Testing Then and Now - Building on a Legacy in Educational Measurement, Assessment and Evaluation
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Chapter 1: the Origins of Travelers’ Aid in England and the United States, 1885-1907………………………………………………………………....23
SSStttooonnnyyy BBBrrrooooookkk UUUnnniiivvveeerrrsssiiitttyyy The official electronic file of this thesis or dissertation is maintained by the University Libraries on behalf of The Graduate School at Stony Brook University. ©©© AAAllllll RRRiiiggghhhtttsss RRReeessseeerrrvvveeeddd bbbyyy AAAuuuttthhhooorrr... On the “Border Line of Tragedy”: White Slavery, Moral Protection, and the Travelers’ Aid Society of New York, 1885-1917 A Dissertation Presented by Eric Carmin Cimino to The Graduate School in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in History Stony Brook University August 2012 Copyright by Eric C. Cimino 2012 Stony Brook University The Graduate School Eric Carmin Cimino We, the dissertation committee for the above candidate for the Doctor of Philosophy degree, hereby recommend acceptance of this dissertation. Nancy Tomes – Dissertation Advisor Professor, History Department Susan Hinely – Chairperson of Defense Lecturer, History Department Larry Frohman Associate Professor, History Department Amanda Frisken Associate Professor, American Studies Department SUNY College at Old Westbury This dissertation is accepted by the Graduate School Charles Taber Interim Dean of the Graduate School ii Abstract of the Dissertation On the “Border Line of Tragedy”: White Slavery, Moral Protection, and the Travelers’ Aid Society of New York, 1885-1917 by Eric Carmin Cimino Doctor of Philosophy in History Stony Brook University 2012 This dissertation examines the travelers’ aid movement of the late nineteenth and early twentieth centuries through a case study of the Travelers’ Aid Society of New York. Travelers’ aid was part of a larger movement for moral reform that arose as a response to social problems unleashed by industrialization, urban growth, and mass immigration. -
Simsbury Free Library Quarterly Volume 21 Issue 4 Spring-Summer 2015
Simsbury Free Library Quarterly Volume 21 Issue 4 Spring-Summer 2015 The Neighborhood House in Weatogue Part 2: Antecedents in the Work of Weatogue’s Three Ministers The preceding part of this article dealt with the founding of Weatogue’s Neighborhood House in 1905, the moving and refurbishing of the donated building and a sampling of the dinners and cultural programs given in the house. This second part will explore some of the events that preceded the founding of this institution, which was dedicated to the wellbeing of all residents of the community and town. In the early twentieth century, the Weatogue section of the town of Simsbury was fertile ground for the planting of an institution that had for its mission the assimilation of recent immigrants and the betterment of society's less fortunate peoples. Rev. Charles Pitman Croft and his wife Julia Mather Croft were the prime movers behind this effort, but they were substantially aided by many in Simsbury who had generous natures and either time or money to be of help. It was particularly fortunate that there were two other Protestant ministers living in close proximity, who, like Rev. Croft, were not pastors of any church, and who helped each other in their chosen civic projects. These were the Reverends Horace Winslow and D. Stuart Dodge and they arrived in Weatogue and Bushy Hill, respectively, in the early 1880s. Rev. Horace Winslow (1814-1905) was the eldest. Born in Massachusetts, he earned his Bachelor and Master of Arts degrees at Hamilton College in Clinton, New York, and attended the Theological Seminary at Auburn and the Union Theological Seminary in New York City. -
Tctoday SPRING/SUMMER 2013 1 Supplementary Education, Edmund Health Profoundly Influence Learning, Gordon
