Bibliography: Democracy (page 439 of 605)

This bibliography is selected and organized by the I'm with Jill website.  Some of the authors featured on this page include N. Mirra, Richard M. Battistoni, Association for Education in Journalism and Mass Communication, Nicole Mirra, Max Lederer, Nicholas M. Michelli, Jerry A. Ligon, Harry A. Jager, Elise H. Martens, and William E. Hudson.

Patterson, Robert S.; Michelli, Nicholas M.; Pacheco, Arturo (1999). Centers of Pedagogy. New Structures for Educational Renewal. Agenda for Education in a Democracy Series. Volume 2. This book, designed for provosts, college deans, school leaders, and university faculty, provides guidance on achieving transformation in teacher education through a structural innovation called a "Center of Pedagogy." The book provides a rationale and illustrations of ways to build bridges among the arts and sciences, education, and partner schools to create a faculty devoted to strengthening teacher preparation and schooling. The book examines a growing movement of schools and universities collaborating to break down traditional barriers and promote systemic educational renewal, offering a practical framework for advancing university-school collaboration on educational improvement. Papers draw from university deans' diverse experiences and emphasize the Centers of Pedagogy model. Featuring case examples from many successful partnership programs, this book studies policies, organizational structures, and other key conditions needed to establish such vital centers. Part 1, "The Case for Centers of Pedagogy," includes "The Roots of an Idea,""Operating Effective School-University Partnerships," and "Centers of Pedagogy: The Concept." Part 2, "Centers of Pedagogy in Practice," includes discussions of programs at Montclair State University, New Jersey; Brigham Young University, Utah; and The University of Texas at El Paso. Part 3, "Developing Successful Centers of Pedagogy," features "Crosscutting Themes: Goals, Principles, and Obstacles," and "Current Conditions, Essential Qualities, and Lessons for the Future." John Goodlad offers an afterword. An appendix contains a survey of institutions of higher education. Descriptors: Change Strategies, College School Cooperation, Democracy, Educational Change

Foght, H. W. (1914). The Danish Folk High Schools. Bulletin, 1914, No. 22. Whole Number 595, United States Bureau of Education, Department of the Interior. This bulletin contains the third section of Harold W. Foght's report on the rural schools of Denmark. This section of the report pertains almost wholly to the folk high schools, which have by common consent been the most important factor in the transformation in the rural life of Denmark and in the phenomenal economic and social development of that country. In the 30 years from 1881 to 1912 the value of the exports of standard agricultural products–bacon, eggs, and butter–increased from $12,000,000 to $125,000,000. Waste and worn-out lands have been reclaimed and renewed. Cooperation in production and marketing has become more common than in any other country. Landlordism and farm tenantry have almost disappeared. Only 2 per cent of Danish farmers are now tenants or leaseholders. Rural social life has become intelligent, organic, and attractive. A high type of idealism has been diffused among the masses of the people. A real democracy has been established. This is the outgrowth of an educational system, universal, practical, and democratic. Any agency so simple, modest, and inexpensive as the Danish folk high school that can be considered even as one of the important factors in such a result, or rather in such a combination of results, is well worth careful study by the people of the United States. That the Danish folk high school may be successfully transplanted is abundantly shown by the success of such schools in other Scandinavian countries–Norway, Sweden, Finland. That the form of the school must be modified for successful transplanting to English-speaking countries is not only shown by the attempts to establish schools of this kind in England and America, but is inherent in the very nature of the schools and in the principles and ideals out of which they have grown. The purpose of this bulletin is to tell in as simple a manner as possible the story of the Danish schools, emphasizing what they have accomplished for the nation at large and for rural folk as individuals, in the hope of lending some assistance to the earnest men and women who are at this time hard at work to bring about an awakening in some of the retarded byways of our own American rural life. Individual sections contain footnotes. (Contains 5 tables and 6 plates.) [Best copy available has been provided.]   [More]  Descriptors: Agribusiness, Agricultural Production, Educational Philosophy, Rural Schools

