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The Concord Review: A Quarterly Review of Essays by Students of History is an academic journal dedicated to publishing the history research papers of high school students. [1] It was established in 1987 by William H. Fitzhugh , a Massachusetts educator dismayed with the " dumbing down " of writing standards in American secondary schools.
The History Teacher is a quarterly academic journal concerned with the teaching of history in schools, colleges, and universities. It began in 1940 at the History Department at the University of Notre Dame as the Quarterly Bulletin of the Teachers' History Club . [ 1 ]
Before 1920 most secondary education, whether private or public, emphasized college entry for a select few headed for college. Proficiency in Greek and Latin was emphasized; in 1910, almost half of all high school students were taking Latin. [190]
The shaping of the American high school, 1880–1920. (1964); The American high school, 1920–1940. (1972). standard 2 vol scholarly history; Ravitch, Diane. Left Back: A Century of Failed School Reforms. Simon & Schuster, 2000. 555 pp. Ravitch, Diane and Vinovskis, Maris A., ed. Learning from the Past: What History Teaches Us about School Reform.
Journal of Learning Disabilities; Journal of Research in Special Educational Needs; Journal of Special Education and Rehabilitation; Learning Disability Quarterly; Remedial and Special Education; Research and Practice for Persons with Severe Disabilities; Teacher Education and Special Education; Teaching Exceptional Children; Young Exceptional ...
City Teachers: Teaching and School Reform in Historical Perspective (1997) on NYC teachers in the 1920s online; Ruis, Andrew R. " 'The Penny Lunch Has Spread Faster than the Measles': Children's Health and the Debate over School Lunches in New York City, 1908–1930." History of Education Quarterly 55.2 (2015): 190–217. online; Shelton, Jon.
"Literacy, Schooling and Teaching Among New England Women" History of Education Quarterly (1997), 37:117–139. online; Preston, Jo Anne. " 'He lives as a Master': Seventeenth-Century Masculinity, Gendered Teaching, and Careers of New England Schoolmasters." History of Education Quarterly 43.3 (2003): 350-371. online.
A Roman student would progress through schools just as a student today might go from elementary school to middle school, then to high school, and finally college. Progression depended more on ability than age [ 37 ] with great emphasis being placed upon a student's ingenium or inborn "gift" for learning, [ 39 ] and a more tacit emphasis on a ...