TCThe Magazine of Teachers College,TODAY Columbia University 125YEARS OF BIG IDEAS Class Will Meet Outside Today / How Smart Can We Get? / Circle Time for Pre-K / Looking Beyond the Frame / Building the Village It Takes / Include Me In / Lost In Translation / Educating the Public about Public Education / Learning from the Rest of the World / Giving Peace Education a Chance / Taking the Pulse of the Community SPRING/SUMMER 2013 DEWEY OR DON’T WE? PRESIDENT’S LETTER When I was a Ph.D. student at TC during the 1970s my advisor Donna Shalala secured a tin shack on the roof of Dodge Hall where all her students would share offices and collaborate. I remember that rooftop shack fondly as a clubhouse where a fascinating mix of people gathered to share ideas and apply them to problems on the ground. I returned to TC as President in 2006 with the memory of that clubhouse – and of the College itself – as a place where brilliant people of all backgrounds and talents could break bread together. Not long afterward, Provost Tom James and I decided to realize that vision by instituting a series of “domain dinners” – gatherings organized around issues such as globalization, policy, and creativity and the imagination – where faculty from all departments could meet, argue, learn and plant the seeds for future collaborations. As you read this special 125th anniversary issue of TC Today, think of it as an extended domain dinner that bridges TC departments and disciplines and reaches across the decades to include the thinkers whose ideas continue to shape our work. -
Negotiating Competing Progressive Era Reform Impulses at Teachers College, 1889-1927 ______
____________________________________________________________________________ Negotiating Competing Progressive Era Reform Impulses at Teachers College, 1889-1927 ____________________________________________________________________________ Sonia Murrow, Brooklyn College Mary Rose McCarthy, Pace University Abstract This case study situates the evolution of Teachers College as a negotiation between two strands of Progressive Era social reform—one that emphasized direct service and one that emphasized the development of education as a profession. While in the early years of Teachers College efforts at professionalizing education were privileged, the conse- quences of this “victory” were ironic. Increased agreement that teaching and adminis- tering schools required expert knowledge and skill that could be acquired by specialized training enhanced the position of Teachers College, Columbia University and its reputation. However, ultimately neither teaching nor school administration achieved the status of an autonomous and self-regulating profession. This case study provides his- torical evidence that suggests that failure has left college and university based teacher education vulnerable to criticism from the “descendants” of direct service reformers and sheds light on contemporary challenges to teacher education. Keywords: history of education, teacher education, progressive era, professionalization On Feb. 22, 1923, over 1200 members of the Teachers College, Columbia University communi- ty gathered to celebrate the 25th anniversary of James -
Academic Catalog 2008-2009
Message from President Fuhrman 3 Message from Provost James 4 Teachers Teachers College at a Glance 5 Academic Calendar 2008-2009 6 ACADEMIC DEPARTMENTS AND PROGRAMS College Department of Arts and Humanities 9 Department of Biobehavioral Sciences 49 Department of Counseling and Clinical Psychology 65 Department of Curriculum and Teaching 79 2008-2009 Department of Health and Behavior Studies 97 Department of Human Development 129 Department of International and Transcultural Studies 147 TABLE OF CONTENTS Department of Mathematics, Science, and Technology 165 Department of Organization and Leadership 185 Other Areas of Interest 219 Table of Program Codes 224 FACULTY MEMBERS 229 Trustees, Officers, and Councils 243 STUDENT SERVICES AND ADMINISTRATIVE INFORMATION Admissions Information 245 Residential Services 248 Academic Resources and Services 251 Student Life and Student Services 260 Degree Requirements 263 Registration 266 Tuition and Fees 267 Financial Aid 269 Policies and Procedures 275 HEGIS Codes 280 Indices 284 Maps 301 Contact Information and Travel Directions 303 Teachers College Columbia University 2008-2009 Introduction A Message from the President As both an alumna of Teachers College and its president, I welcome you to the nation’s oldest and largest graduate school of education, and also one if its perenially top-ranked – a place whose found- ing vision was to bring educational opportunities to all members of society, and whose faculty and students, time and again during more than a century of leadership, have demonstrated the power of ideas to change the world. Our legacy is the work of a long list of thinkers and doers that includes James Russell and John Dewey; Lawrence Cremin and Maxine Greene; Edmund Gordon and Isabel Maitland Stewart; Mary Swartz Rose and Morton Deutsch; Arthur Wesley Dow and William Heard Kilpatrick. -