Lederer, Max (1941). Secondary Education in Austria, 1918-38. Bulletin, 1941, No. 9, US Office of Education, Federal Security Agency. Between the close of the first World War and the beginning of the second, approximately two decades, several European nations that had not previously done so maintained democratic forms of government. In that period they tried to arrange their school systems in such a way as to educate their children for life in democracies. Their moves in that direction are now temporarily stopped. It is pertinent and timely to ask, "What progress did they make?" This study of secondary education in Austria in the years 1918 to 1938 to some extent answers that question for one of those countries. The author was an Austrian secondary school teacher from 1906 to 1920 and a "Hofrat" concerned with secondary education in the pedagogical division of the Federal Ministry of Education at Vienna from 1920 to 1938. He writes from experience as well as from documentation. Educators in the United States with their background of comparative freedom will almost surely read this bulletin with disappointment at what seems to them slight changes in education in a country that was turning from an imperial regime to which it had been accustomed for centuries and setting up a kind of national life in which it was inexperienced. Such readers must take into consideration that two decades is not a long time in the cultural life of a a nation. Today, the Austrian school has, at least outwardly, disappeared, having been submerged in the German school system. The Austrian school reform as history, however, lives on. In the years 1920 to 1934, Austria, particularly Vienna, was a Mecca for educators who came in ever-increasing numbers from all countries of Europe and from overseas to study the new schools and methods, with the result that the Viennese school reform became the center of a rich literature including among its authors educators of prominence and distinction. It is hoped that ideas of this educational movement, though overthrown in its country of origin, may still live on and bear fruit in other lands. A bibliography is included. (Contains 17 tables, 4 figures, and 3 footnotes.) [Best copy available has been provided.]   [More]  Descriptors: Foreign Countries, War, Educational Change, School Districts

Battistoni, Richard M., Ed.; Hudson, William E., Ed. (1997). Experiencing Citizenship: Concepts and Models for Service-Learning in Political Science. AAHE's Series on Service-Learning in the Disciplines. This volume is part of a series of 18 monographs service learning and the academic disciplines. This collection of essays focuses on the use of service learning as an approach to teaching and learning in political science. Following an Introduction by Richard M. Battistoni and William E. Hudson, the four essays in Part 1, "Service-Learning as a Mode of Civic Education," develop a theoretical framework for understanding service learning; titles include: "The Decline of Democratic Faith" (Jean Bethke Elshtain); "Teaching/Theorizing/Practicing Democracy: An Activist's Perspective on Service-Learning in Political Science" (Meta Mendel-Reyes); "The Work of Citizenship and the Problem of Service-Learning" (Harry C. Boyte and James Farr); and "Examining Pedagogy in the Service-Learning Classroom: Reflections on Integrating Service-Learning into the Curriculum" (Karen D. Zivi). Chapters in Part 2, "Course Narratives," provide practical how-to guidance; including: "Community Service-Learning as Practice in the Democratic Political Arts" (Gregory B. Markus); "Service-Learning in the Study of American Public Policy" (William E. Hudson); "Political Theory" (James Farr); "Research Methods" (Daniel J. Palazzolo); "Women and Citizenship: Transforming Theory and Practice" (Cynthia R. Daniels); "Politics, Community, and Service" (Richard Guarasci); "Civil Rights and Liberties" (Bill Swinford); "Service-Learning and Comparative Politics: A Latin American Saga" (Robert H. Trudeau); "The Police Corps: Researching Teaching and Teaching Research" (Milton Heumann); and "Bringing Service and Politics Together: A Community College Perspective" (Mona Field). The essays in Part 3, "The Discipline and Beyond," examine more general concerns; they include: "Experiencing Government: Political Science Internships" (Stephen Frantzich and Sheilah Mann); "Service-Learning and Empowerment" (Ed Schwerin); "Civic Leadership" (Richard A. Couto). An Afterword by Benjamin R. Barber closes the text. Appended are a 10-item annotated bibliography and a annotated list of service-learning courses in political science offered at various colleges and universities. (All essays include references.)   [More]  Descriptors: Citizen Role, Citizenship, Civil Liberties, Civil Rights

