University of Chicago. Dept. of Educatio / University of Chicago. School of Educat
Librería Samer Atenea
Librería Aciertas (Toledo)
Kálamo Books
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'The School Review, Volume 17' presents a comprehensive look at educational thought and practice at the turn of the 20th century. Published under the auspices of the University of Chicago’s Department of Education and School of Education, this volume offers insights into the pressing issues facing educators, administrators, and policymakers of the time. Articles delve into curriculum development, pedagogical methods, and the evolving landscape of higher education. This historical record provides valuable context for understanding the roots of modern educational theory and the ongoing debates surrounding school reform. Scholars and educators alike will find this volume a rich resource for tracing the intellectual history of education and gaining a deeper appreciation for the challenges and triumphs of those who shaped the field.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
