Readings in American Educational History

1951 ◽  
Vol 38 (3) ◽  
pp. 552
Author(s):  
Edgar B. Wesley ◽  
Edgar W. Knight ◽  
Clifton L. Hall
Keyword(s):  
Educational History

scholarly journals Unhealthy life habits associated with self-induced vomiting and laxative misuse in Brazilian adolescents

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ana Luiza Gomes de Souza ◽  
Alexandre Aparecido de Almeida ◽  
Priscilla Rayanne E. Silva Noll ◽  
Matias Noll
Keyword(s):  
Eating Disorders ◽  
Sexual Intercourse ◽  
Illicit Drugs ◽  
Social Cognitive ◽  
Strong Association ◽  
Educational History ◽  
First Sexual Intercourse ◽  
Psychosocial Disorders ◽  
Life Habits ◽  
Physical Changes

AbstractAdolescence is a stage in life characterized by important social, cognitive, and physical changes. Adolescents are vulnerable to various psychosocial disorders, including eating disorders. We aimed to investigate the association between unhealthy habits, sociodemographic characteristics, and the practice of self-induced vomiting or laxative misuse in a representative sample of Brazilian adolescent girls and boys. Data from 102,072 students who participated in the National Adolescent School-based Health Survey were analyzed using the dependent variable: presence or absence of self-induced vomiting and/or laxative misuse; independent variables: consumption of unhealthy and high-calorie food items, age during first sexual intercourse, and the use of tobacco, alcohol, and/or illicit drugs. Associations between exposure and outcome were estimated using Poisson’s regression models stratified by sex, and including region, school, age group, and mother's educational history as adjustment variables. Eating ultra-processed foods and age during first sexual intercourse were associated with self-induced vomiting and laxative misuse only for girls; all other variables (consuming unhealthy foods and using legal or illicit substances) were associated with these behaviors for both sexes after applying adjustment variables. Early interventions focusing on changing unhealthy behaviors may prevent development of eating disorders in adolescents. Our findings demonstrate a strong association of many unhealthy habits with laxative misuse and self-induced vomiting practices in Brazilian adolescents.

THE ARCHIVES OF AMERICAN EDUCATIONAL HISTORY

1976 ◽  
Vol 2 (3) ◽  
pp. 285-297
Author(s):  
Francesco Cordasco
Keyword(s):  
Educational History

Achieving a Balance in Urban Educational History

1997 ◽  
Vol 23 (5) ◽  
pp. 623-632
Author(s):  
Campbell F. Lloyd
Keyword(s):  
Educational History

The “Millstätter Predigten” (Millstatt Sermons), Petrus Berchorius, and Mechthild of Magdeburg

Daphnis ◽  
2021 ◽  
Vol 50 (1) ◽  
pp. 59-84
Author(s):  
Sabine Seelbach
Keyword(s):  
Cultural Memory ◽  
Educational History ◽  
Mechthild Of Magdeburg ◽  
The World ◽  
History Of ◽  
History Of Use ◽  
Shed Light

Abstract This article presents the project “Virtual Benedictine library Millstatt” (www.virtbibmillstatt.com/), which is dedicated to the cultural memory and educational history of Carinthia in the broadest sense. It aims to reconstruct the hitherto little-known and little-researched corpus of manuscripts from the Benedictine Abbey of Millstatt, to identify its texts, and to shed light on their history of use. Against the background of the eventful history of ownership of the Millstatt library, the problems that arise when trying to reliably assign manuscripts scattered around the world to the Millstatt corpus are outlined. Examples will be used to show the extent to which external features (binding, signature system, accessories), but also text-internal indications, make the origin and ownership history of the manuscripts traceable. Spectacular new finds are presented, but also erroneous assumptions about the affiliation of certain texts to the reading canon of the Millstatt Benedictines are pointed out.

Affective Disorder, Paranatal and Educational Factors in the Offspring of Bipolar Manic-Depressives

1983 ◽  
Vol 28 (7) ◽  
pp. 527-531 ◽  
Author(s):  
Brent Waters ◽  
Irene Marchenko ◽  
Donna Smiley
Keyword(s):  
Affective Disorder ◽  
Early Onset ◽  
Adult Offspring ◽  
Educational History ◽  
Educational Factors ◽  
Pregnancy And Birth

Fifty-five of the 58 adult offspring of 17 bipolar manic-depressives were studied. Fifty-three were interviewed and some data were available on the two who had committed suicide. A detailed educational history and pregnancy and birth (paranatal) history were obtained and were corroborated by records where available. Thirty-two percent of the offspring met RDC criteria for major affective disorder, and 13 percent for minor affective disorder. Paranatal and educational problems, separately and together, were not associated with an enhanced risk to affective disorder, however they were significantly associated with an earlier onset to affective disorder. This association may be partly due to a relatively lower IQ among the early onset subjects.

