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First published in 1977, Urban Education in the 19th Century is a collection based on the conference papers of the annual 1976 conference for the History of Education Society. The book illustrates a variety of ways of elucidating the connections between education and the city, mainly in nineteenth-century Britain. Essays cover political, geographical, demographic and socio-structural aspects of urbanization. There is an emphasis on comparative studies of urban educational developments and attention is paid to the perceptions of the nineteenth-century city and its problems, especially for child life, as well as to the realities of urban change
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Christmas and cookies are inseparable. The mere mention of baking cookies conjures up memories not just of tantalizing aromas and great tastes but of warm kitchens and good times with family and friends. Joy of Cooking Christmas Cookies brings together in a single volume 75 indispensable cookie recipes and more than 25 recipes for holiday extras. That's more than 100 recipes, half of which are brand new. This book also offers a sneak preview of the revision of Joy of Cooking, the first in more than two decades. Written with clarity, humor, and a dedication to detail that has always set the Joy of Cooking apart from all other cookbooks, this book will teach anyone from the person who has never baked a single cookie to the experienced home baker how to turn out a perfect cookie every time. A treasure trove of information, this book contains basic instructions on measuring ingredients, handling and shaping cookie doughs, and decorating cookies, supported by helpful line drawings every step of the way. Recipes include the full range of cookies from the simplest one-pan bar cookies like Chocolate-Glazed Toffee Bars and Scottish Shortbread to those that are dropped onto a cookie sheet (don't miss the new Monster Cookies) to Christmas production numbers like Spritz that are piped through a press. On the familiar side are recipes for chocolate chip cookies, brownies, and sugar cookies. Brief but precise directions ensure that the brownies will be fudgey and moist, the chocolate chips chewy, and the sugar cookies meltingly tender. On the novel side are such irresistible new entries as Pumpkin Cheesecake Bars, Tuscan Almond Biscotti, and Chocolate Mint Surprises.
A pioneering socio-historical analysis of change and development in secondary education in England, France, and Germany during the late nineteenth and early twentieth centuries.
The volumes in this set, originally published between 1978 and 1992, draw together research by leading academics in the area of urban education, and provide a rigorous examination of related key issues. The volumes examine teaching, urban schools, community and race issues in education in the US, whilst also exploring the general principles and practices of education in various countries. This set will be of particular interest to students of sociology and urbanization respectively.
Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of "urban education" and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept. This comprehensive volume addresses this definitional challenge and provides a 3-part conceptual model in which the achievement of equity for all -- regardless of race, gender, or ethnicity – is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a) accountability of individuals and the institutions in which they work, (b) leadership, which occurs in multiple ways and at multiple levels, and (c) learning, which is the raison d'être of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others.
First published in 1973, this is a study of American education. It demonstrates how the concerns over the "failures" of the public school systems and the discussions of the inability of schools to meet the challenges of contemporary life date back to at least the 19th century.
The work of school, family and community partnerships is complex and messy and demands a thoughtful and deep investigation. Currently, parent and community involvement does not draw on school reform and educational change literature and conversely the school change literature often ignores the crucial role that communities play in educational reform. This edited volume focuses on structural considerations regarding education and the school communities, school-level and family culture, and the interrelationships between the agency and actions of school personnel, family members, community citizens and students. This book extends the dialogue on school reform by looking at parent and community engagement initiatives as part of the school reform literature. The contributors illustrate the negative impact on students and their education when assumptions made by school personnel regarding the organization of education, the nature of families, and the contributions they should make to their children’s education are not challenged.
Via 100 entries or 'mini-chapters,' the SAGE 21st Century Reference Series volumes on Education will highlight the most important topics, issues, questions, and debates any student obtaining a degree in the field of education ought to have mastered for effectiveness in the 21st Century.