The foundations of educational curriculum and diversity : 1565 to the present / Joseph Watras. [print]Material type: TextPublication details: Boston, Massachusetts : Allyn and Bacon, [(c)2002. Description: xvi, 416 pages : illustrations ; 25 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 9780321054005; 0321054008Subject(s): Education -- Curricula -- United States -- History | Education -- Aims and objectives -- United States -- History | Curricula | Education Curriculum & Instruction | Education AdministrationGenre/Form: History. LOC classification: LB1570.F686 2002LB1570.W336.F686 2002COPYRIGHT NOT covered - Click this link to request copyright permission:
|Item type||Current library||Collection||Call number||Status||Date due||Barcode|
|Circulating Book (checkout times vary with patron status)||G Allen Fleece Library Circulating Collection - First Floor||Non-fiction||LB1570.W38.E38 2002 (Browse shelf(Opens below))||Available||31923001720735|
COPYRIGHT NOT covered - Click this link to request copyright permission:
Culture, Religion, and Colonial Education: 1565-1776 Moral Training, Women's Seminaries, and Leadership in the New Republic: 1776-1830 Common Schools, Teacher Training, and the Bible: 1830-1860 Reconstruction, Kindergartens, and Religious Schools: 1861-1890 Industrialism, Immigration, and the New Psychology: 1890-1915 Science, Sexism, and Theology: 1918-1930 The Great Depression, Critical Thinking, and Hispanic and Native Americans: 1930-1940 War, Democracy, and Isolation within Minority Groups: 1940-1954 Desegregation, Academics, and the Comprehensive High School: 1954-1964 The Civil Rights Movement, Christian Day Schools, and Multiculturalism: 1964-1980.
The Foundations of Educational Curriculum and Diversity: 1565 to the Present describes school models throughout history that educators hoped would solve social problems associated with multiculturalism in the schools. Multiculturalism is still a current issue, and prospective teachers, administrators, and counselors should be aware of the problems and benefits resulting from each solution. This text does not promote one single model of school organization; rather, it encourages educators to exercise independent thought and understanding. --Publisher description.