STIMULATING EQUITY? the Impact of the Federal Stimulus Act on Educational Opportunity February 8 - 9, 2010
The Campaign for Educational Equity TEACHERS COLLEGE COLUMBIA UNIVERSITY The Fifth Annual Equity Symposium STIMULATING EQUITY? The Impact of the Federal Stimulus Act on Educational Opportunity February 8 - 9, 2010 SYMPOSIUM MATERIALS SSupportedupported byby thethe FordFord FoundationFoundation The Fifth Annual Equity Symposium STIMULATING EQUITY? THE IMPACT OF THE FEDERAL STIMULUS ACT ON EDUCATIONAL OPPORTUNITY February 8 - 9, 2010 Cowin Conference Center Teachers College, Columbia University SYMPOSIUM MATERIALS Supported by the Ford Foundation TABLE OF CONTENTS Welcome Letter……………………………………………………………………………………………………..1 Press Release……………………………………………………………………………………………………….2 Symposium Schedule……………………………………………………………………………………………...4 The American Reinvestment and Recovery Act of 2009…………………………………….………...……8 Symposium Paper Summaries……………………………………………………………………………...……9 An Early Look at the Economic Stimulus Package and the Public Schools: Perspectives from State Leaders……….......…………………………………………….................................................9 Center for Education Policy Stimulating Equity? A Preliminary Analysis of the Impact of the Federal Stimulus Act on Educational Opportunity ……………………………………………………………………………….11 Michael A. Rebell, Jessica R. Wolff, and Daniel Yaverbaum The Campaign for Educational Equity Filling Budget Holes: Evaluating the Impact of ARRA Fiscal Stabilization Funds on State Funding Formulas………………………………………………………………………………………….14 David Sciarra and Danielle Farrie, Education Law Center Bruce Baker, Rutgers University School Reforms -
Fine Books & Manuscripts
Fine Books & Manuscripts Including The Dodge Family Autograph Collection New York | October 23, 2019 Fine Books and Manuscripts Including The Dodge Family Autograph Collection, Natural History, Travel and Americana New York | Wednesday October 23, 2019, at 1pm BONHAMS BIDS INQUIRIES CLIENT SERVICES 580 Madison Avenue +1 (212) 644 9001 New York Monday – Friday 9am-5pm New York, New York 10022 +1 (212) 644 9009 fax Ian Ehling +1 (212) 644 9001 www.bonhams.com [email protected] Director +1 (212) 644 9009 fax +1 (212) 644 9094 PREVIEW To bid via the internet please visit [email protected] REGISTRATION Saturday, October 19 www.bonhams.com/25263 IMPORTANT NOTICE 12pm to 5pm Tom Lamb, Director Please note that all customers, Sunday, October 20 Please note that telephone bids Business Development irrespective of any previous activity 12pm to 5pm must be submitted no later than +1 (917) 921 7342 with Bonhams, are required to Monday, October 21 4pm on the day prior to the [email protected] complete the Bidder Registration 10am to 5pm auction. New bidders must also Form in advance of the sale. The Tuesday, October 22 provide proof of identity and Darren Sutherland form can be found at the back 10am to 5pm address when submitting bids. Specialist of every catalogue and on our Wednesday, October 23 +1 (212) 461 6531 website at www.bonhams.com 10am to 12pm Please contact Client Services [email protected] and should be returned by email or with any bidding inquiries. post to the specialist department SALE NUMBER: 25263 Tim Tezer or to the bids department at LIVE ONLINE BIDDING IS Junior Specialist [email protected] CATALOG: $35 AVAILABLE FOR THIS SALE +1 (917) 206 1647 [email protected] Please email bids.us@bonhams. -
Teachers College at a Glance 5
