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Books on the topic 'New Education movement'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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1

Discovering Camphill: New perspectives, research, and developments. Edinburgh: Floris Books, 2011.

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2

Radical possibilities: Public policy, urban education, and a new social movement. New York: Routledge, 2005.

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3

Crowley, Terence Allan. The New Canada Movement: Agrarian youth revolt and adult education in the 1930's. Guelph, Ont: Dept. of Rural Extension Studies, University of Guelph, 1988.

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4

John, Weldon, and Branch Craig, eds. Thieves of innocence. Eugene, Or: Harvest House Publishers, 1993.

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5

Seminar on Educational Needs of Indian Muslims and the Role of Aligarh Movement (1993 New Delhi, India). Seminar on Educational Needs of Indian Muslims and the Role of Aligarh Movement, held on 2 August 1993 at New Delhi: Proceedings and papers. Aligarh: Duty Society, Aligarh Muslim University, 1993.

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6

Modern education: One size fits all. South Hadley, Mass: Bergin & Garvey Publishers, 1988.

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7

James, Jennings. Puerto Ricans and the Community Control Movement in New York City's Lower East Side: An interview with Luis Fuentes. Boston, Mass: William Monroe Trotter Institute, University of Massachusetts at Boston, 1995.

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8

Das Neue Zeitalter: New Age und kirchliche Erwachsenenbildung : Versuch einer kritischen Auseinandersetzung. Frankfurt am Main: Lang, 1991.

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9

Like lambs to the slaughter. Eugene, Or: Harvest House, 1989.

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10

Williams, Chris. Old land, new landscapes: A story of farmers, conservation, and the landcare movement. Carlton, Vic., Australia: Melbourne University Press, 2004.

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11

Bill, Reisman, ed. Subtle serpent: New Age in the classroom. Lafayette, La: Huntington House Publishers, 1993.

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12

Bounds, Mary C. A Light Shines in Harlem: New York's First Charter School and the Movement It Led. Chicago: Lawrence Hill Books, 2014.

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13

Thoughts on the new South Africa. Auckland Park, South Africa: Jacana Media, 2013.

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14

Symposium, International Council for Traditional Music Study Group on Performing Arts of Southeast Asia. (Re)producing Southeast Asian performing arts & Southeast Asian bodies, music, dance, and other movement arts: Local identity, tourism and commodification & institutionalizing Southeast Asian performing arts traditions in modern multi-cultural music education movement arts and the Southeast Asian body movement arts, music, ritual and theatre new research, proceedings of the 2nd Symposium of the ICTM Study Group on Performing Arts of Southeast Asia. Manila: Philippine Women's University, 2013.

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15

The pagan family: Handing the old ways down. St. Paul, Minn., U.S.A: Llewellyn Publications, 1994.

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16

The slow book revolution: Creating a new culture of reading on college campuses and beyond. Santa Barbara, CA: Libraries Unlimited, an imprint of ABC-CLIO, LLC, 2014.

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17

Bhattacharya, Asoke. Empowering the neoliterates: Relevance of Danish folk high school and co-operative movements for adult education in India. Calcutta: Raktakarabee, 1994.

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18

The essential tantra: A modern guide to sacred sexuality. New York: J.P. Tarcher/Putnam, 1999.

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19

Stubbs, Kenneth Ray. The Essential Tantra. New York: Penguin USA, Inc., 2009.

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20

Deans of women and the feminist movement: Emily Taylor's activism. New York: Palgrave Macmillan, 2014.

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21

Saraydarian, Torkom. Hinawurtsʻ imastutʻean himerě. Cave Creek, Ariz: T.S.G. Pub. Foundation, 1994.

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22

Lloyd, Dianne. Toys, toys, toys: Structures and mechanisms : an integrated unit for grade 2. [Ontario: s.n.], 2001.

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23

Streetwise for book smarts: Grassroots organizing and education reform in the Bronx. Ithaca: Cornell University Press, 2009.

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24

Anyon, Jean. Radical Possibilities: Public Policy, Urban Education, and A New Social Movement. Routledge, 2014.

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25

Friedman, Lise. Alvin Ailey Dance Moves!: A New Way to Exercise. Stewart, Tabori and Chang, 2003.

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26

The New servants of power: A critique of the 1980s school reform movement. New York: Greenwood Press, 1989.

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27

1945-, Shea Christine Mary, Kahane Ernest, and Sola Peter Andre 1940-, eds. The New servants of power: A critique of the 1980s school reform movement. New York: Praeger, 1990.

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28

Lee, Alice Yuet Lin. Legitimating media education: From social movement to the formation of a new social curriculum. 1997.

