Reimagining Teaching in Early 20th Century Experimental Schools [electronic resource] / by Alessandra Arce Hai, Helen May, Kristen Nawrotzki, Larry Prochner, Yordanka Valkanova.

By: Contributor(s): Material type: TextTextSeries: Global Histories of EducationPublisher: Cham : 2020Edition: 1st ed. 2020Description: XII, 256 p. 11 illus. online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9783030509644
Subject(s): Additional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification:
  • 370.09 23
LOC classification:
  • LA1-2396
Online resources:
Contents:
1. New Education: An Experimental Era -- 2. The Dewey School, USA -- 3. Caetano de Campos Kindergarten, Brazil -- 4. The Experimental Stations and Psychoanalytic Laboratory, Soviet Russia -- 5. The Malting House School, England -- 6. The Hietzing School, Austria -- 7. Transcontinental Reflections.-0.
In: Springer Nature eBookSummary: This book considers the diffusion and transfer of educational ideas through local and transcontinental networks within and across five socio-political spaces. The authors examine the social, political, and historical preconditions for the transfer of “new education” theory and practices in each period, place, and school, along with the networks of ideas and experts that supported this. The authors use historical methods to examine the schools and to pursue the story of the circulation of new ideas in education. In particular, chapters investigate how educational ideas develop within contexts, travel across boundaries, and are adapted in new contexts.
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1. New Education: An Experimental Era -- 2. The Dewey School, USA -- 3. Caetano de Campos Kindergarten, Brazil -- 4. The Experimental Stations and Psychoanalytic Laboratory, Soviet Russia -- 5. The Malting House School, England -- 6. The Hietzing School, Austria -- 7. Transcontinental Reflections.-0.

This book considers the diffusion and transfer of educational ideas through local and transcontinental networks within and across five socio-political spaces. The authors examine the social, political, and historical preconditions for the transfer of “new education” theory and practices in each period, place, and school, along with the networks of ideas and experts that supported this. The authors use historical methods to examine the schools and to pursue the story of the circulation of new ideas in education. In particular, chapters investigate how educational ideas develop within contexts, travel across boundaries, and are adapted in new contexts.

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