Artykuły w czasopismach: „Vassar College History teachers”

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DEUTSCH, PHYLLIS. "BERKSHIRE CONFERENCE ON THE HISTORY OF WOMEN, Vassar College, June 1993". History Workshop Journal 37, nr 1 (1994): 241–42. http://dx.doi.org/10.1093/hwj/37.1.241.

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Siry, Joseph M. "Review: The Architect’s Library: Notable Books on Architectural Themes in the Vassar College Library". Journal of the Society of Architectural Historians 74, nr 1 (1.03.2015): 129–31. http://dx.doi.org/10.1525/jsah.2015.74.1.129.

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Jones, David R., i Graham Boardman. "Sydney Teachers College: A History, 1906-1981". History of Education Quarterly 36, nr 4 (1996): 557. http://dx.doi.org/10.2307/369819.

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Crawford, Patricia. "Transformations: Women, gender, power: Ninth Berkshire conference on the history of women, Vassar college, 11–13 June 1993". Australian Feminist Studies 8, nr 18 (grudzień 1993): 243–45. http://dx.doi.org/10.1080/08164649.1993.9994710.

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Higgins, Patricia. "Family History for Middle School Age Youth: A Multidisciplinary Enrichment Program". Practicing Anthropology 10, nr 3-4 (1.07.1988): 22–27. http://dx.doi.org/10.17730/praa.10.3-4.w34666m3871jk670.

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As a proponent of efforts to bring anthropology to a wider audience, especially through pre-college education, I have worked with education faculty on my own campus to expose more teachers-in-training to anthropology; organized in-service workshops for pre-college teacher; compiled and edited materials for pre-college teachers and for interested anthropologists (see "For Further Reading"); and urged our professional organizations to provide more support services for pre-college teachers. Since 1985 I have been exploring yet another approach—working directly with pre-college youth in a summer program and academic year follow-up activities. Intensive, and therefore time-consuming, often tiring, and sometimes frustrating, the experience has nevertheless been are warding one. Such direct contact with youth—and with associated parents, teachers, school administrators, and community resource persons—can provide anthropologists with a means to influence education and to enhance the image of anthropology—a means compatible, moreover, with most academic careers.

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Weneck, Bette. "Social and Cultural Stratification in Women's Higher Education: Barnard College and Teachers College, 1898-1912". History of Education Quarterly 31, nr 1 (1991): 1. http://dx.doi.org/10.2307/368780.

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Whitehead, Maurice, David Shorney, John Hargreaves i Angela Forbes. "Teachers in Training, 1906-1985: A History of Avery Hill College". History of Education Quarterly 31, nr 1 (1991): 144. http://dx.doi.org/10.2307/368811.

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Chang, Jin-Yi. "Teachers college students' conceptions about evaporation, condensation, and boiling". Science Education 83, nr 5 (wrzesień 1999): 511–26. http://dx.doi.org/10.1002/(sici)1098-237x(199909)83:5<511::aid-sce1>3.0.co;2-e.

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Yun, Jae-woon. "A Case Study of Student Activity-Centered history lesson at Teachers College". Society of History Education 69 (30.11.2018): 147–66. http://dx.doi.org/10.17999/sohe.2018.69.05.

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Taylor, Lenette Sengel. "Invasion of the Homefront: The Veterans at Arkansas State Teachers College, 1945-1949". Arkansas Historical Quarterly 47, nr 2 (1988): 116. http://dx.doi.org/10.2307/40038145.

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Perrillo, Jonna. "Between the School and the Academy: The Struggle to Promote Teacher Research at Columbia University's Lincoln School, 1917–1935". History of Education Quarterly 56, nr 1 (luty 2016): 90–114. http://dx.doi.org/10.1111/hoeq.12150.

