Report On The Study Of English Language And Literature In Elementary And Secondary Schools 1904 Classic Reprint

Excerpt from Report on the Study of English Language and Literature in Elementary and Secondary Schools, 1904 At first the children may be inclined to give the exact words of the author in their reproduction. This need not give the teacher any uneasiness. By selecting a new lesson and direct ing the children to read it silently and then look on their books while she tells what she has read, the teacher may in a short time help the children to reproduce fluently and partly in their own language the story read. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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Introduction to Education Studies is established as the key text for undergraduate students of education studies as well as for practitioners embarking on a higher degree. The book provides a thorough grounding for students new to the subject without assuming a substantial prior knowledge of the area. It also takes a multidisciplinary approach to the study of education, drawing on the authors' extensive experience of teaching and course development at both undergraduate and postgraduate level. This updated edition includes new sections on " the nature and purposes of education " research in education " ideologies and the curriculum " lifelong learning " comparative education " social and psychological explanations for pupil/student achievement " policy developments in education This highly popular, accessibly written text is essential reading for students on education studies courses. `The authors have provided an important resource for student study in education. Importantly, it reinforces the necessity of a multi-disciplinary approach to the understanding of contested educational process and practices in a contemporary context' - Dave Trotman, Escalate

Excerpt from Report on the Conditions of the Teaching of English in the Secondary Schools of New Jersey This investigation of the study of English in the secondary schools of New Jersey was begun in the autumn of 1919. A questionnaire composed of the questions embodied in this report was sent to 490 teachers of English in the high and private secondary schools of the state. 150 teachers replied. 169 schools received the questionnaire; 81 were represented in the replies; and of these the number of private schools was proportionately small. Schools of all types and sizes responded. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Offers a lively and accessible guide through past and present debates about the English curriculum which will appeal to students and practising teachers.

The impact and content of English as a subject on the curriculum is once more the subject of lively debate. Questions of English sets out to map the development of English as a subject and how it has come to encompass the diversity of ideas that currently characterise it. Drawing on a combination of historical analysis and recent research findings Robin Peel, Annette Patterson and Jeanne Gerlach bring together and compare important new insights on curriculum development and teaching practice from England, Australia and the United States. They also discuss the development of teacher training, highlighting the variety of ways in which teachers build their own beliefs and knowledge about English.