Stanford University School of Education
Overview
| Works: | 2,615 works in 2,840 publications in 1 language and 6,940 library holdings |
|---|---|
| Genres: | Periodicals Film adaptations Educational films Conference papers and proceedings |
| Classifications: | LB2300, 378.05 |
Publication Timeline
.
Most widely held works about
Stanford University
- Inside schools : a collaborative view by J. Myron Atkin( Book )
- New building of the School of Education and a history of the work in education, 1891-1938 by Stanford University( Book )
- Research in mental deviation among children: a statement of the aims and purposes of the Buckel foundation by Lewis M Terman( Book )
- Human relations problems in the Stanford elementary student teaching program ... September, 1949 by George Edmond Dickson( )
- Education : an instrument of national goals by Cubberley Conference( Book )
- An evaluation of the teaching performance of student teachers at Stanford ... June, 1948 by Benoni Francis Gillette( )
- John D. Krumboltz papers by John D Krumboltz( )
- The role of the individual counsellor in the Stanford reading program by Alice Fulmar Gill( Book )
- Self-study report, School of Education, Stanford University, 1958-1961 by Stanford University( Book )
- An evaluative record of the Stanford Reading Center of 1940 by Garnet Everett Van Buskirk( )
- Minutes of the stated faculty meeting by Stanford University( )
- Human relationship problems in the Stanford secondary student teaching program ... September, 1950 by Lovell Ellwood Patmore( )
- An evaluation of the Stanford reading center program, summer 1939 by Alice M Dolan( Book )
- Identities and futures explored within a community of transitioning foster care youth participating in independent living programs by Grace Atukpawu( )
- An introduction to the study of education; a report of classroom aims, teaching methods, and student results by Walter Crosby Eells( Book )
- Accreditation report: School of Education, Stanford University by Stanford University( Book )
- 1975-76 Student evaluation of the program in administration and policy analysis, Stanford University School of Education : by Nancy L Conrath( )
- A critical appraisal of the Stanford Language Arts Investigation as contained in reviews of its publications by Thornton Clark Blayne( Book )
- Education : an instrument of national goals : papers presented at 1961 Cubberley Conference, School of Education, Stanford University by Cubberley Conference( Book )
- Five year plan by Institute for Research on Educational Finance and Governance (U.S.)( Book )
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fewer
Most widely held works by
Stanford University
Junior college journal(
)
in English and held by 507 WorldCat member libraries worldwide
Vols. 1- include the proceedings of the 11th-<24th> annual meetings of the American Association of Junior Colleges, 1930-<44>
in English and held by 507 WorldCat member libraries worldwide
Vols. 1- include the proceedings of the 11th-<24th> annual meetings of the American Association of Junior Colleges, 1930-<44>
Educational leadership and declining enrollments by
Lewis B Mayhew(
Book
)
3 editions published in 1974 in English and held by 334 WorldCat member libraries worldwide
This book is a report of a major curriculum revision undertaken by the faculty in educational administration in the School of Education, Stanford University. Sensing the educational needs of the 1970's and 1980's, the Stanford faculty pondered the kinds of administrative services likely to be needed and suggested one model that might have applicability beyond Stanford. The curriculum revision was conducted in the context of changes in education for the professions generally, changes detected in professional education, and recent policy analyses and pronuncements regarding all of American education. Part 1 contains the rationale for a new program in educational administration at Stanford, as well as an indication as to how a number of critical issues were resolved. Part 2 presents papers and summaries of papers prepared for an Invitational Conference held at Stanford in January 1974. This conference was intended as a means of obtaining reactions from the field of educational administration to what the Stanford faculty was proposing. The appendix presents a set of guidelines and course descriptions for the new program in educational administration as envisioned by the faculty after its curriculum study. (Author)
3 editions published in 1974 in English and held by 334 WorldCat member libraries worldwide
This book is a report of a major curriculum revision undertaken by the faculty in educational administration in the School of Education, Stanford University. Sensing the educational needs of the 1970's and 1980's, the Stanford faculty pondered the kinds of administrative services likely to be needed and suggested one model that might have applicability beyond Stanford. The curriculum revision was conducted in the context of changes in education for the professions generally, changes detected in professional education, and recent policy analyses and pronuncements regarding all of American education. Part 1 contains the rationale for a new program in educational administration at Stanford, as well as an indication as to how a number of critical issues were resolved. Part 2 presents papers and summaries of papers prepared for an Invitational Conference held at Stanford in January 1974. This conference was intended as a means of obtaining reactions from the field of educational administration to what the Stanford faculty was proposing. The appendix presents a set of guidelines and course descriptions for the new program in educational administration as envisioned by the faculty after its curriculum study. (Author)
