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Winner of the 1998 American Educational Studies Association Critics' Choice Titles In 1909, when she became the superintendent of the Chicago schools, Ella Flagg Young proclaimed that women were "destined to rule the schools of every city." After all, women accounted for nearly eighty percent of all teachers by 1910 and their ascendance into formal school leadership positions could not be far behind. After World War II, however, a backlash against single women educators and a rigid realignment of gender roles in schools contributed to a rapid decline of women school administrators across the country, a decline from which there has been little recovery to the present. Destined to Rule the Schools tells the story of women and school leadership in America from the common school era to the present. In a broad sense, it offers an historical account of how teaching became women's work and the school superintendency men's. Blount explores how power in school employment has been structured unequally by gender. It focuses on the superintendency because an important component of the effort to establish control of schools has occurred in contesting the definition of this position. Unique and important contributions of this volume include: the only published comprehensive statistical study describing the number of women superintendents throughout the twentieth century, an analysis suggesting that the superintendency may have become an appointive position in part to remove it from the influence of newly enfranchised women voters, a discussion of the role of homophobia in creating and perpetuating rigid gender divisions in school employment, and a broad analysis that integrates the histories of teaching and school administration.
What would YOU do if your classmates and teachers were disappearing one by one? It's happening Ella Flagg Young School and five friends - Ajionna, Omari, Nia, Jarrell, and Otis - only have one hour to come to the rescue!
What new ideas and ways of thinking can educational leaders learn from great world leaders who have moved their societies to greater equity and expanded educational opportunity? In this lively, accessible volume, the editors have brought together an impressive group of senior and early-career educational scholars to study the lives and contributions of a wide range of outstanding historical and contemporary leaders from the United States and across the globe. This rich collection of brief biographical commentaries profiles leaders like Wangari Mathaai, John Tippeconic III, Fannie Lou Hamer, Saul Alinsky, Antonia Pantoja, Jimmy Carter, Golda Meir, Sun Yat Sen, José Rizal, and Jesus Christ. Each profile focuses on a single individual and includes (1) an introduction and biographical sketch, (2) a discussion of their context and activities as a leader, (3) a list of the key lessons we can learn from their leadership, and (4) an explanation of how these lessons are relevant for today. This unique collection bridges cultures, professions, and callings to help American education leaders create more just and equitable schools. Book Features: Profiles of a wide range of world leaders. Insights from leading educational scholars and practitioners. A diversity of international location, gender, race, and conceptual focus. An engaging style that bridges theory and practice—perfect for courses and training programs. Lessons school leaders can use to improve their practice.
Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific. This scientific attitude of mind might, conceivably, be quite irrelevant to teaching children and youth. But this book also represents the conviction that such is not the case; that the native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry, is near, very near, to the attitude of the scientific mind. If these pages assist any to appreciate this kinship and to consider seriously how its recognition in educational practice would make for individual happiness and the reduction of social waste, the book will amply have served its purpose. It is hardly necessary to enumerate the authors to whom I am indebted. My fundamental indebtedness is to my wife, by whom the ideas of this book were inspired, and through whose work in connection with the Laboratory School, existing in Chicago between 1896 and 1903, the ideas attained such concreteness as comes from embodiment and testing in practice. It is a pleasure, also, to acknowledge indebtedness to the intelligence and sympathy of those who coöperated as teachers and supervisors in the conduct of that school, and especially to Mrs. Ella Flagg Young, then a colleague in the University, and now Superintendent of the Schools of Chicago.
Reinvent public schools with proven, innovative practices Our homes, communities, and the world itself need the natural assets our children bring with them as learners, and which they often lose over time on the assembly line that pervades most of the public education system today. We see no actions as more important in school than developing, supporting, and reinforcing children's sense of agency, the value of their voices, and their potential to influence their own communities. In Timeless Learning, an award-winning team of leaders, Chief Technology Officer Ira Socol, Superintendent Pam Moran, and Lab Schools Principal Chad Ratliff demonstrate how you can implement innovative practices that have shown remarkable success. The authors use progressive design principles to inform pathways to disrupt traditions of education today and show you how to make innovations real that will have a timeless and meaningful impact on students, keeping alive the natural curiosity and passion for learning with which children enter school. Discover the power of project-based and student-designed learning Find out what “maker learning” entails Launch connected and interactive digital learning Benefit from the authors’ “opening up learning” space and time Using examples from their own successful district as well as others around the country, the authors create a deep map of the processes necessary to move from schools in which content-driven, adult-determined teaching has been the traditional norm to new learning spaces and communities in which context-driven, child-determined learning is the progressive norm.
"Thirty years ago, I lay in the womb of a woman, conceived in a sexual act of rape, being carried during the prenatal period by an unwilling and rebellious mother, finally bursting from the womb only to be tormented in a family whose members I despised or pitied, and brought into association with people whom I should never have chosen." Shortly after its 1925 publication, Gertrude Beasley's ferociously eloquent feminist memoir was banned and she herself disappeared under mysterious circumstances. Though British Nobel Prize winner Bertrand Russell called My First Thirty Years "truthful, which is illegal" and Larry McMurtry pronounced it the finest Texas book of its era, Beasley's words have been all but inaccessible for almost a century—until now. Beasley penned one of the most brutally honest coming-of-age historical memoirs ever written, one which strips away romantic notions about frontier women's lives at the turn of the 20th century. Her mother and sisters braved male objectification and the indignities of poverty, with little if any control over their futures. With characteristic ferocity, Beasley rejected a life of dependence, persisting in her studies and becoming first a teacher, then a principal, then a college instructor, and finally a foreign correspondent. Along the way, Beasley becomes a strident activist for women's rights, socialism, and sex education, which she sees as key to restoring bodily autonomy to women like those she grew up with. She is undaunted by authority figures but secretly ashamed of her origins and yearns to be loved. My First Thirty Years is profoundly human and shockingly candid, a rallying cry that cost its author her career and her freedom. Her story deserves to be heard. Praise for My First Thirty Years: "For almost a century in Texas literary circles, Gertrude Beasley's 1925 memoir has been more a legend than a book... The tangled history of My First Thirty Years, and Beasley's horrific personal fate, are case studies in society's merciless treatment of women of her era who gave voice to socially unspeakable truths. The memoir's republication this month, which makes it widely available for the first time in 96 years, is a long-overdue moment of reckoning. It's also a rich gift to the Texas literary canon."—Texas Monthly "We should all be as fierce, loud, and convinced of our own self-worth as Gertrude Beasley was. This story of a justifiably angry woman living ahead of the world she lived in will resonate deeply today."—Soraya Chemaly, activist and award-winning author of Rage Becomes Her: The Power of Women's Anger "Gertrude Beasley's 1925 memoir grabs the reader by the arm and holds tight, speaking with a voice as compelling as if she had just put down her pen this morning. Feminist, socialist, and acute observer of both herself and the world around her, Beasley gives us stories that illuminate the costs of poverty and of being a woman. To read My First Thirty Years is to be in conversation with an extraordinary mind."—Anne Gardiner Perkins, author of Yale Needs Women