Message from President Fuhrman 3 Message from Provost James 4 Teachers Teachers College at a Glance 5 Academic Calendar 2011-2012 6 ACADEMIC DEPARTMENTS AND PROGRAMS College Department of Arts and Humanities 9 Department of Biobehavioral Sciences 51 Department of Counseling and Clinical Psychology 69 Department of Curriculum and Teaching 83 2011-2012 Department of Education Policy and Social Analysis 101 Department of Health and Behavior Studies 113 Department of Human Development 145 TABLE OF CONTENTS Department of International and Transcultural Studies 159 Department of Mathematics, Science, and Technology 171 Department of Organization and Leadership 191 Other Areas of Interest 225 Table of Program Codes 229 FACULTY MEMBERS 235 Trustees, Officers, and Councils 249 STUDENT SERVICES AND ADMINISTRATIVE INFORMATION Admissions Information 251 Residential Services 254 Academic Resources and Services 257 Student Life and Student Services 265 Degree Requirements 269 Registration 272 Tuition and Fees 273 Financial Aid 275 Policies and Procedures 281 HEGIS Codes 287 Maps 291 Contact Information and Travel Directions 293 Teachers College Columbia University 2011-2012 Introduction A Message from the President As both an alumna of Teachers College and its president, I welcome you to the nation’s oldest and largest graduate school of education, and also one if its perennially top-ranked – a place whose founding vision was to bring educational opportunities to all members of society, and whose facul- ty and students, time and again during more than a century of leadership, have demonstrated the power of ideas to change the world. Our legacy is the work of a long list of thinkers and doers that includes James Russell and John Dewey; Lawrence Cremin and Maxine Greene; Edmund Gordon and Isabel Maitland Stewart; Mary Swartz Rose and Morton Deutsch; Arthur Wesley Dow and William Heard Kilpatrick. -
Redesigning Accountability Systems for Education SUSAN H
Critical Issues in Educational Leadership Series Joseph Murphy, Series Editor Redesigning Accountability Systems for Education SUSAN H. FUHRMAN AND RICHARD F. E LMORE, EDS. Taking Account of Charter Schools: What’s Happened and What’s Next? KATRINA E. BULKLEY AND PRISCILLA WOHLSTETTER, EDS. Learning Together, Leading Together: Changing Schools through Professional Learning Communities SHIRLEY M. HORD, ED. Who Governs Our Schools? Changing Roles and Responsibilities DAVID T. C ONLEY School Districts and Instructional Renewal AMY M. HIGHTOWER, MICHAEL S. KNAPP, JULIE A. MARSH, AND MILBREY W. MCLAUGHLIN, EDS. Effort and Excellence in Urban Classrooms: Expecting—and Getting—Success with All Students DICK CORBETT, BRUCE WILSON, AND BELINDA WILLIAMS Developing Educational Leaders: A Working Model: The Learning Community in Action CYNTHIA J. NORRIS, BRUCE G. BARNETT, MARGARET R. BASOM, AND DIANE M. YERKES Understanding and Assessing the Charter School Movement JOSEPH MURPHY AND CATHERINE DUNN SHIFFMAN School Choice in Urban America: Magnet Schools and the Pursuit of Equity CLAIRE SMREKAR AND ELLEN GOLDRING Lessons from High-Performing Hispanic Schools: Creating Learning Communities PEDRO REYES, JAY D. SCRIBNER, AND ALICIA PAREDES SCRIBNER, EDS. Schools for Sale: Why Free Market Policies Won’t Improve America’s Schools, and What Will ERNEST R. HOUSE Reclaiming Educational Administration as a Caring Profession LYNN G. BECK Redesigning Accountability Systems for Education EDITED BY SUSAN H. FUHRMAN RICHARD F. ELMORE Teachers College, Columbia University New York and London Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 Copyright 2004 by Teachers College, Columbia University All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher. -
MORAL REFORM and the REGULATION of Ameripan SEXUAL BEHAVIOR in the NINETEENTH CENTURY
EDUCATION FOR SEXUAL-MORALITY: MORAL REFORM AND THE REGULATION OF AMERIpAN SEXUAL BEHAVIOR IN THE NINETEENTH CENTURY by PATRICIA ANNE VERTINSKY B . A . (Hons), Birmingham University, 1963 M.Sc., University of California at Los Angeles, 1967 A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION in the Department of EDUCATION We accept this thesis as conforming to the requ i red standard THE UNIVERSITY OF BRITISH COLUMBIA November, 197^ In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the Head of my Department or by his representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of Jtb VC/h~nQ The University of British Columbia Vancouver 8, Canada Date !U&~MS /2 jIjrf