Journal articles: 'Mid-century education'

1

Loeb, Robert F. "Medical Education at the Mid-Century." Academic Medicine 76, no. 5 (2001): 435. http://dx.doi.org/10.1097/00001888-200105000-00012.

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Lawn, Martin. "Reflecting the passion: mid‐century projects for education." History of Education 33, no. 5 (2004): 505–13. http://dx.doi.org/10.1080/0046760042000254497.

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Donaldson, IML. "A mid-seventeeth century defence of Galenism." Journal of the Royal College of Physicians of Edinburgh 43, no. 1 (2013): 88–90. http://dx.doi.org/10.4997/jrcpe.2013.119.

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Webb, Bruce C. "Living Modern in Mid-Century Houston." Journal of Architectural Education 62, no. 1 (2008): 11–19. http://dx.doi.org/10.1111/j.1531-314x.2008.00211.x.

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Nguyen, Tuan-Cuong. "The Last Confucians of Mid-20th Century Vietnam." Asian Studies 8, no. 2 (2020): 185–211. http://dx.doi.org/10.4312/as.2020.8.2.185-211.

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The Vietnam Association of Traditional Studies (VATS) took the initiative in promoting Confucian cultural practices in South Vietnam from 1955–1975. The association strove towards collecting, researching, translating, interpreting and circulating classical Sinographic documents in order to preserve traditional East Asian culture in relation to up-to-date moral education and practical science. Unfortunately, there is a lack of research material related to the organization during the period after the two halves of Vietnam were reunited in 1975. Thus, the Association’s activities after 1975 cannot be discussed. To bridge the gap, this article is based on rare documents mostly collected by the author, describing the history and activities of this Confucian organization, including its establishment (1954), regulations, organizational structure, and membership. This article will also focus on the VATS’s Confucian cultural practices, such as (i) publishing as a way to promote Confucianism and traditional morality, (ii) Confucianism and Literary Sinitic education, (iii) public speeches, (iv) organizing the annual commemoration of Confucius’ birthday on September 28th, (v) and promoting international cooperation related to Confucianism. These activities demonstrate the organization’s attempt at popularizing Confucianism and making it compatible with ideas and practices introduced by modernization and Westernization in the middle of the twentieth century.

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Tamura, Eileen H. "Asian Americans in the History of Education: An Historiographical Essay." History of Education Quarterly 41, no. 1 (2001): 58–71. http://dx.doi.org/10.1111/j.1748-5959.2001.tb00074.x.

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Asian Americans have lived in the United States for over one-and-a-half centuries: Chinese and Asian Indians since the mid-nineteenth century, Japanese since the late nineteenth century, and Koreans and Filipinos since the first decade of the twentieth century (an earlier group of Filipinos had settled near New Orleans in the late eighteenth century). Because of exclusion laws that culminated with the 1924 Immigration Act, however, the Asian American population was relatively miniscule before the mid-twentieth century. As late as 1940, for example, Asian immigrants and their descendants constituted considerably less than 1 percent (0.0019) of the United States population. In contrast, in Hawai'i, which was then a territory and therefore excluded from United States population figures, 58 percent of the people in 1940 were of Asian descent.

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SMITH-PETER, SUSAN. "Educating Peasant Girls for Motherhood: Religion and Primary Education in Mid-Nineteenth Century Russia." Russian Review 66, no. 3 (2007): 391–405. http://dx.doi.org/10.1111/j.1467-9434.2007.00450.x.

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Nosan, Gregory. "Women in the Galleries: Prestige, Education, and Volunteerism at Mid-Century." Art Institute of Chicago Museum Studies 29, no. 1 (2003): 46. http://dx.doi.org/10.2307/4113027.

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Anderson, R. G. W. "‘What is technology?’: education through museums in the mid-nineteenth century." British Journal for the History of Science 25, no. 2 (1992): 169–84. http://dx.doi.org/10.1017/s0007087400028752.

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Loewenberg, Gerhard. "Reflections: Graduate Education in Comparative Politics in the Mid-Twentieth Century." PS: Political Science & Politics 49, no. 02 (2016): 339–42. http://dx.doi.org/10.1017/s1049096516000317.