Reconsidering a Classic: Assessing the History of Women's Higher Education a Dozen Years after Barbara Solomon

1997 ◽  
Vol 67 (4) ◽  
pp. 689-718 ◽  
Author(s):  
Linda Eisenmann
Keyword(s):  
Higher Education ◽  
The State ◽  
Historical Research ◽  
Access To Higher Education ◽  
Normal Schools ◽  
Educational History ◽  
Subsequent Research ◽  
History Of ◽  
Women's Higher Education ◽  
The Impact

In this article, Linda Eisenmann examines the role and impact of Barbara Solomon's now classic text in women's educational history, In the Company of Educated Women: A History of Women and Higher Education in America. Eisenmann analyzes how Solomon's book influenced, defined, and in some ways limited the field of women's educational history. She shows how current historical research — such as the study of normal schools and academies — grew out of Solomon's work. She points out where the book is innovative and indispensable and where it disappoints us as teachers and scholars in the 1990s. Eisenmann criticizes Solomon for placing too much emphasis on women's access to higher education, thereby ignoring the importance of wider historical and educational influences such as economics, women's occupational choices, and the treatment of women in society at large. Finally, Eisenmann examines the state of subsequent research in women's higher educational history. She urges researchers to investigate beyond the areas defined by Solomon's work and to assess the impact of these neglected subjects on women's experiences in education.

The Segregation of Black Students at Oberlin College after Reconstruction

2001 ◽  
Vol 41 (3) ◽  
pp. 344-364 ◽  
Author(s):  
Cally L. Waite
Keyword(s):  
Civil War ◽  
Black Students ◽  
Black Families ◽  
Important Place ◽  
Educational History ◽  
College Curriculum ◽  
The North ◽  
History Of ◽  
Oberlin College ◽  
One Year

The community of Oberlin, Ohio, located in the northeast corner of the state, holds an important place in the history of the education of Black Americans. In 1834, one year after its founding, the trustees of Oberlin College agreed to admit students, “irrespective of color.” They were the only college, at that time, to adopt such a policy. Oberlin's history as the first college to admit Black students and its subsequent abolitionist activities are crucial to the discussion of Black educational history. Opportunities for education before the Civil War were not common for most of the American population, but for Blacks, these opportunities were close to nonexistent. In the South, it was illegal for Blacks to learn to read or write. In the North, there was limited access to public schooling for Black families. In addition, during the early nineteenth century there were no Black colleges for students to attend. Although Bowdoin College boasted the first Black graduate in 1827, few other colleges before the Civil War opened their doors to Black students. Therefore, the opportunity that Oberlin offered to Black students was extraordinarily important. The decision to admit Black students to the college, and offer them the same access to the college curriculum as their white classmates, challenged the commonly perceived notion of Blacks as childlike, inferior, and incapable of learning.

scholarly journals Reflecting From the Margins of Education Faculties: Refiguring the Humanist, and Finding a Space for Story in History

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Theodore Michael Christou
Keyword(s):  
Teacher Education ◽  
John Dewey ◽  
History Of Education ◽  
Educational History ◽  
Education Teacher ◽  
Educational Foundations ◽  
History Of ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

Notwithstanding their traditional characterization as a foundations subject, history of education courses are marginal in pre-service teacher education. This marginalization is framed here in light of a broader concern for the discipline’s turn away from the humanities.  History of education’s fundamental purpose, it is argued, lies in the exploration of what it means to be human, and how education has historically been shaped by our values, authority, contexts, and norms.  Using stories drawn from literature and memoirs in the teaching of educational history is one means of exploring intersections of education with human cultures and societies across historical contexts.  History is etymologically linked with story telling, and both history and literature share narrative features; the two should not be conflated, however, due to distinctive disciplinary features of history, such as the requirement that any claims to truth require what John Dewey referred to as warranted assertability.Keywords: history of education, teacher education,educational foundations, humanities, literature, historical mindedness, John Dewey.

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