Ligon, Jerry A.; Chilcoat, George W. (1999). "Helping To Make Democracy a Living Reality": The Curriculum Conference of the Mississippi Freedom Schools, Journal of Curriculum and Supervision. In 1963, the Student Nonviolent Coordinating Committee established Freedom Schools as part of civil-rights undertakings to assist African Americans in Mississippi. Results of the curriculum conference that created the alternative summer-school program may help educators implement critical pedagogy in today's schools. Contains 61 references. Descriptors: Civil Rights, Conferences, Curriculum Design, Democratic Values

Morales-Gomez, Daniel A., Ed.; Torres, Carlos Alberto, Ed. (1992). Education, Policy, and Social Change: Experiences from Latin America. Using both a retrospective and a prospective view, this book examines the links joining research, policy, and change in education in Latin America. It inquires about the relationships among the economy, politics, and the state. It reviews the praxis of education in Latin American countries and in the context of the development trends of the 1980s. The various chapters discuss the challenges these societies have faced in education in their progression toward the 21st century. Following the introduction by Daniel A. Morales-Gomez and Carlos Alberto Torres, part 1 analyzes the dialectic among educational changes, policies, and research in societies where democratic systems are confronted by socioeconomic and political problems that may deeply affect their development in the 1990s.  Chapters include the following: (1) "Bolivia: Society, State, and Education in Crisis" (Jorge Rivera P.); (2) "Columbia: Educational Research and Policy–Problems of the 1980s, Issues for the 1990s" (Benjamin Alvarez); (3) "Ecuador: Basic Quechuan Education" (Consuelo Yanez Cossio); (4) "Peru: Education for National Identity–Ethnicity and Andean Nationalism" (Gonzalo Portocarrero M.); and (6) "Venezuela: Education after Prosperity" (Carmen Garcia Guadilla and Ramon Casanova). Part 2 examines educational research and policies in countries facing different stages in the transition from authoritarian to democratic rule. Chapters include the following: (7) "Argentina: Education in Transition–From Dictatorship to Democracy" (Emilio Fermin Mignone); (8) "Brazil: Conflicts between Public and Private Schooling and the Brazilian Constitutions" (Moacir Gadotti); and (9) "Chile: The State and Higher Education" (Jose Joaquin Brunner). Part 3 addresses the links among educational research, policy, and change during the 1980s in nations that have been affected by political turmoil, widespread poverty, and hemispherical geopolitical interests. Chapters include the following: (10) "Costa Rica: Education and Politics–A Historical Perspective" (Astrid Fischel Volio); (11) "Cuba: Educational Research and Decision Making" (Lidia Turner Marti and Elvira Martin Sabina); and (12) "Nicaragua: Education and Social Transformation, 1979-91" (Robert F. Arnove and Anthony Dewees). The conclusion, "Educational Research and Policy in the 1990s–Future Challenges," is by Daniel A. Morales-Gomez and Carlos Alberto Torres. Five tables, a bibliography of 384 references, and an index are included. Descriptors: Cross Cultural Studies, Democracy, Developing Nations, Economic Development