Education : an instrument of national goals : papers presented at 1961 Cubberley Conference, School of Education, Stanford
University by Cubberley Conference(
Book
)
3 editions published in 1962 in English and held by 316 WorldCat member libraries worldwide
3 editions published in 1962 in English and held by 316 WorldCat member libraries worldwide
Alaska natives; a survey of their sociological and educational status by
H. Dewey Anderson(
Book
)
9 editions published between 1935 and 1973 in English and held by 297 WorldCat member libraries worldwide
First published in 1935 by Standford University Press
9 editions published between 1935 and 1973 in English and held by 297 WorldCat member libraries worldwide
First published in 1935 by Standford University Press
Education in wartime and after by
Stanford University(
Book
)
6 editions published in 1943 in English and held by 248 WorldCat member libraries worldwide
6 editions published in 1943 in English and held by 248 WorldCat member libraries worldwide
The challenge of education; an introduction to education by
Stanford University(
Book
)
5 editions published in 1937 in English and held by 226 WorldCat member libraries worldwide
5 editions published in 1937 in English and held by 226 WorldCat member libraries worldwide
Stanford education conference. Social education by Stanford Education Conference(
Book
)
4 editions published in 1939 in English and held by 158 WorldCat member libraries worldwide
4 editions published in 1939 in English and held by 158 WorldCat member libraries worldwide
Aviation education source book; subject matter and activities drawn from aviation, suitable for inclusion in textbooks and
courses of study for elementary and junior high grades by
Stanford University(
Book
)
4 editions published in 1946 in English and held by 134 WorldCat member libraries worldwide
4 editions published in 1946 in English and held by 134 WorldCat member libraries worldwide
The social studies : curriculum proposals for the future by Cubberley Conference(
Book
)
3 editions published in 1963 in English and held by 134 WorldCat member libraries worldwide
3 editions published in 1963 in English and held by 134 WorldCat member libraries worldwide
The learning classroom. theory into practice(
Visual
)
3 editions published between 2002 and 2003 in English and held by 102 WorldCat member libraries worldwide
"This video-based course is an exploration of learning theory appropriate for grades K-12 and all subject areas-- for the training of preservice teachers and the professional development of inservice teachers. Hosted by Stanford University professor Linda Darling-Hammond, the 13 half-hour programs illustrate a variety of learning theories with applications to classroom practice. A Web site and print guide supplement the videos, with background readings, questions for discussion, and ongoing assignments that bring theory into practice."--Web site
3 editions published between 2002 and 2003 in English and held by 102 WorldCat member libraries worldwide
"This video-based course is an exploration of learning theory appropriate for grades K-12 and all subject areas-- for the training of preservice teachers and the professional development of inservice teachers. Hosted by Stanford University professor Linda Darling-Hammond, the 13 half-hour programs illustrate a variety of learning theories with applications to classroom practice. A Web site and print guide supplement the videos, with background readings, questions for discussion, and ongoing assignments that bring theory into practice."--Web site
Junior college journal(
)
in English and held by 90 WorldCat member libraries worldwide
Vols. 1- include the proceedings of the 11th-<24th> annual meetings of the American Association of Junior Colleges, 1930-<44>
in English and held by 90 WorldCat member libraries worldwide
Vols. 1- include the proceedings of the 11th-<24th> annual meetings of the American Association of Junior Colleges, 1930-<44>
Determinants of educational expenditures in large cities of the United States by
H. Thomas James(
Book
)
2 editions published in 1966 in English and held by 88 WorldCat member libraries worldwide
This report is a study of the processes by which money is allocated to the support of educational services in the public schools in large cities of the united states. Implicit in the rationale are the assumptions that resources available for the support of public education are rarely sufficient to satisfy all the demands made upon them, and that determinations about the level of public school financial support are almost always made in competitive situations. The rationale postulates three major determinants of educational expenditures in the public sphere--(1) a set of shared expectations for educational services, (2) the availability of wealth from which funds for schools can be allocated, and (3) a political system that allows the expression of demands and access to the ability. The sample for the study comprised 107 of the 119 largest school districts in the U.S. in 1960. the distribution in ada ranged from approximately 20,000 to 1,000,000 students. The 107 districts were located in 36 states. The largest number of districts in any one state was 11. in california (hemmed in by a growing body of state regulations, state-mandated services, levy limitations, salary schedules, and other staff benefits), the typical board of education may become partially immobilized, and thus attempt only relatively minor adjustments in the school budget. The prognosis will remain pessimistic until social policy for education in cities is determined on grounds other than the availability of resources under tax structure designed decades ago. (Jl)