ABSTRACT The introduction of sex education into the schools in the early years of the twentieth century represented a curious culmination of the hopes and aspirations of nineteenth century moral reformers. Though, for almost a century, they had repeatedly warned that ignorance and silence would not facilitate sexual purity, they had succeeded in developing measures for the dissemination of sexual knowledge which were, in many cases, as stringently circumscribed in content as had been the policy of silence. Under the assumption that the sex education movement can be better understood by giving more attention to the 'old regime', this study surveys the continuing endeavors of nineteenth century moral reformers to preserve a tradi• tional morality in the face of rapidly changing social con• ditions. -
2005 Review Report
BOARD OF EXAMINERS REPORT N C A T E ___________________________________________________ National Council for Accreditation of Teacher Education ACCREDITATION VISIT TO: Teachers College, Columbia University New York City April 2-6, 2005 NCATE Board of Examiners Team: Kathleen deMarrais, Chair Hilary Freedman Albert Koppes Doreen Jankovich Jeanneine Jones Tina Marshall-Bradley Michael Morehead State Consultant: Richard Gervais Type of Visit First _X_ Continuing ___ Combination ___ Probation ___ Focused (on standard(s) not met) ___ 1 TABLE OF CONTENTS I. Introduction 4 II. Conceptual Framework 11 III. Findings for Each Standard Standard 1 16 Standard 2 31 Standard 3 41 Standard 4 47 Standard 5 56 Standard 6 63 IV. Sources of Evidence 72 V. Corrections to the Institutional Report 2 SUMMARY FOR PROFESSIONAL EDUCATION UNIT NCATE 2000 Standards Institution: Teachers College-Columbia University Team Findings Standards Initial Advanced 1 Candidate Knowledge, Skills, and Dispositions M M 2 Assessment System and Unit Evaluation M M 3 Field Experiences and Clinical Practice M M 4 Diversity M M 5 Faculty Qualifications, Performance, and M M Development 6 Unit Governance and Resources M M M = Standard Met NM = Standard Not Met 3 INTRODUCTION A. The institution Located on the upper west side of Manhattan in New York City, Teachers College, Columbia University, is an independent graduate and professional school of education, psychology, and health. It has been affiliated with Columbia University since 1898 but operates as a separate corporation with its own endowment, Board of Trustees, and president responsible for general oversight of its affairs and for its financial support. Teachers College draws its students from all over the United States and globally. -
Expanding Educational Empires: the USA, Great Britain, and British Africa, Circa 1902-1944 Sarah Dunitz Submitted in Partial
Expanding Educational Empires: The USA, Great Britain, and British Africa, circa 1902-1944 Sarah Dunitz Submitted in partial fulfillment of the requirements for the degree of the Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2017 © 2017 Sarah Dunitz All rights reserved ABSTRACT Expanding Educational Empires: The USA, Great Britain, and British Africa, circa 1902-1944 Sarah Dunitz “Expanding Educational Empires” explores the interventions of American philanthropic foundations in educational programs for British Africa after the First World War. It reveals the extent to which a discourse of education – pedagogy and research – allowed American philanthropic groups, and the numerous governmental and nongovernmental organizations with which they cooperated, to shape the interwar British Empire, and institutionalize a colonial ideology that aligned with American corporate and cultural interests. American philanthropists portrayed these interwar colonial activities as benevolent, apolitical enterprises, glossing over the fact that their influence over the overlapping agencies with which they cooperated filtered easily into official organs of power. By the 1940s, when the Anglo-American partnership no longer served the interests of American-based global capital, American philanthropists performed an effortless volte-face against a mercantilist British Empire. They now found it expedient to invoke both their nation’s ingrained hostility to colonialism and their expertise in native affairs, which had been