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Lee, Francis. "Technopedagogies of mass‐individualization: correspondence education in the mid twentieth century." History and Technology 24, no. 3 (2008): 239–53. http://dx.doi.org/10.1080/07341510801900318.

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Johnson, Alice. "The Civic Elite of Mid-Nineteenth-Century Belfast." Irish Economic and Social History 43, no. 1 (2016): 62–84. http://dx.doi.org/10.1177/0332489316665303.

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This article provides a general survey of the mid-nineteenth-century Belfast civic elite. The elite – those men who dominated town affairs – is defined in terms of civic activism, with findings based on a database created from membership lists of local authorities and voluntary bodies. The article examines the origins, education, occupations, levels of wealth and religion of the elite and a sustained comparison with other UK elites is offered. The majority of Belfast elite members were born in the Ulster hinterland, working as textile manufacturers or merchants, while their primary source of wealth was linen. Presbyterians were the most numerous among the elite, but Anglicans were prominent both in the textile business and in official positions and were, in fact, the wealthiest religious group.

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Kojima, Hideo. "Japanese Concepts of Child Development from the Mid-17th to Mid-19th Century." International Journal of Behavioral Development 9, no. 3 (1986): 315–29. http://dx.doi.org/10.1177/016502548600900304.

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This paper summarizes beliefs and values about child-rearing and education in Japan at a time when direct Western influence was minimal. The chief materials for the analysis are documents written by experts of those times for the general public. Japanese writers argued that children are innately good rather than evil; environmental factors rather than innate ones account for differences among children; and children are autonomous learning beings rather than passive to experience. Goals were related either to maintenance of harmonious human relationships or to faithful performance of one's assigned task. The basic method of training was to observe children's maturation and assign age-appropriate tasks to them. Young infants were conceived as competent beings in the sensory and perceptual domain, but they were also thought to be unstable and fragile. Observational learning and internal regulation of behavior by older children were emphasized. Up to the age of seven, adults did not deal with boys and girls differently; both sexes were treated permissively, even indulgently.

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Herron, Don, and Judith Harford. "An early in-service intervention in Irish mid-nineteenth century elementary education." Irish Educational Studies 34, no. 4 (2015): 341–54. http://dx.doi.org/10.1080/03323315.2015.1119706.

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15

St. Clair, Ralf, and Bernd Käpplinger. "Alley or Autobahn? Assessing 50 Years of the Andragogical Project." Adult Education Quarterly 71, no. 3 (2021): 272–89. http://dx.doi.org/10.1177/07417136211027879.

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Fifty years after the publication of “The Modern Practice of Adult Education,” andragogy has significant presence in English-language adult education and related fields. This article takes stock of the development of this mid-century intellectual project. The context of mid-century adult education in North America is described, and the rhizomatic relationship with previous instances of the idea is examined. The effects of the project on practice and theory are considered and difficulties regarding lack of theoretical development and empirical investigation are identified. The discussion argues that the continuation of the andragogical project depends on development of key aspects, including stronger connections with international manifestations of andragogy.

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Feigenbaum, James J., and Hui Ren Tan. "The Return to Education in the Mid-Twentieth Century: Evidence from Twins." Journal of Economic History 80, no. 4 (2020): 1101–42. http://dx.doi.org/10.1017/s0022050720000492.

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What was the return to education in the United States at mid-century? In 1940, the correlation between years of schooling and earnings was relatively low. In this article, we estimate the causal return to schooling in 1940, constructing a large linked sample of twin brothers to account for differences in unobserved ability and family background. We find that each additional year of schooling increased labor earnings by approximately 4 percent, about half the return found for more recent cohorts in twins studies. These returns were evident both within and across occupations and were higher for sons from lower socio-economic status families.

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Lawson, Kevin E. "Evangelical Christian Education in the Mid-20th Century: Cooperation in Parachurch Ministries." Christian Education Journal: Research on Educational Ministry 1, no. 1 (2003): 73–77. http://dx.doi.org/10.1177/073989130300100109.