2 editions published in 1966 in English and held by 88 WorldCat member libraries worldwide
This report is a study of the processes by which money is allocated to the support of educational services in the public schools in large cities of the united states. Implicit in the rationale are the assumptions that resources available for the support of public education are rarely sufficient to satisfy all the demands made upon them, and that determinations about the level of public school financial support are almost always made in competitive situations. The rationale postulates three major determinants of educational expenditures in the public sphere--(1) a set of shared expectations for educational services, (2) the availability of wealth from which funds for schools can be allocated, and (3) a political system that allows the expression of demands and access to the ability. The sample for the study comprised 107 of the 119 largest school districts in the U.S. in 1960. the distribution in ada ranged from approximately 20,000 to 1,000,000 students. The 107 districts were located in 36 states. The largest number of districts in any one state was 11. in california (hemmed in by a growing body of state regulations, state-mandated services, levy limitations, salary schedules, and other staff benefits), the typical board of education may become partially immobilized, and thus attempt only relatively minor adjustments in the school budget. The prognosis will remain pessimistic until social policy for education in cities is determined on grounds other than the availability of resources under tax structure designed decades ago. (Jl)
Wealth, expenditure and decision-making for education by
H. Thomas James(
Book
)
7 editions published between 1963 and 1971 in English and held by 72 WorldCat member libraries worldwide
The second in a series of studies of the processes by which resources in the united states are allocated to the support of public education is presented. A rationale for the study of school finance was formulated and applied to explain variations in expenditures associated with state efforts to equalize both educational benefits and tax loads. Explorations of the interaction of wealth and expenditures for education were made using three models. An analysis of fiscal independence vs. Dependence in the relationships of local school districts to other governmental agencies is presented. The study recognizes that higher levels of property valuation and income result in higher levels of expenditure for education, but that education produces a more efficient labor force and higher levels of personal income. Numerous tables and charts are appended
7 editions published between 1963 and 1971 in English and held by 72 WorldCat member libraries worldwide
The second in a series of studies of the processes by which resources in the united states are allocated to the support of public education is presented. A rationale for the study of school finance was formulated and applied to explain variations in expenditures associated with state efforts to equalize both educational benefits and tax loads. Explorations of the interaction of wealth and expenditures for education were made using three models. An analysis of fiscal independence vs. Dependence in the relationships of local school districts to other governmental agencies is presented. The study recognizes that higher levels of property valuation and income result in higher levels of expenditure for education, but that education produces a more efficient labor force and higher levels of personal income. Numerous tables and charts are appended
Communities and their schools by
Stanford University(
Book
)
3 editions published in 1960 in English and held by 61 WorldCat member libraries worldwide
3 editions published in 1960 in English and held by 61 WorldCat member libraries worldwide
Race and educational employment by Craig Richards(
Book
)
2 editions published in 1982 in English and held by 55 WorldCat member libraries worldwide
