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The American Educational History Journal is a peer?reviewed,
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of AEHJ encourage communicationbetween scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in AEHJ requires
that each author present a well?articulated argument that deals
substantively with questions of educational history.
The American Educational History Journal is a peer?reviewed,
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of AEHJ encourage communicationbetween scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in AEHJ requires
that each author present a well?articulated argument that deals
substantively with questions of educational history.
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American Educational History Journal (Paperback)
Paul J Ramsey, Susan Studer; Edited by (associates) Donna M. Davis, Joshua Garrison; Editing managed by Mindy Spearman; Edited by (board members) …
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R2,255
Discovery Miles 22 550
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Ships in 10 - 15 working days
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The American Educational History Journal is a peer-reviewed,
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of AEHJ encourage communication between scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in AEHJ requires
that each author present a well-articulated argument that deals
substantively with questions of educational history.
|
American Educational History Journal (Hardcover)
Paul J Ramsey, Susan Studer; Edited by (associates) Donna M. Davis, Joshua Garrison; Editing managed by Mindy Spearman; Edited by (board members) …
|
R3,195
Discovery Miles 31 950
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Ships in 10 - 15 working days
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The American Educational History Journal is a peer-reviewed,
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of AEHJ encourage communication between scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in AEHJ requires
that each author present a well-articulated argument that deals
substantively with questions of educational history.
A volume in Research in Curriculum and Instruction Series Editor:
O. L. Davis, Jr. The University of Texas at Austin Kappa Delta Pi
is an international honor society in Education founded in 1911.
This book chronicles the leadership of Kappa Delta Pi across the
past century through a collection of short life stories about the
32 individuals who were elected by members to lead the Society.
Through their work with their fellow officers, they helped keep
alive the flame that called attention to the importance of highly
qualified teachers in American schools, in the main, teachers whose
academic credentials were very strong. These life stories attend to
KDP presidents' contributions to education, particularly with
emphasis a) on high academic scholarship for educational
professionals, e.g., teacher candidates, teachers at all levels,
school administrators, college and university faculty members in
education and in fields related to educational practice and
knowledge; b) toward teacher candidates' mindful learning in and
the integration of liberal arts, education, and other fields of
study; c) and in the support and fostering of scholarly endeavors,
especially substantive research and creative developments in the
educational processes of schooling - all or many related to the
individual's involvement in Kappa Delta Pi. A number of elements of
Kappa Delta Pi's purposes and practices during its first century
are illuminated in this book. Many others remain obscured,
neglected, or unknown. Readers reasonably may discover keys to
increased understanding and wonderment as they read and think about
the lives of these former presidents, particularly about their
contributions to the continuance and strengthening of the Society.
One impressive key surely is evident. Their presidencies not only
helped Kappa Delta Pi to continue to exist. They also fostered the
fruitful creation of this honor society in education. And so also
will those members and leaders who, succeeding these former
presidents, enter confidently into Kappa Delta Pi's second century.
A volume in Research in Curriculum and Instruction Series Editor:
O. L. Davis, Jr. The University of Texas at Austin Kappa Delta Pi
is an international honor society in Education founded in 1911.
This book chronicles the leadership of Kappa Delta Pi across the
past century through a collection of short life stories about the
32 individuals who were elected by members to lead the Society.
Through their work with their fellow officers, they helped keep
alive the flame that called attention to the importance of highly
qualified teachers in American schools, in the main, teachers whose
academic credentials were very strong. These life stories attend to
KDP presidents' contributions to education, particularly with
emphasis a) on high academic scholarship for educational
professionals, e.g., teacher candidates, teachers at all levels,
school administrators, college and university faculty members in
education and in fields related to educational practice and
knowledge; b) toward teacher candidates' mindful learning in and
the integration of liberal arts, education, and other fields of
study; c) and in the support and fostering of scholarly endeavors,
especially substantive research and creative developments in the
educational processes of schooling - all or many related to the
individual's involvement in Kappa Delta Pi. A number of elements of
Kappa Delta Pi's purposes and practices during its first century
are illuminated in this book. Many others remain obscured,
neglected, or unknown. Readers reasonably may discover keys to
increased understanding and wonderment as they read and think about
the lives of these former presidents, particularly about their
contributions to the continuance and strengthening of the Society.
One impressive key surely is evident. Their presidencies not only
helped Kappa Delta Pi to continue to exist. They also fostered the
fruitful creation of this honor society in education. And so also
will those members and leaders who, succeeding these former
presidents, enter confidently into Kappa Delta Pi's second century.
The American Educational History Journal is devoted to the
examination of educational questions using perspectives from a
variety of disciplines. With AEHJ, the Midwest History of Education
Society encourages communication between scholars from numerous
disciplines, nationalities, institutions, and backgrounds. Authors
come from disciplines ranging from political science to curriculum
to philosophy to adult education. Although the main criterion of
acceptance for publication in AEHJ requires that the author present
a well-articulated argument concerning an educational issue, the
editors ask that all papers offer a historical analysis.
The American Educational History Journal is devoted to the
examination of educational questions using perspectives from a
variety of disciplines. With AEHJ, the Midwest History of Education
Society encourages communication between scholars from numerous
disciplines, nationalities, institutions, and backgrounds. Authors
come from disciplines ranging from political science to curriculum
to philosophy to adult education. Although the main criterion of
acceptance for publication in AEHJ requires that the author present
a well-articulated argument concerning an educational issue, the
editors ask that all papers offer a historical analysis.
The American Educational History Journal is a peer-reviewed,
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of AEHJ encourage communication between scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in AEHJ requires
that each author present a well-articulated argument that deals
substantively with questions of educational history. AEHJ accepts
papers of two types. The first consists of papers that are
presented each year at our annual meeting. The second typeconsists
of general submission papers received throughout the year. General
submission papers may be submitted at any time. They will not,
however, undergo the review process until January when papers
presented at the annual conference are also due for review and
potential publication. For more information about the Organization
of Educational Historians (OEH) and its annual conference, visit
the OEH web site at: www.edhistorians.org.
The American Educational History Journal is a peer-reviewed,
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of AEHJ encourage communication between scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in AEHJ requires
that each author present a well-articulated argument that deals
substantively with questions of educational history. AEHJ accepts
papers of two types. The first consists of papers that are
presented each year at our annual meeting. The second typeconsists
of general submission papers received throughout the year. General
submission papers may be submitted at any time. They will not,
however, undergo the review process until January when papers
presented at the annual conference are also due for review and
potential publication. For more information about the Organization
of Educational Historians (OEH) and its annual conference, visit
the OEH web site at: www.edhistorians.org.
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