Smith, Michael Peter, Ed.; Feagin, Joe R., Ed. (1995). The Bubbling Cauldron. Race, Ethnicity, and the Urban Crisis. The essays in this collection provide a background for discussions about multiculturalism, cultural politics, and urban crises by illustrating the ways in which race is still a central source of meaning, identity, and power and why it is intensifying as a category, rather than diminishing. Selections include: (1) "Putting 'Race' in Its Place" (Michael Peter Smith and Joe R. Feagin); (2) "Dictatorship, Democracy, and Difference: The Historical Construction of Racial Identity" (Howard Winant); (3) "Who Are the 'Good Guys'? The Social Construction of the Vietnamese 'Other'" (Michael Peter Smith and Bernadette Tarallo); (4) "The Rising Significance of Status in U.S. Race Relations" (Martin Sanchez Jankowski); (5) "African American Entrepreneurship and Racial Discrimination: A Southern Metropolitan Case" (Michael Hodge and Joe R. Feagin); (6) "Black Ghettoization and Social Mobility" (Norman Fainstein); (7) "Historical Footprints: The Legacy of the School Desegregation Pioneers" (Leslie Baham Inniss); (8) "Retreat from Equal Opportunity? The Case of Affirmative Action" (Cedric Herring and Sharon M. Collins); (9) "Demobilization in the New Black Political Regime: Ideological Capitulation and Radical Failure in the Postsegregation Era" (Adolph Reed Jr.); (10) "The Real 'New World Order': The Globalization of Racial and Ethnic Relations in the Late Twentieth Century" (Nestor P. Rodriguez); (11) "The Effects of Transnational Culture, Economy, and Migration on Mixed Identity in Oaxacalifornia" (Michael Kearney); (12) "Models of Immigrant Integration in France and the United States: Signs of Convergence?" (Sophie Body-Gendrot); (13) "When the Melting Pot Boils Over: The Irish, Jews, Blacks, and Koreans of New York" (Roger Waldinger); (14) "Beyond 'Politics by Other Means'? Empowerment Strategies for Los Angeles' Asian Pacific Community" (Harold Brackman and Steven P. Erie); (15) "Political Capital and the Social Reproduction of Inequality in a Mexican Origin Community in Arizona" (Edward Murguia); and (16) "The Continuing Legacy of Discrimination in Southern Communities" (James W. Button). Descriptors: Asian Americans, Blacks, Democracy, Disadvantaged Youth

Martens, Elise H. (1946). Curriculum Adjustments for Gifted Children. Bulletin, 1946, No. 1, US Office of Education, Federal Security Agency. During recent years there has been an increasing consciousness on the part of school administrators, educational philosophers, and others active in educational service that something must be done to conserve the wealth of human resources found among the pupils of our schools. With the present serious problems of postwar reconstruction to solve, the need is even more compelling than ever. At the door of a democratic society lies the responsibility for the nurture or for the neglect of the latent abilities that can be made to mean so much for economic welfare and personal happiness. Children possessing outstanding abilities should be given in their own elementary and secondary years every opportunity for maximum development of the powers through which later they may stand ready to make contributions of distinction to the democracy in which they live. The material presented in this publication is the outgrowth of a conference which met in Washington at the call of the U.S. Commissioner of Education to consider the problems of gifted children. Teachers, supervisors, administrators, clinicians, and guidance specialists were present. They came from the general elementary field, the secondary field, the university; from regular classes for unselected groups and from special classes for gifted children. They deliberated on matters relating to criteria of "giftedness" and "talent," means of identifying them, and methods of dealing with them. They brought to the conference reports of what they were doing in their local communities and what they hoped to do. They did not agree on all points discussed, for there were purposely invited to the conference persons representing different points of view. But differences were fully acknowledged and the common elements in their thinking eagerly sought. Following a foreword, the bulletin is divided into two parts. Part I, Principles and Practices, presents: (1) Basic Objectives; (2) Some Viewpoints on Identification and Treatment; (3) Some Types of Organization for Curriculum Adjustment; and (4) Provision for Special Abilities and Interests. Part II, Some Units of Experience, concludes the bulletin with: (1) Experiences in Understanding Citizenship; (2) Experiences in Intercultural Education; (3) Experiences in Science; (4) Enrichment through Literature, Speech, and Creative English; and (5) Service Projects. (Contains 1 footnote.) [Best copy available has been provided.] Descriptors: Academically Gifted, Curriculum Development, Talent Identification, Rural Schools