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This essay examines the development of a research faculty and culture at the Lincoln School, a laboratory school founded in 1917 by the Rockefeller General Education Board (GEB) at Teachers College, Columbia University. The school was dedicated to the production of education research by practicing teachers. The essay focuses in particular on the role played by the two men first charged by the GEB to organize and administrate the school, Abraham Flexner and Otis Caldwell, and some of the school's teachers. Flexner and Caldwell promoted a working environment marked by experimentation, academic freedom, and faculty collaboration. This leadership model created tensions between Flexner and Caldwell and some Teachers College faculty over the use of Lincoln School classrooms as a resource for education research. Over the twenty-four years of the school's existence, Lincoln School teachers published hundreds of studies and textbooks focusing on curriculum development, child development, teaching techniques, and democratic school administration. In a profession where members are expected to be consumers rather than creators of knowledge, and practitioners rather than “experts,” the teachers and administrators of the Lincoln School defied many of the most foundational premises that have guided schools and the production of education research alike.

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Hoffschwelle, Mary S. "The Science of Domesticity: Home Economics at George Peabody College for Teachers, 1914-1939". Journal of Southern History 57, nr 4 (listopad 1991): 659. http://dx.doi.org/10.2307/2210600.

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Kiselev, A. G. "Far from the War: everyday life of the Khanty-Mansiysk National Pedagogical College in 1941–1945". Bulletin of Ugric studies 10, nr 4 (2020): 709–17. http://dx.doi.org/10.30624/2220-4156-2020-10-4-709-717.

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Introduction: in historical science, along with others, the concept of ‘everyday life’ is actively developed. Recently it found application in foreign and Russian historiography of the history of childhood and youth, including in relation to the period of the World War II and the Great Patriotic War. Objective: characteristics of the everyday life of directorship, teachers and students of the Khanty-Mansiysk National Pedagogical College as a system of socio-cultural relations. Research materials: documentation of the Khanty-Mansiysk Pedagogical College and higher institutions of public education, as well as students’ memories. Results and novelty of the research: for the population of the country, the North, Khanty-Mansiysk Okrug, the war has become an insurmountable, exhausting, destructive and at the same time, inspiring and stimulating force. The everyday life of the Khanty-Mansiysk National Pedagogical College was characterized by professional problems of heads and teachers associated with school reforms of 1941–1944s, everyday disorder of evacuated teachers and students, hard physical work, diseases, difficulties of cultural adaptation in the College, especially for Khanty and Mansi students. Scientific novelty of the research is: 1) for the first time the characteristic of military everyday life of the Khanty-Mansiysk National Pedagogical College is given; 2) the theme of everyday life is mainly covered not on ego sources, but on office documentation; 3) everyday life is shown not only as a daily life, but also as relationships that binds together directorship, teachers and students.

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Aldrich, Richard. "The training of teachers and educational studies: the London Day Training College, 1902–1932". Paedagogica Historica 40, nr 5-6 (październik 2004): 617–31. http://dx.doi.org/10.1080/0030923042000293689.

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Spodek, Howard. "World History: Preparing Teachers through High School-College Collaboration, the Philadelphia Story, 1993-1995". History Teacher 29, nr 1 (listopad 1995): 63. http://dx.doi.org/10.2307/494531.

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방지원. "A case study of ‘educational courses for history teaching’in teachers college : developing sequenced syllabus for history teacher-specialty". Studies on History Education ll, nr 10 (grudzień 2009): 189–222. http://dx.doi.org/10.16976/kahe.2009..10.189.

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Yoshimura, Eri, Anncristine Fjellman-Wiklund, Pamela Mia Paul, Cyriel Aerts i Kris Chesky. "Risk Factors for Playing-related Pain among Piano Teachers". Medical Problems of Performing Artists 23, nr 3 (1.09.2008): 107–13. http://dx.doi.org/10.21091/mppa.2008.3022.

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Previous study on the etiology of musculoskeletal problems among elite pianists, including college piano majors, suggest that playing-related pain is traceable, in part, to intrinsic factors such as flexibility and hand size. Musculoskeletal problems among other piano groups, particularly teachers, are less understood. The purpose of this study was to investigate piano teachers and the relationships between playing-related pain and several independent variables. In a study conducted as a replication of a previous study of college pianists, results showed that 91% of piano teachers (n = 47) experience pain while playing. Data from this study support previous findings by highlighting hand size and “overall health” as important related variables. Additional findings suggest that playing-related pain among piano teachers may be positively correlated to stretching as part of warm-up and inversely related to amount of playing. Results continue to support the need for interventions that focus on changing the standard piano key size to better fit pianists with small hands.

