis supporting the DfE's position that disclosure would prejudice effective conduct of public affairs.
The document discusses creating "touchpaper problems" in education to help bridge the gap between research and practice in schools. It provides examples of how prize-based challenges in other fields, like mathematics and science, have helped focus efforts and drive progress toward solving important problems. The author argues that education needs challenging problems that are specifically focused on learning and development, get at underlying principles rather than just interventions, and have a clear endpoint or solution. People at the event then brainstormed their own potential touchpaper problems for education that meet these criteria.
How the TouchPaper Problems could save us all - Researched 2013lauramcinerney
The document discusses the concept of "TouchPaper Problems" in education, which are specific problems focused on cognitive and social development, based on principles rather than inventions, and with defined endpoints. It provides examples of potential TouchPaper Problems, such as determining the shortest time needed to teach the most common English words to someone with dyslexia, or the most effective homework to set if a child needs to remember 20 chunks of knowledge from one lesson to the next. The document argues that defining such problems could help drive progress in education similar to how the Millennium Prize Problems have advanced mathematics.
This book analyzes the culture at a Silicon Valley tech company called SysCom in the 1990s through six months of ethnographic field work. The author finds that the company intentionally cultivates an image of a flexible, family-like work environment to exert subtle normative control over employees and encourage their personal commitment to increasing corporate revenue. While promising rewarding long-term careers in exchange for creativity and initiative, the company's daily rituals and espoused ideology actually serve to manipulate employees and make their minds and hearts the target of corporate influence.
This document is a PowerPoint presentation created by Sam and Nikhil that aims to provide journalists and others a more balanced view of young people. It notes that while the media often focuses on negative stories about gangs, crime and unemployment, young people are achieving good exam results, participating in sports, and helping their communities. The presentation urges journalists to access the authors' blog to read positive stories, contact young people directly rather than make assumptions, and consider how their words impact youth. It also suggests ways for young people to share more of their stories through social media.
The document appears to be a quiz or game show about recycling and environmental facts. It includes multiple choice questions about topics like where to put recycling, reasons for recycling, materials that can be recycled, and statistics related to recycling glass, paper, plastic and other materials. The player works through the questions, receiving feedback after each answer, with the goal of accumulating money amounts listed next to each question.
This document discusses increasing sentencing for rioters. It argues that sentencing for those involved in riots should be increased in order to achieve greater justice. However, the document is difficult to understand and summarize clearly due to its unclear and disjointed nature.
The document summarizes the 2011 London riots that followed the death of Mark Duggan, a gangster shot by police. It details how Duggan's death sparked public outrage since the circumstances were unclear. As tensions escalated between police and the community, major riots broke out in Tottenham and spread across London. The riots caused widespread looting and property damage. The document then notes that some individuals received seemingly disproportionate jail sentences for relatively minor crimes connected to the riots compared to others who committed more serious offenses.
Facebook has launched a new recycling page to help promote recycling and sustainability. The page will provide tips on how to properly recycle different materials like plastic, glass, and paper. It will also highlight organizations working on recycling initiatives and new technologies being developed to reduce waste.
The city council is considering a proposal to install recycling bins in all city parks to reduce waste and promote environmental sustainability. If approved, each park would receive one large recycling bin near existing trash cans to make recycling more convenient for visitors. Residents are encouraged to contact their city council representatives to voice support for the parks recycling initiative.
The document discusses the importance of recycling in schools. It outlines some of the key advantages of recycling, such as creating jobs as recycling increases and requiring less energy than extracting new resources. However, it also notes some disadvantages, such as the initial expense of setting up recycling programs. The document advocates for schools to install more recycling bins to encourage students to recycle and help protect the local and global environment. Recycling reduces pressure on non-renewable resources and helps conserve forests that provide wood and paper products.
1. Primary Source Analysis: AS Neill’s Letter to Dora Russell
Laura McInerney – ELPA 9462 – Historical Study Project
2. Primary Source Analysis: AS Neill’s Letter to Dora Russell
The UK Progressive School movement began in the 1920s in reaction to
severe Victorian principles of schooling and to counteract them
using techniques based on Freud‟s writing. With the expressed
purpose of giving students a more relaxed developmental experience
many news articles labelled them the “Do-As-You-Please” Schools1.
The primary source included here is a letter from AS Neill - the
founder of Summerhill School - to Dora Russell, the co-founder of
Beacon Hill School. The letter was sent in the Spring of 1944
shortly after the closure of Beacon Hill and it was retrieved from
Dora Winifred Russell Archives(1906 – 1986) digitally held by the
International Institute of Social History. Russell‟s letters are
archived in alphabetical order of correspondent; only 3 letters with
AS Neill are in the archive. None of the letters in Russell‟s
archive are in AS Neill‟s published correspondence2.