Carlson, Don M. (2001). The U.S. Constitution Power Grab Game. Grade 12–Principles of American Democracy Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. This activity for students in grade 12 aims to increase their knowledge of the U.S. Constitution and its fundamental ideas: checks and balances, separation of powers, Bill of Rights, and the amendments. Students judge the constitutional powers of each brand of government by participating in the power game. The activity explains how the game is played and sets up 10 "power grabs" for students to resolve (to win the game). The lesson plan lists resources. The teacher notes section addresses California state history/social science content standards; states lesson purpose; discusses classroom organization; and provides power grab answers.   [More]  Descriptors: Academic Standards, Democracy, Educational Games, Federal Government

Jager, Harry A. (1937). Let Freedom Ring! A Manual. Bulletin, 1937, No. 33, Office of Education, United States Department of the Interior. "Let Freedom Ring!" is a radio program built around the Bill of Rights and the questions that these rights raise. It is the contribution of the United States Department of the Interior, Office of Education, to the Sesquicentennial Celebration ordained by Congress. The series began on Washington's Birthday, Sunday, February 22, 1937, and continued for 12 Monday nights in half-hour programs from coast to coast over 50 stations of the Columbia Broadcasting System. All the experience of the Office of Education with radio, and the services of the Columbia System went with it. Our rights under the Constitution were divided into 13 units. Each was made the theme of a broadcast, with a script that tried to carry to its listeners the accuracy of history, the sweep of centuries, and the thrill of stirring drama. The "Let Freedom Ring!" series offers us a new opportunity to aid in the teaching of true democracy, freedom, and the art of living together under the law, and of making progress–orderly progress–in this art. This Manual deals with Freedom, and with a new implement of education, the broadcast, with its techniques adapted to school activities and its values in terms of educative process. The Manual contains: (1) Teaching suggestions for using the scripts of the broadcasts in the classroom, both in separate subjects, and as part of integrated units; (2) Lesson aids for using scripts in teaching the social studies, with ample illustrative material, references, pupil activity suggestions, and bibliographies. Part 4 offers one sample of these aids; (3) Workable plans for using the Let Freedom Ring series for graduations, school assemblies, radio clubs or guilds, and auditorium classes, with or without the use of the a public address system; and (4) Practical suggestions for using the series for local broadcasting under the auspices of the school, with the aid of local clubs and organizations. This manual is divided into the following parts: (1) The Origin and Development of the Radio Series, "Let Freedom Ring!"; (2) Who May Use This Manual and How?; (3) The "Let Freedom Ring!" Series for General Classroom Use; (4) The "Let Freedom Ring!" Series for Integrated Class Work; (5) The "Let Freedom Ring!" Series in the School Auditorium; (6) "Let Freedom Ring!" Series as a School and Community Project; (7) The "Let Freedom Ring!" Series as Regular Lessons in Social Studies in City-Wide School Broadcasts; (8) Bibliography; and (9) Sample Script, Lesson Aids, and Production Notes. [Lesson Aids by Roy W. Hatch. For the 13 "Let Freedom Ring!" scripts, see ED542619. Best copy available has been provided.]   [More]  Descriptors: Freedom, Civil Rights, Learning Activities, Social Studies