Using quantitative analysis, researchers studied the patterns of employment and assignment for Black, Anglo (White), and Hispanic teachers in California's public schools. After reviewing data on minority teacher and professional employment in the national public and private sectors and in California teaching, the authors discuss alternative explanations of minority employment patterns, based on either supply or demand factors. Using Multinomial Logit Analysis, they construct a mathematical model of the interrelationships among teacher employment and assignment, teacher race, and minority student desegregation. Data on school educational level, racial and ethnic changes in the student population, and teacher race, sex, education, experience, and bilingual certification were gathered from the 1981 survey of all California public school teachers. The authors find that teachers are assigned on the basis of schools' racial composition; that changes in the population of Anglo, Black, and Hispanic students contribute to racially based teacher employment and assignment; and that bilingual education programs help increase the segregation of Hispanic teachers into schools with larger percentages of Hispanic students. Implications for social theory and public policy are briefly discussed. An appendix offers further explanation of the mathematical model. (Rw)
2 editions published in 1982 in English and held by 55 WorldCat member libraries worldwide
Using quantitative analysis, researchers studied the patterns of employment and assignment for Black, Anglo (White), and Hispanic teachers in California's public schools. After reviewing data on minority teacher and professional employment in the national public and private sectors and in California teaching, the authors discuss alternative explanations of minority employment patterns, based on either supply or demand factors. Using Multinomial Logit Analysis, they construct a mathematical model of the interrelationships among teacher employment and assignment, teacher race, and minority student desegregation. Data on school educational level, racial and ethnic changes in the student population, and teacher race, sex, education, experience, and bilingual certification were gathered from the 1981 survey of all California public school teachers. The authors find that teachers are assigned on the basis of schools' racial composition; that changes in the population of Anglo, Black, and Hispanic students contribute to racially based teacher employment and assignment; and that bilingual education programs help increase the segregation of Hispanic teachers into schools with larger percentages of Hispanic students. Implications for social theory and public policy are briefly discussed. An appendix offers further explanation of the mathematical model. (Rw)
Limited monarch : the rise and fall of student rights by
Lawrence M Friedman(
Book
)
3 editions published in 1982 in English and held by 54 WorldCat member libraries worldwide
A survey of court litigation traces the development of case law regarding the substantive rights of elementary and high school students in relation to school board rules and regulations. The survey reveals the gradual "judicialization" (conversion of conflicts into court cases) of educational governance and the delimiting of the school board's "limited monarchy." In the 19th century there were few cases. They dealt with attendance, student conduct, school rules, corporal punishment, parental authority, and, at the end of the century, vaccination. In most cases the conflict had more to do with parents and their rights in relation to the school board than with the students' own rights. Cases became moderately more common in the early 20th century, up through the early 1960s. The issues involved included vaccination, student fraternities, and married students. The mid-1960s through the early 1970s saw an eruption of student rights cases, mostly about personal grooming (specifically, hair length). Unlike earlier cases, these concerned constitutional issues of personal liberty and were tried in federal courts. A table covering the years 1899-1978 presents data by decades on the number of student rights cases, the national rate of cases per pupil, the percentage won by students, the proportion in federal court, and the most common issues. (Rw)
3 editions published in 1982 in English and held by 54 WorldCat member libraries worldwide
A survey of court litigation traces the development of case law regarding the substantive rights of elementary and high school students in relation to school board rules and regulations. The survey reveals the gradual "judicialization" (conversion of conflicts into court cases) of educational governance and the delimiting of the school board's "limited monarchy." In the 19th century there were few cases. They dealt with attendance, student conduct, school rules, corporal punishment, parental authority, and, at the end of the century, vaccination. In most cases the conflict had more to do with parents and their rights in relation to the school board than with the students' own rights. Cases became moderately more common in the early 20th century, up through the early 1960s. The issues involved included vaccination, student fraternities, and married students. The mid-1960s through the early 1970s saw an eruption of student rights cases, mostly about personal grooming (specifically, hair length). Unlike earlier cases, these concerned constitutional issues of personal liberty and were tried in federal courts. A table covering the years 1899-1978 presents data by decades on the number of student rights cases, the national rate of cases per pupil, the percentage won by students, the proportion in federal court, and the most common issues. (Rw)
A working seminar on the improvement of the social studies curriculum by
G. Wesley Sowards(
Book
)
2 editions published in 1963 in English and held by 50 WorldCat member libraries worldwide
