 | |
| Author | Brooks Mather Kelley |
|---|---|
| Subject | History of education |
| Publisher | Yale University Press |
Publication date | January 11, 1999 |
| Pages | 608 |
| ISBN | 9780300016369 |
Yale: A History is a 1999 book written by Brooks Mather Kelley on the history of Yale University.
| | |
| Author | Brooks Mather Kelley |
|---|---|
| Subject | History of education |
| Publisher | Yale University Press |
Publication date | January 11, 1999 |
| Pages | 608 |
| ISBN | 9780300016369 |
Yale: A History is a 1999 book written by Brooks Mather Kelley on the history of Yale University.
The Modern School Movement: Anarchism and Education in the United States is a history book about Ferrer Schools by Paul Avrich.
General Education in a Free Society, also known as the Harvard Redbook, is a 1945 Harvard University report on the importance of general education in American secondary and post-secondary schools. It is among the most important works in curriculum studies.
The Emergence of the American University is a non-fiction book in the history of education by Laurence Veysey, published in the 1965 by University of Chicago Press. It "trac[es] the development of the modern American university during its formative years from 1865 to 1910". It is based on and shortened from Veysey's doctoral dissertation.
Kronstadt, 1921, is a history book by Paul Avrich about the 1921 Kronstadt rebellion against the Bolsheviks.
Russian Rebels, 1600–1800, is a 1972 history book by Paul Avrich about four popular rebellions in early modern Russia and their relation to the 1905 and 1917 Russian revolutions.
Milton Gaither is an historian of education and a professor at Messiah College. Some of his most notable works include American Educational History Revisited, on the historiography of American education, and Homeschool: An American History.
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Managers of Virtue: Public School Leadership in America, 1820–1980 is a history book by David Tyack and Elisabeth Hansot. Its first two sections discuss American educational leadership in the common school and Progressive eras, and its last part discusses the subsequent decline in school leader authority and public confidence.
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