Association for Education in Journalism and Mass Communication. (1995). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (78th, Washington, DC, August 9-12, 1995). Miscellaneous. The Miscellaneous section of the proceedings contains the following 15 papers: "Selling to the Sellers: An Analysis of Advertising in 'Campaigns & Elections,' 1980-1994" (Michael S. Sweeney); "From 'Seventeen' to 'Sassy': Teen Magazines and the Construction of the 'Model' Girl" (Lisa Duke); "Survey Data Indicate Some Magazines Can Help Readers Improve Society, Government by Providing Benchmarks and Forums" (Ernest C. Hynds); "Sample Size in Content Analysis of Weekly News Magazines" (Daniel Riffe and others); "'TV Guide': A Television Gatekeeper" (Heather D. Surface); "Missing Voices in the Civic/Public Journalism Debates: 'I Never Thought a Newspaper Could Ask "What If?"' and other Citizen-Reader Observations" (Barbara Zang); "Public Journalism: Leadership or Readership? A Look at Media Involvement" (Ann Weichelt); "A Critical Review: Re-Conceptualizing the Relation of 'Democracy' to 'News'" (Carol Reese Dykers); "Expanding the Public Conversation–or Just Sounding Off? An Appraisal of the Newspaper Call-In Comment Line" (James Aucoin); "Benefits and Problems of Introducing Computer-Assisted Reporting Courses: Opinions of an Expert Panel" (Kevin C. Lee and Charles A. Fleming); "Agenda Building and the 1992 Presidential Campaign: Was It a Failure to Communicate or Did the Audience Set the Agenda?" (L. M. Walters and others); "The Video News Release: Public Relations and the Television News Business" (EE Chang); "'To Others He's Just a Helpless Man in a Wheelchair! But When I See Him Like This…' Case Studies of Physical Disability in Marvel Comics, 1961-70" (Tim Lees and Sue Ralph); "The Effects of Collaborative Learning Techniques on Student Learning and Attitudes toward Mass Communication" (James D. Kelly and Michael Murrie); and "High School Press Freedom Legislation: A Survey of Key Promoters" (Lyle D. Olson and others).   [More]  Descriptors: Advertising, Agenda Setting, Computer Assisted Instruction, Content Analysis

Atkinson, Dave; Raboy, Marc, Ed. (1997). Public Service Broadcasting: The Challenges of the Twenty-first Century. Reports and Papers on Mass Communication No. 111. This report presents a review of key research on public broadcasting and a synthesis of the actuality of public service broadcasting today in the face of increasing globalization, with case studies from 16 countries. Following the General Introduction (Pierre Juneau), the report is divided into two parts. Part 1–"Public Service Television in the Age of Competition" (Dave Atkinson)–gives an overview of the crisis, and discusses the legitimacy of public television in the era of the market and the public television ideal. Part 2–"Public Service Broadcasting for the Twenty-first Century" (Marc Raboy, Ed.)–contains an introduction–"Public Service Broadcasting in the Context of Globalization" (Marc Raboy), and two sub-sections. The first sub-section–"Shifting Paradigms in the Heartlands of Public Broadcasting"–includes: "Great Britain: Public Service Broadcasting, From National Culture to Multiculturalism" (Paddy Scannell); "Sweden: Broadcasting and the Social Project" (Olof Hulten); "Germany: The Regulation of Broadcasting" (Wolfgang Hoffmann-Riem); "Belgium: The Politics of Public Broadcasting" (Jean-Claude Burgelman and Peter Perceval); "Canada: The Hybridization of Public Broadcasting" (Marc Raboy); "Australia: Broadcasting, Policy and Information Technology" (Marcus Breen); "Japan: Public Broadcasting as a National Project" (Shinichi Shimizu); and "United States: PBS and the Limitations of a Mainstream Alternative" (Michael Tracey). The second sub-section–"Emerging Models for Development and Democracy"–includes: "Poland: Prospects for Public and Civic Broadcasting" (Karol Jakubowicz); "Ukraine: Public Broadcasting Between State and Market" (Olga V. Zernetskaya); "India: Broadcasting and National Politics" (Nikhil Sinha); "Namibia: Broadcasting and Democratization" (Nahum Gorelick); "Philippines: Towards an Alternative Broadcasting System" (Florangel Rosario-Braid with Ramon R. Tuazon); "Equatorial Africa: Broadcasting and Development" (Charles Okigbo); "Cambodia: Broadcasting and the Hurdle of Poverty" (Gareth Price); and "Latin America: Community Broadcasting as Public Broadcasting" (Rafael Roncagliolo). Descriptors: Broadcast Industry, Broadcast Television, Case Studies, Democracy