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Anuar Ahmad, Mohamad Saiful Akmal Hamid,. "Generic Communication Skills of History Teachers In Junior College And The Relationship With Student Achievement". IOSR Journal of Humanities and Social Science 21, nr 08 (sierpień 2016): 59–68. http://dx.doi.org/10.9790/0837-2108095968.

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Henderson, Bruce B. "The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology". Teaching of Psychology 21, nr 2 (kwiecień 1994): 107–8. http://dx.doi.org/10.1207/s15328023top2102_12.

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Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.

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SUMMERS, CAROL. "‘SUBTERRANEAN EVIL’ AND ‘TUMULTUOUS RIOT’ IN BUGANDA: AUTHORITY AND ALIENATION AT KING'S COLLEGE, BUDO, 1942". Journal of African History 47, nr 1 (marzec 2006): 93–113. http://dx.doi.org/10.1017/s002185370500085x.

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Staff petitions, sexual and disciplinary scandal and open riot pushed Buganda's leaders to close Budo College on the eve of Kabaka (King) Muteesa II's coronation. The upheaval at the school included a teachers' council that proclaimed ownership of the school, student leaders who manipulated the headmaster through scandal and school clubs and associations that celebrated affiliation over discipline. Instead of enacting and celebrating imperial partnership and order in complex, well-choreographed coronation rituals, the school's disruption delineated the fractures and struggles over rightful authority, order and patronage within colonial Buganda, marking out a future of tumultuous political transition.

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Whitehead, Kay. "Kindergarten teachers as leaders of children, makers of society". History of Education Review 43, nr 1 (27.05.2014): 2–18. http://dx.doi.org/10.1108/her-09-2012-0030.

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Purpose – In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach – The paper is a feminist analysis and uses conventional archival sources. Findings – The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society. Originality/value – The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.

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Bu, Liping. "The role of the International Institute of Teachers College in the founding history of American comparative education". Research in Comparative and International Education 15, nr 4 (8.11.2020): 437–52. http://dx.doi.org/10.1177/1745499920969999.

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Comparative and international education intersects with international relations, international development and modernization, and domestic political, cultural, and economic concerns. Therefore, the history of comparative and international education must be understood in a larger historical context. This article engages the current debate on the founding history of American comparative and international education. It addresses specifically the role of the International Institute of Teachers College, Columbia University in the formation of comparative education as a formal academic field in America. Of particular importance is the investigation of the immediate social and cultural concerns in post-World War I America that informed the motivation and purposes of expanding international education and comparative studies of different nations’ educational ideas, practices, conditions, and systems. A closer look at the founding leaders’ views on the relations of different cultures in terms of social progress further sheds light on how education was perceived as a tool for social change and the extension of American values across the globe.

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Koo, Sohee. "Breathing within the history (1900–2016): The ever-evolving ‘making’ in the art studio at Teachers College". Visual Inquiry 5, nr 2 (1.06.2016): 135–45. http://dx.doi.org/10.1386/vi.5.2.135_1.

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Dormus, Katarzyna. "The Pedagogical College at the Jagiellonian University (1921–1952): Origins, Founders, Significance". Nauki o Wychowaniu. Studia Interdyscyplinarne 11, nr 2 (6.11.2020): 138–54. http://dx.doi.org/10.18778/2450-4491.11.11.

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The establishment and the activities of the Pedagogical College at the Jagiellonian University was an important event in the history of Polish pedagogy because this fact accelerated the process of its developing as a standalone academic discipline, with Krakow becoming an important centre of pedagogical thought. The process of developing an appropriate curriculum for training secondary school teachers, which combined practice and theory, took place in this College. In 1926, the Pedagogical College opened a Department of Pedagogy and saw the launch of the first Master’s programme in pedagogy.

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Bischof, Christopher Robert. "“A Home for Poets”: The Liberal Curriculum in Victorian Britain's Teachers' Training Colleges". History of Education Quarterly 54, nr 1 (luty 2014): 42–69. http://dx.doi.org/10.1111/hoeq.12046.

