Secondary Education in the United States and England

1939 ◽  
Vol 47 (10) ◽  
pp. 742-754
Author(s):  
Harry K. Newburn
Keyword(s):  
United States ◽  
Secondary Education ◽  
The United States

The Reorganization Report of 1923

1951 ◽  
Vol 44 (2) ◽  
pp. 90-96
Author(s):  
Charles H. Butler
Keyword(s):  
United States ◽  
Secondary Education ◽  
Mathematics Teacher ◽  
Secondary Mathematics ◽  
The United States ◽  
National Committee ◽  
Late Professor ◽  
The Past ◽  
Educational Philosophies

An appreciative understanding of the position and the program of mathematics in the modern American scheme of secondary education can best be had by viewing it against the backdrop of history. Its evolution from the stereotyped arithmetic of colonial days to the comprehensive and varied offering of today represents a continuing effort to make mathematics contribute all it could toward the achievement of the broad aims of prevailing educational philosophies, and many influences have been operative in shaping its course. The story of the evolving program of secondary mathematics has been fully and well recounted in numerous books and articles. It is not the purpose of this paper to tell the whole story again, but merely to indicate something of the contribution of one important committee, and especially of one of its members, to the development of the program in mathematics in the United States in the past quarter of a century. This committee was the National Committee on Mathematical Requirements, and the member of it to whom reference was made was the late Professor Raleigh Schorling, to whose memory this issue of The Mathematics Teacher is dedicated.

Whiter Algebra?—A Challenge and a Plea

1930 ◽  
Vol 23 (2) ◽  
pp. 104-125
Author(s):  
William Betz
Keyword(s):  
United States ◽  
High Schools ◽  
Secondary Education ◽  
The United States ◽  
Traditional Curricula ◽  
Set Up

Four million boys and girls are now enrolled in the high schools of the United States. These young Americans are housed in approximately 25,000 public and 2,800 private high schools. They are being taught by at least 200,000 teachers. These impressive figures alone are perhaps sufficient to explain why the old machinery of education is breaking down. Of necessity, outworn practices are being discarded. Everywhere there is an atmosphere of expectancy, of change and suspense. "What next in secondary education?" has become a slogan that reaches into every nook and corner of the educational edifice. The traditional curricula are being revamped. New objectives are being set up and methods of teaching are being readjusted.

scholarly journals Barriers vs. bridges: undocumented immigrants' access to post-secondary education in the United States and Canada

2021 ◽  
Author(s):  
Marietta Armanyous
Keyword(s):  
United States ◽  
Secondary Education ◽  
Undocumented Immigrants ◽  
The United States ◽  
State Governments ◽  
Post Secondary Education ◽  
Human Right ◽  
Right To Education ◽  
Post Secondary ◽  
The Us

There is limited research available on the issue concerning undocumented immigrants’ access to post-secondary education in the Canadian context. This paper addresses this matter by highlighting the pro-access efforts currently being made in Canada and outlining various actions taken in the United States (US), which Canada can also implement. Guided by the human right to education as its theoretical framework, this paper examines the existing barriers to accessing post-secondary education that this particular marginalized group faces in Canada and the US. It assesses the policies that US state governments, US universities, and Canadian universities implemented (or plan to implement) to remove these barriers, thereby allowing undocumented immigrants to obtain formal post-secondary education. Key Words: undocumented immigrants; post-secondary education; human right to education; Canada; United States

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