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Bakker, Nelleke. "Westward bound? Dutch education and cultural transfer in the mid-twentieth century." Paedagogica Historica 50, no. 1-2 (2014): 213–28. http://dx.doi.org/10.1080/00309230.2013.872679.

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Bashford, Alison, and Carolyn Strange. "Public Pedagogy: Sex Education and Mass Communication in the Mid-Twentieth Century." Journal of the History of Sexuality 13, no. 1 (2004): 71–99. http://dx.doi.org/10.1353/sex.2004.0037.

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20

Hansen, Linda. "Singing by Number in Mid-Nineteenth-Century America." Journal of Historical Research in Music Education 38, no. 2 (2017): 151–77. http://dx.doi.org/10.1177/1536600616684580.

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Recognizing the broad potential of singing as a facilitator of moral instruction, academic learning, and societal participation, New Hampshire native Asa Fitz (1810–1878) was committed to advancing music and music education. A prolific publisher, editor, and author, he was involved in the production of dozens of works filled with songs and music, designed to further everything from reform movements to congregational singing, spiritualism to family life. As a singing master and music teacher, he instructed both children and other teachers, promoting his song books, his instructional techniques, his personal principles, and his overriding belief that everyone could, and should, learn to sing. Yet, for all that he was well known during his lifetime, little scholarly attention has been paid to the man, his philosophical underpinnings, or his disparate publications. This article focuses on the development of his “new system of figured music,” culminating with the publication of School Songs for the Million! in 1850. It briefly reviews the concept and expressions of alternate systems of musical notation in early to mid-nineteenth-century America and then places Fitz within that context, as he created, developed, and promoted his system to children and teachers. Though School Songs for the Million! was not as commercially successful as some of his other titles, it serves to demonstrate Fitz’s willingness to experiment with unconventional and controversial ideas in an effort to advance participation in music.

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Tsai, Shu-Ling, Hill Gates, and Hei-Yuan Chiu. "Schooling Taiwan's Women: Educational Attainment in the Mid-20th Century." Sociology of Education 67, no. 4 (1994): 243. http://dx.doi.org/10.2307/2112815.

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22

Barber, Bernard, and David A. Hollinger. "Science, Jews, and Secular Culture: Studies in Mid-Twentieth-Century American Intellectual History." Academe 83, no. 4 (1997): 47. http://dx.doi.org/10.2307/40251621.

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23

Madsen, Clifford K., and John M. Geringer. "Responses of Multi-Aged Music Students to Mid-20th-Century Art Music." Journal of Research in Music Education 63, no. 3 (2015): 336–48. http://dx.doi.org/10.1177/0022429415595621.

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This investigation replicates previous research into K–12 students’ responses to mid-20th-century art music. The study extends that research to include undergraduates and graduates as well as an additional group of graduate students who had taken a 20th-century music class. Children’s responses showed remarkable consistency and indicated that younger children gave higher mean liking ratings than did older students. Kindergarten and third-grade youngsters preferred all but two of the excerpts compared to their older counterparts. There appeared to be a large difference between younger students’ responses compared to 6th- and 9th-grade students, who were more similar to undergraduate and graduate music students, while 12th graders generally gave the lowest responses. Preferences for the group of graduate students who studied 20th-century music were not significantly higher than those of graduate students who had not had an additional course. These results corroborate previous research that illustrates differences in preference between different ages of listeners.

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Crouch, Barry A. "Alienation and the Mid-Nineteenth Century American Deaf Community: A Response." American Annals of the Deaf 131, no. 5 (1986): 322–24. http://dx.doi.org/10.1353/aad.2012.1006.

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Sah, Reetesh. "Education System in Nainital during the Nineteenth and Mid-Twentieth Century British India." Quest-The Journal of UGC-HRDC Nainital 11, no. 3 (2017): 317. http://dx.doi.org/10.5958/2249-0035.2017.00041.9.

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Passant, Adrien Jean-Guy. "Issues in European business education in the mid-nineteenth century: a comparative perspective." Business History 58, no. 7 (2016): 1118–45. http://dx.doi.org/10.1080/00076791.2016.1158251.