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In the 1850s, at St. Mark's training college in Chelsea, London, ten students regularly violated the “lights out” rule in the evening at the end of long, exhausting days. Desirous of increasing their culture and general knowledge, they gave over half an hour every evening before sleep to what they styled, after the working-class clubs of the same name, “a mutual improvement society” in which they took turns giving lectures on a wide range of topics. They were not alone: throughout the second half of the nineteenth century, teachers-in-training across Britain supplemented their already daunting workload by writing poetry, reading novels, discussing Shakespeare, and holding debates about pressing social and political questions. From the perspective of many Victorian observers and historians today, this anecdote is an anomaly, an aberration that carries little weight in telling the story of the training colleges in which the majority of teachers in Victorian Britain eventually came to receive an education. For them, training colleges were the sites of rote memorization and pedagogical learning. Though some educationalists called for a more liberal curriculum for teachers, according to this view, teachers' education only began to emphasize expansive reading, original thinking, the cultivation of the individual, and general curiosity beginning in the 1890s with the rise of day training colleges affiliated with universities.

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Aquino, Adriana E., Angela M. Kelly i Gillian U. Bayne. "Sharing Our Teachers: The Required Graduate Class at the American Museum of Natural History for Lehman College (CUNY)". New Educator 6, nr 3-4 (wrzesień 2010): 225–46. http://dx.doi.org/10.1080/1547688x.2010.10399603.

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Urban, Wayne J. "Gaither Milton. American Educational History Revisited: A Critique of Progress. New York: Teachers College Press, 2003. 216 pp. Cloth $43.00." History of Education Quarterly 47, nr 4 (listopad 2007): 505–9. http://dx.doi.org/10.1111/j.1748-5959.2007.00113.x.

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Ramsland, John. "The elite education of Lieutenant Arthur Wheen, MM". History of Education Review 44, nr 1 (1.06.2015): 85–98. http://dx.doi.org/10.1108/her-01-2014-0001.

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Purpose – The purpose of this paper is to explore the educative experiences of Arthur Wesley Wheen – his socialisation and indoctrination within a devout family, on the one hand, and his elite classical schooling on the other hand. Such influences laid the seeds of internal conflict and were compounded at Teachers College, the Arts Faculty of the University of Sydney and at New College Oxford. It is argued that profound educative influences and the trauma of First World War shaped and redefined his life, work and personality as a scholar, cultural critic and translator. The impact of the curriculum and ethos of elite schooling on life interests is a major theme. Attempts will be made to discover from the vast mosaic of classical learning what eventually became inscribed on Wheen’s psyche. Design/methodology/approach – In this paper the author uses a critical biographical and life-study approach in the broad parameters of historical research by a close examination of primary and secondary sources including a rich vein of correspondence and related unpublished writings; school, teachers college and university records, battalion and personal war records and published literature, frequently contemporary in nature. In design subtle iconographic and psychoanalytic nuances will be drawn from the raw material of history. Findings – This research is intended to demonstrate how the traumatic requirements of a frontline soldier affected a profound disillusionment with imperial institutions. The study attempts to show how Wheen lost his religious convictions in the heat of total war and later became a passionate expatriate pacifist, social theorist and scholar. It is intended to reveal the complex layers of personal conviction. The author glances at the literary impact of AW Wheen’s translation of Erich Maria Remarque’s All Quiet on the Western Front and the Hollywood film version in terms of his contribution that has not been well recognised. Originality/value – The paper demonstrates how educative experiences led to significant literary outcomes and how elite classical educative forces shaped style and scholarly endeavour. It draws from history, theology, education and cultural studies and synthesises them.

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Mokuria, Vicki, Alexia Williams i William Page. "There Has Been No Remorse over It: A Narrative Inquiry Exploring Enslaved Ancestral Roots through a Critical Family History Project". Genealogy 4, nr 1 (12.03.2020): 26. http://dx.doi.org/10.3390/genealogy4010026.

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This paper explores the benefits and value of college students’ conducting critical family history (CFH) projects, which may serve as curricular material to expand students’ understanding of complex aspects of history and immigration. This article unpacks how one student came to see herself and others from a deeper perspective, particularly through the lens of someone who chose to continue digging into her enslaved ancestors’ roots. Using narrative inquiry, a college instructor and former student collaboratively reflect on the lessons learned from using a CFH project in a college-level class primarily for preservice teachers. A unique aspect of this paper is that it gives voice to a former student in the class, which provides a way of seeing the complexities and dehumanizing components of the lives of enslaved Africans in the U.S.—often sanitized out of history books. In addition, a university librarian suggests approaches to genealogical research, by focusing more on the lived experiences of ancestors that go beyond dates and locations. The perspectives from both a former student and the college instructor add multiple dimensions on lessons learned from a critical family history project, which uses students’ family histories as funds of knowledge as the primary curriculum.