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29

Endepohls-Ulpe, Martina, and Joanna Ostrouch-Kaminska, eds. Gender – Diversity – Intersectionality. (New) Perspectives in Adult Education. Waxmann Verlag GmbH, 2019. http://dx.doi.org/10.31244/9783830988830.

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Gender is a category with far-reaching consequences on educational processes which have been extensively investigated in the last decades. But current political situations and societal developments such as globalization or movement of refugees require to broaden the perspectives in gender research. The volume aims at giving an insight into attempts to cope with these new challenges particularly in adult education.
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30

Guest, Ann Hutchinson. Your Move : a New Approach to the Study of Movement and Dance: Exercise Sheets. Taylor & Francis Group, 2017.

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31

Guest, Ann Hutchinson. Your Move : A New Approach to the Study of Movement and Dance: A Teachers Guide. Taylor & Francis Group, 2017.

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32

Griscom, Chris. Nizhoni: The Higher Self in Education. Light Inst, 1989.

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33

Guest, Ann Hutchinson. Your Move: A New Approach to the Study of Movement and Dance. Taylor & Francis Group, 2017.

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34

C, Saxena J., Sachdeva J. L, and Indian Adult Education Association, eds. Adult education: A people's movement : proceedings of the golden jubilee conference, New Delhi, May 22-25, 1989. New Delhi: Indian Adult Education Association, 1990.

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35

(Editor), Christine M. Shea, Peter Sola (Editor), and Ernest Kahane (Editor), eds. The New Servants of Power: A Critique of the 1980s School Reform Movement (Contributions to the Study of Education). Greenwood Press, 1989.

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36

Shelton, Jon. Teacher strike!: Public education and the making of a new American political order. 2017.

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37

(Editor), Christine M. Shea, Peter Sola (Editor), and Ernest Kahane (Editor), eds. The New Servants of Power: A Critique of the 1980s School Reform Movement (Contributions to the Study of Education, No 28). Praeger Paperback, 1990.

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38

Niquette, Alan, and Beth Niquette. Building Your Christian Defense System. Bethany House Publishers, 1988.

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39

Williams, Chris. Old Land, New Landscapes: A Story of Farmers, Conservation, and the Landcare Movement. Melbourne University Publishing, 2005.

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40

Beyond Bilingual Education: New Immigrants And Public School Policies In California. Urban Institute Press, 2004.

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41

Reisman, Bill, and Darylann Whitemarsh. The Subtle Serpent: New Age in the Classroom. Vital Issues Pr, 1992.

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42

(Editor), Marcelo M. Suarez-Orozco, ed. Immigrant Children and the Politics of English-Only: Views from the Classroom (New Americans (LFB Scholarly Publishing LLC).) (New Americans (Lfb Scholarly Publishing Llc).). LFB Scholarly Publishing, 2002.

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43

Jong, Barbara Catharina de. Jan Ligthart, 1859-1916: Een schoolmeester-pedagoog uit de Schilderswijk = Jan Ligthart, 1859-1916 : An example of the Dutch new education movement. Wolters-Noordhoff, 1996.

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44

Kämpchen, Martin. Indo-German Exchanges in Education. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190126278.001.0001.

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Rabindranath Tagore visited Germany three times and professed a special affinity to the German people and their culture. In 1930, his final visit, the Indian poet met the German couple Paul and Edith Geheeb, who had started the Odenwaldschule in 1910. They fled from Germany (from the Hitler regime) in 1934 to Switzerland and led their new school, the Ecole D’Humanité, until their death. They followed the innovative education of the Reformpädagogik (New Education Movement) which gave maximum freedom to children to choose their education. Tagore recognized a striking similarity to his school in Santiniketan. Both educators, working in two different cultures and historical situations, came to the same basic conclusions about how education of children should be like in this modern age. The book first discusses the personalities of Paul and Edith Geheeb and offers a brief delineation of their school’s genesis. The meeting with Rabindranath Tagore and its aftermath is given special attention as it still occupies an important place in the collective memory of the Ecole d’Humanité. After a study of the pedagogical principles which guided Tagore and Geheeb, a comparative study of its similarities and dissimilarities follows. Geheeb’s two schools generated Indo-German cultural activities, especially in the field of Sanskrit studies. The schools had numerous Indian guests and Paul and Edith corresponded with several Indian personalities. Edith developed an interest in the activities of the Ramakrishna Mission. In 1953, Indira Gandhi and her sons stayed in the Ecole. In 1965–6, when Edith was 80, she visited India, especially Tagore’s Santiniketan and Belur Math, the headquarters of the Ramakrishna Mission.
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45

Bussel, Robert. “Apostles of a New Order”. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039492.003.0003.