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Mark, Michael L. "Music Education since Mid-Century: The Role of the Music Educators National Conference." Journal of Aesthetic Education 33, no. 3 (1999): 79. http://dx.doi.org/10.2307/3333703.

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Morris, Glenn A. "Engineering education in Canada—the early years." Canadian Journal of Civil Engineering 13, no. 1 (1986): 25–32. http://dx.doi.org/10.1139/l86-004.

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The beginnings of engineering education in Canada, in the mid-19th century, are described. The development of engineering programs in 10 of Canada's universities is outlined. The activities of a number of pioneers in engineering education are described, and the curricula for several of the early civil engineering programs are presented. Key words: history, education, civil, engineering.

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Brewis, Georgina. "From Service to Action? Students, Volunteering and Community Action in Mid Twentieth-Century Britain." British Journal of Educational Studies 58, no. 4 (2010): 439–49. http://dx.doi.org/10.1080/00071005.2010.527668.

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30

Boylan, Anne M., and Frances B. Cogan. "All-American Girl: The Ideal of Real Womanhood in Mid-Nineteenth-Century America." History of Education Quarterly 30, no. 2 (1990): 257. http://dx.doi.org/10.2307/368674.

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31

Pells, Richard, and David A. Hollinger. "Science, Jews, and Secular Culture: Studies in Mid-Twentieth-Century American Intellectual History." History of Education Quarterly 37, no. 3 (1997): 341. http://dx.doi.org/10.2307/369468.

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32

Terzian, Sevan G., and Leigh Shapiro. "Corporate science education: Westinghouse and the value of science in mid-twentieth century America." Public Understanding of Science 24, no. 2 (2013): 147–66. http://dx.doi.org/10.1177/0963662513484124.

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Xing, Long, Cameron Campbell, Xiangning Li, Matthew Noellert, and James Lee. "Education, class and assortative marriage in rural Shanxi, China in the mid-twentieth century." Research in Social Stratification and Mobility 66 (April 2020): 100460. http://dx.doi.org/10.1016/j.rssm.2019.100460.

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Baker, Sally, and Brian Brown. "Harbingers of feminism? Gender, cultural capital and education in mid‐twentieth‐century rural Wales." Gender and Education 21, no. 1 (2009): 63–79. http://dx.doi.org/10.1080/09540250802215250.

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35

Patricia Vertinsky and Bieke Gils. "“Watch Britain”: Movement Education, Transnational Exchanges, and the Contested Terrain of Physical Education in Mid-Twentieth-Century Canada." Journal of Sport History 44, no. 3 (2017): 456. http://dx.doi.org/10.5406/jsporthistory.44.3.0456.

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Stolk, Vincent, Willeke Los, and Wiel Veugelers. "Physical education for citizenship or humanity? Freethinkers and natural education in the Netherlands in the mid-nineteenth century." History of Education 41, no. 6 (2012): 733–48. http://dx.doi.org/10.1080/0046760x.2012.745172.

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Bodenhorn, Howard. "Single Parenthood and Childhood Outcomes in the Mid-Nineteenth-Century Urban South." Journal of Interdisciplinary History 38, no. 1 (2007): 33–64. http://dx.doi.org/10.1162/jinh.2007.38.1.33.

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Data from the urban South reveal two notable consequences of single parenthood during the mid-nineteenth century. First, white children residing with single mothers left school earlier than children residing with two parents, and black children in single mother homes started school later and left school earlier. Second, white youths in single-mother homes faced an increased incidence of labor-force participation, but black youths in the same situation did not. Single parenthood imposed costs, in terms of foregone human-capital formation, on children in the mid-nineteenth century, but the consequences of single motherhood were mitigated by social norms regarding childhood education.

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Wood, Jamie. "George Orwell, Desire, and Encounters with Rural Sex in Mid-Century England." College Literature 45, no. 3 (2018): 399–423. http://dx.doi.org/10.1353/lit.2018.0025.

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Winzer, Margret A. "Deaf-Mutia: Responses to Alienation by the Deaf in the Mid-Nineteenth Century." American Annals of the Deaf 131, no. 1 (1986): 29–32. http://dx.doi.org/10.1353/aad.2012.0808.