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Graves, Karen. "Because It's Good for You: An Argument for History of Education in Liberal Education". History of Education Quarterly 54, nr 1 (luty 2014): 98–102. http://dx.doi.org/10.1111/hoeq.12048.

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Whatever we determine a good education to be, and a well-educated person to be, our teachers should be that and no less—not because they are teachers but because they are persons.“This is what college is supposed to be like!” That is what I thought before I was too far along in my EPS 201 course, “Social Foundations of American Education,” at the University of Illinois. I was a transfer student, and it was my first semester at the university. The professor was Paul Violas and my teaching assistant (TA) was Steve Tozer; the course was a survey of the history of education in the United States. I recall one day we had a guest lecture by Professor James Anderson, who drew material from a new book he was working on. What we learned in EPS 201 was substantial. It was, far and away, the most meaningful course in my undergraduate education. It was, also, the most significant preparation I had as a secondary school mathematics teacher.

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Evans, Ronald W. "Thomas D. Fallace. In the Shadow of Authoritarianism: American Education in the Twentieth Century. New York: Teachers College Press, 2018. 224 pp." History of Education Quarterly 59, nr 03 (sierpień 2019): 416–19. http://dx.doi.org/10.1017/heq.2019.19.

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Grubbs, Jeffrey B. "Helping Pre-Service Art Teachers Confront their Pedagogical Belief Systems". International Journal for Innovation Education and Research 2, nr 10 (31.10.2014): 8–20. http://dx.doi.org/10.31686/ijier.vol2.iss10.243.

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People are behaviorally and psychologically complex to a point that we cannot separate ourselves from our values, beliefs, and assumptions; they affect every part of our lives. In education, beliefs influence what, why, and how something is taught. The many threads of teacher belief literature have deepened our understanding of the teaching phenomenon for many decades. This article suggests that educational quality can be improved if teachers would analyze their own educational belief systems more systematically and comprehensively. The article gives a brief history of teacher belief research and suggests a framework by which teachers could analyze their thinking, beliefs, or assumptions. The article finishes with an example of how one professor integrated teacher belief research into a college course helping pre-service art educators analyze their conflicting belief systems.

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Marino, Kelly. "Students, Suffrage, and Political Change: The College Equal Suffrage League and Campus Campaigns for Women’s Right to Vote, 1905–1920". Journal of the Gilded Age and Progressive Era 20, nr 3 (lipiec 2021): 370–91. http://dx.doi.org/10.1017/s1537781421000128.

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AbstractFrom 1905–1920, American college and university students carried on active and understudied campaigns to gain legitimacy and support for women’s suffrage at institutions of higher education across the United States. The primary organization responsible for initiating and directing campus activism was the College Equal Suffrage League (CESL), formed in 1900 by Massachusetts teachers Maud Wood Park and Inez Haynes Gillmore to recruit more upper- and middle-class, well-educated, students and alumni to the women’s rights movement. Exploring the records of state and national suffragists, women’s organizations, and academic institutions associated with the CESL shows that the league’s campaigns helped to reinvigorate the suffrage cause at an important moment in the early twentieth century by using educational tactics as powerful tools to cultivate a scholarly voice for the campaign, appeal to the upper classes, and fit within the contexts of higher education and larger movement for progressive reform. In addition to influencing the suffrage cause, campus organizing for equal voting rights changed the culture of female political activism and higher education by ushering a younger generation of articulate and well-trained activists into the women’s rights campaign and starting in a trend of organized youth mobilization for women’s rights at colleges and universities.

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Matagova, Khatmat Abuevna. "The history of the school campus in Chechnya (1920s)". Samara Journal of Science 6, nr 4 (1.12.2017): 166–69. http://dx.doi.org/10.17816/snv201764210.