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This chapter examines the crucial experiences that boosted the self confidence and social awareness of Harold Gibbons and Ernest Calloway and gave them a budding sense of purpose and direction. Before they first met in Chicago in the summer of 1937, the education of Gibbons and Calloway continued on parallel tracks. Amid the profound social dislocation of the Great Depression, each of them experienced epiphanies that they subsequently credited with bolstering their determination to lift up the working class. This chapter first considers Gibbons and Calloway's life in Chicago before discussing how the city's overlapping circles of reform and radicalism made it a political cornucopia for the two men following their escape from the constricted world of their coal patch youths. It also looks at three mentors who introduced Gibbons to the concepts of a strong union movement, independent political action, and the importance of education for effective citizenship: Annetta Dieckmann, Lillian Herstein, and Paul Douglas. Finally, it describes Brookwood Labor College's influence on Calloway's thinking as well as his anti-communism.
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46

author, Wall Cindy R., ed. Maker literacy: A new approach to literacy programming for libraries. Libraries Unlimited, 2017.

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47

Panagariya, Arvind. New India. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197531556.001.0001.

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Its GDP having touched $2.6 trillion, India is poised to become the world’s third-largest economy in less than a decade. In doing so, it will have moved one step closer to reclaiming its pre-1820s glory, when it accounted for one-sixth of global output and ranked second in economic size. This rapid movement in the absolute size of the economy will be insufficient, however, to bring prosperity to India’s vast population. Today, 44 percent of the country’s workforce remains in agriculture and another 42 percent in tiny enterprises with fewer than twenty workers. Labor productivity of both sets of workers remains low, and they live overwhelmingly on subsistence-level incomes. This book lays down a concise road map of reforms that would help transform the country and create well-paid jobs in industry and services for those with limited or no skills. It argues that creation of good jobs requires the emergence of medium and large enterprises in industry and services, especially labor-intensive sectors such as apparel, footwear, and other light manufactures. India needs policies conducive to the growth of firms from small to medium, from medium to large, and from large to larger still. They must compete in the global marketplace to help increase India’s share in the world export market from less than 2 percent currently to 5 to 6 percent in a decade. Such policies include greater outward orientation; more flexible markets in land, labor, and capital; a concerted effort to improve the quality of higher education; faster urbanization; and improved governance at all levels.
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48

Fye, W. Bruce. Challenges and Opportunities Around the New Millennium. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199982356.003.0020.

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During the 1980s and 1990s, Mayo implemented strategies to confront increasing regional competition. Clinic leaders were concerned about the managed care movement and other factors causing uncertainty about the future of health care. The institution entered new markets in Florida and Arizona. Mayo re-emphasized its commitment to patient care at the same time it devoted additional resources to medical education and research. The Cardiovascular Division sought to enhance its national reputation by sponsoring more continuing medical education programs. To protect referral patterns, it established outreach programs that sent cardiologists and specialized diagnostic technologies (such as echocardiography) to sites in surrounding counties. Mayo has long been a leader in employing state-of-the-art heart care technologies. Increasingly, however, questions about the appropriate use of technologies have been raised. Mayo was an early adopter of the electronic medical record and the notion of empowering patients by providing information in several formats, including social media.
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49

New Probe by the Workers League Against the Communist Movement: Record of an Antilabor Outfit, from the Gelfand Harassment Case to the Campaign Against Mark Curtis (Education for Socialists). Pathfinder Pr, 1996.

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50

Snyder, Jean E. Hamilton Waters and the Struggle for Freedom and Education. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039942.003.0001.

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This chapter examines what shaped Harry T. Burleigh and from what surroundings he came. The story of Harry T. Burleigh begins on March 5, 1832, in Somerset County, Maryland, when his grandfather, Hamilton Elzie Waters, arranged to purchase his freedom for fifty dollars and that of his mother, Elizabeth Lovey Waters, for five dollars, from slaveholder James Tilghman. In 1835 Hamilton Waters and his mother migrated from Maryland to Ithaca, New York. Later in 1838 the Waters family moved to Erie, Pennsylvania. The history of the educational opportunities available to African Americans in nineteenth-century Erie reflects the progressive nature of the abolitionist movement as well as its ironies. Harry's mother, Lovey Waters, instilled in her son the belief that no dream of achievement was unattainable. And through his early relationship with his grandfather, young Harry absorbed Hamilton Waters's belief in his entitlement to full citizenship as well as a knowledge of the distinctive cultural heritage through which those who were enslaved transcended the pain and the limitations of their captivity.
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