Rogers, J.; Mirra, N.; Seltzer, M.; Jun, J. (2014). It's about Time: Learning Time and Educational Opportunity in California High Schools. Executive Summary, UCLA IDEA. California high school teachers are constantly racing against the clock. They are expected to provide a strong college preparatory curriculum, promote critical and creative thinking, and meet students' social and emotional needs. Learning time is an essential resource for addressing all of these goals. But, it seems to be in short supply in many California high schools. This brief highlights core findings from "It's about Time: Learning Time and Educational Opportunity in California High Schools"–a report that draws on a statewide teacher survey to examine how learning time is distributed across California high schools. The survey, conducted by UCLA IDEA during the 2013-2014 school year, included a representative sample of nearly 800 teachers. Throughout the report learning time across three groups of high schools are compared: (1) Low Poverty Schools (0-25% of students receive Free or Reduced Price Lunch); (2) Low and Mixed Poverty Schools (0-50% of students receive Free or Reduced Price Lunch); and (3) High Poverty Schools (75-100% of students receive Free or Reduced Price Lunch). [For the full report, see ED574620.]   [More]  Descriptors: High Schools, Educational Opportunities, State Surveys, School Schedules

Rogers, John; Mirra, Nicole (2014). It's about Time: Learning Time and Educational Opportunity in California High Schools, UCLA IDEA. This report draws on a statewide survey to examine how learning time is distributed across California high schools. The survey, conducted by UCLA IDEA during the 2013-2014 school year, included a representative sample of nearly 800 teachers. Survey findings highlight inequalities in the amount of time available for learning across low and high poverty High Schools. Community stressors and chronic problems with school conditions lead to far higher levels of lost instructional time in high poverty high schools. The study methodology is appended. [For the executive summary, see ED574619.]   [More]  Descriptors: High Schools, Educational Opportunities, State Surveys, School Schedules

Bach, Theresa (1919). Educational Changes in Russia. Bulletin, 1919, No. 37, Bureau of Education, Department of the Interior. In the press reports bearing upon conditions in Russia since the outbreak or the revolution in March, 1917, little mention has been made of the tremendous changes that have shaken the entire educational system in that country. One needs only read "Vyestnik Vremennavo Pravitelstva" ("Messenger of the Provisional Government"), Russia's official gazette for the publication of the acts and decrees promulgated by the various ministries and other administrative bodies since the revolution, to become impressed with the deep and far-reaching reforms that have uprooted the entire system of the old education built on principles of autocracy and the privileges of the few. A school system of such a type could not exist in a country striving for democracy. This was realized by the Provisional Government headed by Prince Lvov and later on by Alexander Kerenski. To eradicate the evils of that system, to throw the schools open to the humble and the poor, to establish "a single absolutely secular school for all citizens," was the task at which the new authorities set to work. This bulletin attempts to indicate the outstanding features of the new laws and regulations since the early days of the revolution. Unfortunately because the scarcity of material it is impossible to tell at present how far the acts and decrees promulgated by the various authorities and outlined in this report have been actually carried out. Nor it is possible to state with any degree of accuracy the educational changes that have taken place in Russia since the overthrow of Kerenski and the establishment of the Lenin-Trotski regime. For lack of information this report closes, therefore, with the early months of the Bolshevist rule. Contents include: (1) Introduction: Historical development; (2) Secularization of schools; (3) Administration of schools: Provisional Government; Bolshevik regime; (4) Parents' associations; (5) Abolition of restrictions: National and religious groups; Private Instruction; (6) Educational ladder; (7) Teachers' training institutions; (8) Reform in spelling; (9) New textbooks and other publications; (10) Higher education: New universities and faculties; (11) Technical education; and (12) Adult education. (Contains 30 footnotes.) [Best copy available has been provided.]   [More]  Descriptors: Technical Education, Foreign Countries, Educational Change, Democracy

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