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The paper attempts to characterize the history of the school campus, which is one of the specific forms of national personnel training in the Chechen Autonomous Region in the 1920s. In the first Soviet decades considerable attention was paid to the problems of education in the national outskirts. The low level of literacy of the population of Chechnya, inherited from the past, led to the features of processes occurring in the field of education and culture. The lack of the required number of national personnel and the need for their concentration in one area to serve simultaneously several academic units led to the organization of Lenin campuses. In 1925 in Chechnya an education city was organized that united a pedagogical college, an agricultural school of the Soviet party school and a school with a total combined educational and economic part. By 1930 there had been changes in the structure of the school campus, which included by that time a reference school (four-year stage 1), a cooperative vocational school, one-year training courses in technical school, agricultural training. Teachers college was not included in the school campus by that time. The training campus in Chechnya trained thousands of party and Soviet, trade Union, Komsomol and farm workers and was an important link in the education system of the Chechen Republic.

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Barua, Ripon, Mohammed Abu Noman, Mohammad Ismail i Md Amir Hossain. "An Observational Study to Assess the Prevalence of Hypertension and its Associated Disorders Among School Teachers in Dhaka City". Anwer Khan Modern Medical College Journal 10, nr 1 (20.10.2019): 70–76. http://dx.doi.org/10.3329/akmmcj.v10i1.43665.

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Background: Urban school teachers are experiencing sedentary life style behaviors. This study was aimed to determine the prevalence of hypertension (HTN) and its relationship with associated disorders among school teachers of Dhaka city. Methods: This cross sectional study was conducted between May-October of 2017. Total 323 school teachers in Dhaka city aged between 25-59 years were enrolled using cluster random sampling technique. Data on socio-demographic profile, personal and family history, co-morbidities and blood pressure were recorded. HTN was recorded according to predefined criteria. Results: The prevalence of HTN among school teachers was 52.3%. The mean±SD age was 46.5±7.8 years. About 82% hypertensive teachers were within 41-59 years category. Majority participants were female (65.6%) and female to male ratio was 1.9:1. Female teachers were more hypertensive compared to male (54.2% vs 48.6%). Majority teachers (52%) were earning between 20,000 and 50,000 Bangladeshi Taka per month and about 61.6% had service duration>15 years. Male teachers with positive family history of diabetes mellitus (DM) were about one and half times likely to have DM as compared to negative family history (p = 0.009, OR = 1.491, 95% CI 1.138-1.954). Among hypertensive teachers, about 70% were overweight/obese and they were about 1.7 times likely to develop HTN (p=0.024, OR=1.696 and 95% CI 1.069-2.692) which was statistically significant. Conclusions: HTN is more prevalent among urban school teachers and they are at greater risk to develop HTN. Building awareness by promoting health education, healthy life style and behaviors for prevention and control of HTN should be given importance among teachers. Anwer Khan Modern Medical College Journal Vol. 10, No. 1: Jan 2019, P 70-76

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Kowalsky, Michelle. "Digitized historical content for teaching: library of congress primary sources training". Library Hi Tech News 37, nr 2 (4.12.2019): 10–13. http://dx.doi.org/10.1108/lhtn-10-2019-0077.

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Purpose This paper aims to teach educators a variety of ways to navigate the digital collections of the Library of Congress, which include primary source materials from the past which can be used to instruct students of all grade levels from elementary through college. Design/methodology/approach Workshops for preservice teachers, practicing teachers and their college-level and librarian counterparts focused on advanced searching skills and pedagogical structures which help students access primary sources and use them as evidence to draw conclusions about historical events in history. Findings Many of the Library of Congress’ holdings have been digitized, described and categorized for ease of access (subject, keyword and metadata descriptors) and for ease of rights management (copyright, ownership and permissions indicated for each digital object). Practical implications Digitized primary sources help students create deeper understandings of historical events and periods and allow for multiple perspectives on the same events, thus teaching students valuable skills in drawing conclusions based on primary and secondary information sources. Originality/value Online collections from the Library of Congress are free for use by teachers, students and the general public, and the Library of Congress Teaching with Primary Sources program makes available free training for teachers in how to use the materials, as well as provides lesson plans, project ideas and thematic units for use in K-12 schools and beyond.