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40

Nash, Margaret A. "A Means of Honorable Support: Art and Music in Women's Education in the Mid-Nineteenth Century." History of Education Quarterly 53, no. 1 (2013): 45–63. http://dx.doi.org/10.1111/hoeq.12002.

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“The value of the Art Education becomes more and more apparent as a means of honorable support and of high culture and enjoyment,” stated the catalog of Ingham University in western New York State in 1863. The Art Department there would prepare “pupils for Teachers and Practical Artists.” This statement reveals some of the vocational options for women that were concomitant with the increased popularity of music and art education in the middle decades of the nineteenth century in the United States. Practical vocational concerns, along with notions of refinement and respectable entertainment, all were aspects of the impetus for music and art education. Preparing young women for occupations, whether as teachers of art and music or as commercial artists or musicians, was a particularly prominent component of education for women in the mid-nineteenth-century United States.

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Bischler, Sandra. "K and output: Two Student Publications in Light of Mid-Twentieth Century Graphic Design Education." Design Issues 37, no. 1 (2021): 10–25. http://dx.doi.org/10.1162/desi_a_00621.

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Previous historiography of graphic design education in the mid-twentieth century is shaped by published theories and educational principles of a limited circle of design teachers. As a counterbalance, this article stresses the relevance of a marginalized source: design student magazines. It juxtaposes K and output, published in the early 1960s at the Basel School of Design and the Ulm School of Design. Both magazines intended to open critical debates at their schools, but took opposite paths regarding design, editorial concept, content of articles, and critical engagement with their respective schools' design philosophies. An analysis of their reception and context reveals the magazines' corrective potential for design education by raising crucial issues within the design discourse of the 1960s.

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42

Williams, Stephen L., and Charles J. Fox. "Organizational Approaches for Managing Mid-Career Personnel." Public Personnel Management 24, no. 3 (1995): 351–63. http://dx.doi.org/10.1177/009102609502400307.

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There is a growing concern about the ramifications of significant restructuring of the workforce in the next century. While there has been considerable attention given to the education, training, and motivation of new workers, less attention has been given to parts of the existing workforce, particularly mid-career personnel. As the average age of the workforce steadily increases and attrition reduces the number of qualified workers, there will be a growing need for innovative methods of keeping experienced and knowledgeable personnel productive. This resource can be invaluable for maintaining organizational productivity as well as meeting the challenges of the next century. Characteristics of the mid-career worker and possible organization strategies for managing this resource are presented. In the end, it is realized that the solution to this personnel management issue will require multiple approaches.

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Nicolas, Claire. "Physical Education in the Colonial Gold Coast: From a Civilizing Mission to “Useful Citizens”." Social Sciences 10, no. 2 (2021): 77. http://dx.doi.org/10.3390/socsci10020077.

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This paper addresses the transfer of Physical Education to the Gold Coast, focusing on its shifting role in producing ideal subjects and its relationship to the imperial politics of the mid-20th century. It explores the contradictory ways in which, in the Gold Coast (now Ghana), the training of young teachers in higher education institutions allowed for the transfer of British citizenship training codes into a colonial setting during the first half of the 20th century. It is focused on the conversation engaged between the Education Department of the Gold Coast and specialists in higher education institutions. The paper is based on archive material collected in the United Kingdom and Ghana.

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Daniel Melo. "‘‘Education and Culture for the Masses’’: Sociocultural Debates and Legacies in the Mid-Twentieth Century." Portuguese Studies 27, no. 2 (2011): 159. http://dx.doi.org/10.5699/portstudies.27.2.0159.

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Rosemary Golding. "Seeking a Philosophy of Music in Higher Education: The Case of Mid-nineteenth Century Edinburgh." Philosophy of Music Education Review 24, no. 2 (2016): 191. http://dx.doi.org/10.2979/philmusieducrevi.24.2.05.

