Leeds United's Elland Road home is full of intrigue, character and formidable acoustics, yet it started life as a barren and featureless patch of land surrounded by coalfields. The Only Place For Us is the fascinating history of the stadium and its changing local environment, revealing the background stories behind Elland Road's most famous features and characters, and the astonishing events it has witnessed. Along the way there have been fires and gypsy curses mixed with cherished memories including the diamond floodlights, the West Stand facade and escapee pantomime horses. Using forensic research, insiders' insights, archive photographs and fans' memories, Jon Howe retraces a historical journey full of tragedy, nostalgia and improbable innovation, to show how Elland Road became one of Europe's most feared football grounds. Through triumph and adversity, neglect and redevelopment, Elland Road has emerged as a prominent, modern stadium that's still alive with history. This is its unique story.

Little has been published about press organizations, and even less about women's press organizations. This book is the first to document the history of women's press organizations. In addition to rich historical accounts of some of these organizations, it also provides a picture of many of the women journalists involved in these press organizations, many of whom were leaders, both in journalism and in the social movements of their time.

This book is a description and analysis of forty women's press organizations that have been key to the development of women writers of the press since the first established organization in 1881. Each entry describes the challenges faced by women that brought about the establishment of the organization at that particular time and place, some of the women who played key roles in the group's leadership, the group' s major activities and programs and its contributions to women of the press. The main purpose of these organizations was to provide women with a place where they could discuss professional issues and career strategies at a time when they were largely excluded from or marginalized by male-dominated media institutions. However, many also reflected the interests of some of the social and political reform movements associated with the women's movements of the 19th and 20th centuries, including the woman suffrage, peace, and ERA movements. Although some of the organizations described here no longer exist, new ones have taken on the challenge, in a profession where women still do not have equity.

The visual turn recovers new pasts. With education as its theme, this book seeks to present a body of reflections that questions a certain historicism and renovates historiographical debate about how to conceptualize and use images and artifacts in educational history, in the process presenting new themes and methods for researchers. Images are interrogated as part of regimes of the visible, of a history of visual technologies and visual practices. Considering the socio-material quality of the image, the analysis moves away from the use of images as mere illustrations of written arguments, and takes seriously the question of the life and death of artifacts - that is, their particular historicity. Questioning the visual and material evidence in this way means considering how, when, and in which regime of the visible it has come to be considered as a source, and what this means for the questions contemporary researchers might ask.

This book tells one of the greatest stories in the history of school mathematics. Two of the names in the title-Samuel Pepys and Isaac Newton-need no introduction, and this book draws attention to their special contributions to the history of school mathematics. According to Ellerton and Clements, during the last quarter of the seventeenth century Pepys and Newton were key players in defining what school mathematics beyond arithmetic and elementary geometry might look like. The scene at which most of the action occurred was Christ's Hospital, which was a school, ostensibly for the poor, in central London. The Royal Mathematical School (RMS) was established at Christ's Hospital in 1673. It was the less well-known James Hodgson, a fine mathematician and RMS master between 1709 and 1755, who demonstrated that topics such as logarithms, plane and spherical trigonometry, and the application of these to navigation, might systematically and successfully be taught to 12- to 16-year-old school children. From a wider history-of-school-education perspective, this book tells how the world's first secondary-school mathematics program was created and how, slowly but surely, what was being achieved at RMS began to influence school mathematics in other parts of Great Britain, Europe, and America. The book has been written from the perspective of the history of school mathematics. Ellerton and Clements's analyses of pertinent literature and of archival data, and their interpretations of those analyses, have led them to conclude that RMS was the first major school in the world to teach mathematics-beyond-arithmetic, on a systematic basis, to students aged between 12 and 16. Throughout the book, Ellerton and Clements examine issues through the lens of a lag-time theoretical perspective. From a historiographical perspective, this book emphasizes how the history of RMS can be portrayed in very different ways, depending on the vantage point from which the history is written. The authors write from the vantage point of international developments in school mathematics education and, therefore, their history of RMS differs from all other histories of RMS, most of which were written from the perspective of the history of Christ's Hospital.

South Georgia - "Dog Days" - August, 1967, David Wiggins, then a mere eight year old boy, had a brief, but lasting encounter with an Eastern Diamond Back Rattlesnake. This "chance" meeting would make a "forever"change and jeopardize both the lives of David and the snake.; each having effects that would last for all time.

From their founding, the Massachusetts communities of Leominster and Fitchburg have shared the same river. More than that, they have long shared a special football competition that has sometimes spilled beyond the field. In A Game That Forged Rivals, author and historian Mark Bodanza captures the human drama of one of the nation's oldest football rivalries; the high schools of Leominster and Fitchburg have met on the gridiron for 114 years.

This long-standing competition has weathered many challenges, including major developments in the sport, wars, economic turmoil, an epidemic, and technological and social change not imagined when the teams first met in 1894. Through all the years and contests, thousands of athletes have competed for pride and a belief that this game was the pinnacle of their football days. A Game That Forged Rivals shares the stories, dramatic clashes, and challenges that tested these young men both on and off the field.

Compiled from newspaper articles, school yearbooks, game programs, eyewitness accounts, letters, photos, and archival records, A Game That Forged Rivals not only chronicles the development of football from its earliest days, but also tells the story of two communities that saw, in football, a way to grasp civic pride.

Curriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2000s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 2000s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2000s still resonate with us, allow us to see backward in time and forward in time - all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert.

This volume brings together educational effectiveness research and international large-scale assessments, demonstrating how the two fields can be applied to inspire and improve each other, and providing readers direct links to instruments that cover a broad range of topics and have been shown to work in more than 70 countries. The book's initial chapters introduce and summarize recent discussions and developments in the conceptualization, implementation, and evaluation of international large-scale context assessments and provide an outlook on possible future developments. Subsequently, three thematic sections - "Student Background", "Outcomes of Education Beyond Achievement", and "Learning in Schools" - each present a series of chapters that provide the conceptual background for a wide range of important topics in education research, policy, and practice. Each chapter defines a conceptual framework that relates recent findings in the educational effectiveness research literature to current issues in education policy and practice. These frameworks were used to develop interesting and relevant indicators that may be used for meaningful reporting from international assessments, other cross-cultural research, or national studies. Using the example of one particular survey (the Programme for International Student Assessment (PISA 2015)), this volume links all theoretical considerations to fully developed questionnaire material that was field trailed and evaluated in questionnaires for students and their parents as well as teachers and principals in their schools. The primary purposes of this book are to inform readers about how education effectiveness research and international large-scale assessments are already interacting to inform research and policymaking; to identify areas where a closer collaboration of both fields or input from other areas could further improve this work; to provide sound theoretical frameworks for future work in both fields; and finally to relate these theoretical debates to currently available and evaluated material for future context assessments.