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Tansey, E. M. "The early education of a Nobel laureate: Henry Dale's schooldays". Notes and Records of the Royal Society 65, nr 4 (czerwiec 2011): 379–91. http://dx.doi.org/10.1098/rsnr.2011.0018.

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This paper examines the early schooling, in London and in Cambridge, of the later Nobel laureate and President of the Royal Society, the physiologist Sir Henry Dale (1875–1968). The influence of key teachers who directed the boy's interest towards science, and the impact of his schooling on his university education and later scientific career, are examined in particular. The significance of the zoologist Edward Butler of Tollington Park College, who taught Dale in his early teenage years, is highlighted.

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Wexelbaum, Rachel. "Book Review: Women in American History: A Social, Political, and Cultural Encyclopedia and Document Collection". Reference & User Services Quarterly 57, nr 1 (9.10.2017): 72. http://dx.doi.org/10.5860/rusq.57.1.6465.

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To this day, high school and college students rarely learn about the role of women in American history, cultures, or politics. Teachers and textbooks still focus predominantly on the white Christian heterosexual males that continue to take most of the credit for building the United States of America. While it is fact that, for most of American history, only white men could own land, vote, and serve in government, women of all races, religions, and sexual orientations have done a great deal to advance American culture, fight for justice, and impact the laws, businesses, scientific research, and education systems that have developed in the United States over time.

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Goodenow, Ronald K., i Robert Cowen. "The American school of education and the Third World in the twentieth century: Teachers College and Africa, 1920‐1950". History of Education 15, nr 4 (grudzień 1986): 271–89. http://dx.doi.org/10.1080/0046760860150405.

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Goodman, Penelope J. "Bridging the gap: teaching and studying Ancient History and Classical Civilisation from school to university". Journal of Classics Teaching 18, nr 35 (2017): 48–53. http://dx.doi.org/10.1017/s2058631017000071.

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The difficulties which students can encounter when making the transition from school or college to university are widely recognised. In some ways, of course, starting university should bring new challenges. Higher education is so called because it takes learners beyond what they have done at school, exposing them to new material and new ideas, and helping them to grow and develop in new ways. But it is in the interests of the students themselves, their school teachers, their university tutors and society at large to help them progress as smoothly as possible from the one environment to the other. Bridging the gap successfully enables students to make the most of their university education, rather than floundering needlessly.

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Burkholder, Zoë. "Paul Tractenberg, Allison Roda, Ryan Coughlan, and Deirdre Dougherty. Making School Integration Work: Lessons from Morris New York: Teachers College Press, 2020. 224 pp." History of Education Quarterly 61, nr 2 (27.04.2021): 249–51. http://dx.doi.org/10.1017/heq.2021.11.

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Schrecker, Ellen. "McCarthy Era Blacklisting of School Teachers, College Professors, and Other Public Employees: The FBI Responsibilities Program File and the Dissemination of Information Policy File." Journal of American History 81, nr 1 (czerwiec 1994): 360. http://dx.doi.org/10.2307/2081158.

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Chenxi, Qiu. "Enlightenment and Reflection on the Integration of the Red Boat Spirit into the Teaching of The Outline of Modern Chinese History". Applied Science and Innovative Research 3, nr 4 (9.10.2019): p245. http://dx.doi.org/10.22158/asir.v3n4p245.

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The Red Boat spirit is the source of the Chinese revolutionary spirit and the source of the advancement of the Chinese Communist Party. Its connotation reflects the CCP’s spirit of party building, the cultural label that indicates the initial heart and mission of CCP, and represents the core value requirement of our party. The spirit of the Red Boat has a deep connection with the teaching content of The Outline of Chinese Modern History. Teachers should enrich the teaching forms and encourage students to be thoughtful. In this way, college students can truly feel the role of the Red Boat spirit in promoting the development of modern Chinese history and understand the relationship between the Red Boat spirit and their own growth, which is of positive significance for the cultivation of contemporary college students’ historical views, the shaping of political views and the promotion of Red Boat spirit in the new era.

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Islam, MS, Ismail Khan, HK Talukder i N. Akther. "Clinical teaching in Dermatology of Undergraduate Medical Students of Bangladesh". Bangladesh Journal of Medical Education 1, nr 1 (6.12.2012): 16–24. http://dx.doi.org/10.3329/bjme.v1i1.12854.