The 1944 letter highlights several themes common across the three
schools I am studying in my project3. These themes are: the role of
romantic relationships, financial problems, staffing problems,
compromises of the progressive ethos and the role of journalism in
spreading the progressive message. The relevant sections for each
theme have been highlighted on the source.
Interpretations & Themes in the Source
1 Unknown author, “A Do-As-You-Please School” The Daily News [Colombo, Ceylon] 21 April 1931, in the Dora Winifred Russell paper 1906 – 1986, #13-
9, Inventory 656, International Institute of Social History. Retrieved online 16 September 2012.
2 Croall, J. (1983) All the best, Neill: Letters from Summerhill, London: The Trinity Press
3 The three schools of the project are Beacon Hill (founded by Dora & Bertrand Russell), Summerhill (founded by AS Neill) and Malting House (founded by
Geoffrey Pyke & Susan Isaacs)
3. 1. The Importance of relationships
Neill‟s wife was dying from a stroke when he wrote this letter. The
manner in which he describes her is somewhat shocking. Similar
bluntness about her death is apparent in his autobiography. In fact,
in all of Neill‟s writingthe school seems of far more importance
than his personal relationships. This contrasts with Beacon Hill
where the co-founders‟ divorce causedmany problems4 and at Malting
House where an affair between the founder and headmistress
potentially causedthe headmistresses resignation5. On a
psychoanalytic historical reading6 it appears that in all three
cases the adults were using the schools to meet their desire for
nurturing relationships they were unable to create within their
adult romantic lives.
2. Financial Problems
Though relationships are important in the history of the schools,
the eventual reason for Beacon Hill and Malting Hill closures were
financial7. In the 1944 letter, Neill describes the financial
problems he is facing and notes that without capital he cannot
expand intake even though the school is popular. Neill continuously
wrote books about Summerhill to bring in extra capital for the
school, and he describes in another letter to Russell how he
downsized location when required to cushion financial losses8.
Without a similar publishing revenue streamBeacon Hill was badly hit
by WWII when the school premises were taken over as a military base
4Russell, Dora, and Countess Russell. The tamarisk tree: my quest for liberty and love. Vol. 1. Putnam, 1975.
5Graham, Philip. Susan Isaacs: A Life Freeing the Minds of Children: A Life Freeing the Minds of Children. Karnac Books, 2008.
6Cocks, Geoffrey Ed, and Travis L. Crosby. Psycho/history: Readings in the method of psychology, psychoanalysis, and history. Yale University Press,
1987.
7Russell, Dora, and Countess Russell. The tamarisk tree: my quest for liberty and love. Vol. 1. Putnam, 1975.
8 Neill, AS. Letter to Dora Russell, 18 April 1932. Dora Winifred Russell Papers 1906 – 1986, #17-100, Inventory 71, International Institute of Social History.
Retrieved online September 25 2012.
4. and Russell could not claim compensation as she was only renting –
and did not own – the school property. Malting House closed when the
founder lost allhis money in the 1929 stock crash.
3. Staffing Problems
All three progressive schools struggled to find „good‟ staff, but as
Neill‟s letter shows it is difficult to know to what extent the
demanding ideals of the founders were the problem. Neill‟s school
demanded people with patience and an openness to non-traditional
atmospheres yet here he laments „hopeless idealists‟ and desires
someone with pragmatism – a difficult blend to find. Neill‟s
suggestion that “Newman had to leave to have her brat” also suggests
she was not able to stay at school while still teaching, however
Dora Russell was the mother of three children, and the third was
only an infant when Russell‟s husband left her to run the school
alone, suggesting that it was possible for women to teach when
tending to children and perhaps suggesting that Summerhill was not
amenable, rather than unable, to provide such an arrangement.
4. Journalism and Publications
All three sets of school leaders published extensively about their
experiences, initially in magazines and later in books. AS Neill‟s
work became most widely spread in the 1960s, but all three wrote for
(and advertised) in The New Humanist, The New Statesman and Nature
magazine9. In doing so the schools became famous within left-wing
„middle-to-upper‟ class circles which significantly affected intake.
9Advertisements & articles from these magazines are in the ISSH archive for Dora Russell, are published in AS Neill’s correspondence (Croall, ibid) and
are republished in Graham’s autobiography of Susan Isaacs (Ibid).
5. 5. Oceans of Compromise
When AS Neill says that progressive schools have become a
„compromise‟ it appears that he is talking about the fact that so
many of the schools from the 1920s have either closed or had changed
their philosophy to become more „mainstream‟. In order to keep
financially stable and ensure adequate staffing most „gave up‟ on
the Freudian idea.
Synthesis – What parallels can be drawn with US Education?
Although these schools are from a different period than that covered
by the class so far, and from a different country, there is an
important synthesis.