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Couyoumdjian, Juan Pablo. "Primary education and fiscal policy in Mid-19th century Chile: in search of a Balance." Revista de Historia Económica / Journal of Iberian and Latin American Economic History 26, no. 2 (2008): 145–71. http://dx.doi.org/10.1017/s0212610900000306.

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RESUMENEn este trabajo examinamos una propuesta sobre la organización de un sistema de instrucción primaria en Chile presentada por el entonces diputado Manuel Montt. Este proyecto representó una iniciativa muy anhelada en favor de la difusión de la educación en Chile, a la vez que involucró un diseño organizacional bastante radical. En la medida que el proyecto incluía consideraciones relativas al financiamiento del sistema, éste parece también relevante en cuanto al tema de la organización de la estructura fiscal de Chile. Aunque la propuesta de Montt fue finalmente desechada, las discusiones que ella suscitó constituyen un marco muy ilustrativo para debates fundamentales respecto de las bases de un sistema fiscal en el Chile del siglo XIX.

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Perrin, T. "Rebuilding Bildung: The Middlebrow Novel of Aesthetic Education in the Mid-Twentieth-Century United States." Novel: A Forum on Fiction 44, no. 3 (2011): 382–401. http://dx.doi.org/10.1215/00295132-1381294.

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48

Singer, Steven. "Jewish Education in the Mid-Nineteenth Century: A Study of the Early Victorian London Community." Jewish Quarterly Review 77, no. 2/3 (1986): 163. http://dx.doi.org/10.2307/1454473.

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McCannon, Desdemona. "Pattern and pedagogy in print: Art and Craft Education in the mid twentieth-century classroom." Journal of Illustration 6, no. 2 (2019): 241–63. http://dx.doi.org/10.1386/jill_00013_1.

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Abstract In this article I compare a set of early and mid-twentieth-century print publications supportive of the 'new' art teaching in schools. The educator Marion Richardson's reflections on her use of pattern in the classroom in Art and the Child (1948) is considered alongside publications by artist-teachers such as Robin Tanner's Children's Work in Block Printing (1936) and Gwen White's A World of Pattern (1957). The monthly publication Art and Craft Education first published in 1936 was a magazine for teachers of art which showcased the work being done in schools around Britain that were involved in the 'new' art instruction. Pattern-making in schools in these publications is positioned as a modular and constructivist form of learning encouraging multisensory and exploratory ways of looking at and making sense of the world. Ackerman (2004) outlining theories of constructivist models for learning stresses the need for children to be 'builders of their own cognitive tools', and I argue that the exploration of pattern offers multiple strategies for the children to explore their phenomenological experience of the world. Pattern-making is also presented as a democratic form of creativity and a means of introducing the concept of art into everyday life, inculcating an appreciation of well-made things in daily life. I argue that through the lens of this pedagogic print culture with this emphasis on the benefits of teaching pattern-making in schools a nostalgic and pastoral English arts and crafts sensibility can be seen meeting a modernist cultural agenda via psychological theories of child development, creating a distinctively egalitarian, child-centred and craft-led model for learning. Revisiting this moment in childrens' education in Britain offers a timely insight into alternatives to the current educational landscape, with its emphasis on measuring pupil's achievement and downgrading of creative subjects in the school curriculum.

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Vinovskis, Maris A. "History of Testing in the United States: PK–12 Education." ANNALS of the American Academy of Political and Social Science 683, no. 1 (2019): 22–37. http://dx.doi.org/10.1177/0002716219839682.

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This article provides a brief history of K–12 education testing in the United States from colonial America to the present. In early America, students were examined orally. After the mid-nineteenth century, written tests replaced oral presentations. In the late nineteenth century, graded schools gradually replaced the single-teacher, one-room schools. In the beginning of the twentieth century, standardized intelligence tests were increasingly used to categorize and promote students. State departments of education have played a larger role in local school funding and policies in the past hundred years. Since the 1960s, the federal government has expanded its involvement in national education while also promoting the role of states. During the past three decades, the federal government and states increased the use of high-stakes national testing with initiatives such as America 2000, Goals 2000, No Child Left Behind, and Every Student Succeeds.

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Journal articles on the topic 'Mid-century education'

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