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This cross-sectional study was conducted with the objective to explore the practice of clinical teaching in Dermatology of undergraduate medical students of Bangladesh to identify the constraints and suggestions to improve the clinical teaching. The study also looked into the clinical competencies achieved by the students from available facilities provided by the institutes. The study was conducted at Dhaka Medical College (DMC) and Sir Salimullah Medical College (SSMC) from July 2008 to June 2009. The students of 4th year and 5th year were the study population. Sample size was 273. After taking permission from concern authority data were collected through a self administered semi-structured questionnaire by convenient sampling. The study reflected that most of the clinical classes in Dermatology were taken by the junior teachers and mid level teachers. It was found that majority of clinical classes were held in the morning and afternoon, though a very few of the clinical classes are taken at night in Dermatology. The students viewed that the teachers follow the curriculum to conduct the clinical classes. The students agreed that they were benefited through those clinical classes and acquired how to examine the patients and to take history and other clinical skills. Majority of the respondents viewed that inadequate number of teachers and patients were one of the important barriers for clinical teaching in Dermatology. They suggested that the senior teachers should conduct clinical teaching with sufficient instructional materials and instruments. It was recorded that the clinical teaching in Dermatology should be integrated in the institutes. It was also proposed that sufficient number of relevant patients and adequate number of teachers should be ensured for imparting effective clinical teaching in Dermatology. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12854 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.16-24

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Mitchell, William I. "Linda Symcox. Whose History? The Struggle for National Standards in American Classrooms. New York: Teachers College Press, 2002. 228pp. Paper $21.95." History of Education Quarterly 43, nr 3 (2003): 470–73. http://dx.doi.org/10.1017/s0018268000017842.

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Mulligan, Joan E. "Lagemann, E. C. (Ed.). (1983). Nursing history, new perspective, new possibilities. New York: Teachers College Press, 219 pp., $18.95. (hard cover)". Research in Nursing & Health 8, nr 2 (czerwiec 1985): 212–13. http://dx.doi.org/10.1002/nur.4770080217.

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Maskiell, Michelle. "Social Change and Social Control: College-Educated Punjabi Women 1913 to 1960". Modern Asian Studies 19, nr 1 (luty 1985): 55–83. http://dx.doi.org/10.1017/s0026749x00014554.

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Kinnaird College alumnae who did not work often expressed regret for having been ‘just’ wives and mothers, and a feeling of not having lived up to expectations. In some cases, these women's parents planned for them to have professional careers, but more often, such women mentioned the expectations of their college teachers that alumnae would contribute to their society in some concrete way.Educated women, in short, left Kinnaird with a sense that their education implied obligations to society. Women with careers, whether or not they had married, were satisfied that they had ‘used’ their educations fittingly. Women without careers often expressed dissatisfaction, at least to a foreign observer, butat the same time, they justified their education by pointing with pride to the way they had reared their own children, recognizing that mothers are active transmitters of social identities within the family. Alumnae who remained in primarily domestic roles as wives and mothers frequently expanded their world to include non-domestic social work and other activities beyond their immediate kin group.

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Danzer, G. A. "Teaching as a Performing Art. By Seymour B. Sarason. New York: Teachers College Press, 1999 (xxi, 171 pages, ISBN 0-8077-2890-5, $21.95)". OAH Magazine of History 15, nr 1 (1.09.2000): 80. http://dx.doi.org/10.1093/maghis/15.1.80.

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Young, Jason. "Derrick P. Alridge. The Educational Thought of W.E.B. Du Bois: An Intellectual History. New York: Teachers College Press, 2008. 208 pp. Cloth $58.00. Paper $24.95." History of Education Quarterly 49, nr 3 (sierpień 2009): 373–76. http://dx.doi.org/10.1111/j.1748-5959.2009.00213.x.

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Stallones, Jared R. "Philip A. Cusick. A Passion for Learning: The Education of Seven Eminent Americans. New York: Teachers College Press, 2004. 192 pp. Cloth $52.00, Paper $24.95." History of Education Quarterly 46, nr 3 (2006): 436–38. http://dx.doi.org/10.1111/j.1748-5959.2006.00010.x.

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