First: Finance is an important driver of change. Though
“progressivism” is considered correct it is foregone when its
founders could no longer fund it. In the US decisions regarding, for
example, gender integration often occur because the alternative was
unaffordable. Even if education leaders felt it more morally
appropriate to have separate sex schools, the lack of money
available meant such segregation did not occur. When considering the
history of schools it is therefore critical to carefully judge
whether money funds ideology, or if it works the other way around.
Secondly: If relationships are so important in the creation of
progressive schools, why are they missing from the histories of
education presented by Joel Spring, Tyack & Hansott, and James
Anderson? In fact, a quick glance at the leading educationalists in
their stories would suggest relationships are vastly important:
- Horace Mann’s second wife was Mary Taylor Peabody, a teacher
who was greatly respected in Massachusetts, advised him on all
6. aspects of policy and was possibly more an inspiration for his
working in education over law (as opposed to the riots!)10
- Thomas Jefferson had a long-term affair and children with
Sally Hemmings, one of his slaves, as proven by DNA testing in
199811. Was this important in his views regarding equality?
- Booker T. Washington’s wife, Olivia A. Davidson, was a co-
founder of Tuskagee College. She trained at Hampton, then at a
Normal School, was a teacher and an honors student12.
- W.E.B. Du Bois had continual affairs throughout his life all
with highly „academic‟ and celebrate women some of whom were
white. He had very little to do with his wife and daughter.13
Conclusion
The AS Neill letter is therefore a useful example of the problems
and strategies for success seen in the Progressive School movement
as the schools ambled towards closure or compromise. But more
importantly the letter shows us the importance of human interactions
and how the people in the history of educations had friendships,
romantic relationships and opinions about the people they worked
with. Often in history these relationships are missed out – as is
evidenced by the absence of the women discussed above in US
education history – but these relationships are important and can
help us understand people‟s motives in a new and illuminating way.
The “wives‟ tale” may yet be a missing piece in the history puzzle
that will help us understand how we got from no schooling at all to
where we are right now.
10Marshall,Megan. The Peabody Sisters: Three women who ignited American romanticism. Mariner Books, 2006.
11Smith D. & Wade N. “DNA Test Finds Evidence of Jefferson Child By Slave” The New York Times November 01 1998. Retrieved 31 October 2012.
http://www.nytimes.com/1998/11/01/us/dna-test-finds-evidence-of-jefferson-child-by-slave.html?pagewanted=all&src=pm
12Darlene Clark Hine Black Women in America an Historical Encyclopedia Volumes 1 and 2 (Brooklyn, NY: Carlson Publishing, 1993).
13Lewis, David Levering. WEB Du Bois, 1868-1919: Biography of a Race. Vol. 1. Holt Paperbacks, 1994.
7. Biblography
Analysed primary source is:
Neill, A.S, Letter to Dora Russell. April 27, 1944. Dora Winifred Russell Papers 1906-1986, #17-102, Inventory
71, International Institute of Social History. Retrieved online September 25 2012.
Additional materials:
Cocks, Geoffrey Ed, and Travis L. Crosby. Psycho/history: Readings in the method of psychology,
psychoanalysis, and history. Yale University Press, 1987.
Croall, J. (1983) All the best, Neill: Letters from Summerhill, London: The Trinity Press
Graham, Philip. Susan Isaacs: A Life Freeing the Minds of Children: A Life Freeing the Minds of
Children. Karnac Books, 2008.
Hine, Darlene Clark Black Women in America an Historical Encyclopedia Volumes 1 and 2 (Brooklyn,
NY: Carlson Publishing, 1993).
Lewis, David Levering. WEB Du Bois, 1868-1919: Biography of a Race. Vol. 1. Holt Paperbacks, 1994.
Marshall, Megan. The Peabody Sisters: Three women who ignited American romanticism. Mariner
Books, 2006.
Neill, AS. Letter to Dora Russell, 18 April 1932. Dora Winifred Russell Papers 1906 – 1986, #17-100,
Inventory 71, International Institute of Social History. Retrieved online September 25 2012.
Russell, Dora, and Countess Russell. The tamarisk tree: my quest for liberty and love. Vol. 1. Putnam,
1975.
Smith D. & Wade N. “DNA Test Finds Evidence of Jefferson Child By Slave” The New York Times
November 01 1998. Retrieved 31 October 2012. http://www.nytimes.com/1998/11/01/us/dna-test-finds-
evidence-of-jefferson-child-by-slave.html?pagewanted=all&src=pm
Unknown author, “A Do-As-You-Please School” The Daily News [Colombo, Ceylon] 21 April 1931, in
the Dora Winifred Russell paper 1906 – 1986, #13-9, Inventory 656, International Institute of Social
History. Retrieved online 16 September 2012.