The possibilities of expanding or condensing the social studies curricula in public schools were discussed. A one week seminar considered the following--the part of social studies in school curriculum, satisfaction with present practices, public reluctance to allow social studies to deal with social reality and the extent to which this attitude acts as an obstacle to curriculum, the need for improved and new instructional materials, the education of teachers, curriculum design, research need, problems of priority, and feasibility of accomplishing these improvements. It was concluded that goal-agreement was of utmost importance. Research and development projects are listed and discussed as well as teacher education and financial support
2 editions published in 1963 in English and held by 50 WorldCat member libraries worldwide
The possibilities of expanding or condensing the social studies curricula in public schools were discussed. A one week seminar considered the following--the part of social studies in school curriculum, satisfaction with present practices, public reluctance to allow social studies to deal with social reality and the extent to which this attitude acts as an obstacle to curriculum, the need for improved and new instructional materials, the education of teachers, curriculum design, research need, problems of priority, and feasibility of accomplishing these improvements. It was concluded that goal-agreement was of utmost importance. Research and development projects are listed and discussed as well as teacher education and financial support
Status treatments for the classroom(
Visual
)
4 editions published in 1994 in English and held by 48 WorldCat member libraries worldwide
Behavior recorded in ethnically and academically heterogeneous classrooms shows status problems and their treatment by practicing teachers. The narrator explains the origin of status problems, how the problems inhibit learning, and the rationale for the treatment strategies
4 editions published in 1994 in English and held by 48 WorldCat member libraries worldwide
Behavior recorded in ethnically and academically heterogeneous classrooms shows status problems and their treatment by practicing teachers. The narrator explains the origin of status problems, how the problems inhibit learning, and the rationale for the treatment strategies
School revenue systems in five states, report of a pilot study by
H. Thomas James(
Book
)
6 editions published in 1961 in English and held by 48 WorldCat member libraries worldwide
State-administered, educational revenue systems were compared in five states to systems in the same states which rely greatly upon local district property taxes and voluntary contributions for educational expenses. A pilot survey covered the states of california, nebraska, new jersey, washington, and wisconsin, and was designed to determine the effectiveness of their state and local educational finance systems in meeting the fiscal goals of equality and excellence. The first phase of the project was concerned with processes and mechanisms for allocating resources to local units within the institution of a state school system, referencing particularly the conditions of equity in allocation procedures. Secondly, some exploratory efforts were directed to--(1) the relationship of educational expenditures in one time period to national productivity in a subsequent period, (2) the effect of high levels of enrollment in non-tax-supported schools on the availability of resources for public school support, (3) the effect of fiscal dependence or independence on public school support, and (4) the relationship between the wealth of a district and the way in which expenditures are distributed among budget line items. Overall, about 320 separate school districts were studied. The findings of this study were inconclusive, as analytical cross-correlations made from the survey results revealed variables in almost every area of exploration which warranted further research. (Jh)
6 editions published in 1961 in English and held by 48 WorldCat member libraries worldwide
State-administered, educational revenue systems were compared in five states to systems in the same states which rely greatly upon local district property taxes and voluntary contributions for educational expenses. A pilot survey covered the states of california, nebraska, new jersey, washington, and wisconsin, and was designed to determine the effectiveness of their state and local educational finance systems in meeting the fiscal goals of equality and excellence. The first phase of the project was concerned with processes and mechanisms for allocating resources to local units within the institution of a state school system, referencing particularly the conditions of equity in allocation procedures. Secondly, some exploratory efforts were directed to--(1) the relationship of educational expenditures in one time period to national productivity in a subsequent period, (2) the effect of high levels of enrollment in non-tax-supported schools on the availability of resources for public school support, (3) the effect of fiscal dependence or independence on public school support, and (4) the relationship between the wealth of a district and the way in which expenditures are distributed among budget line items. Overall, about 320 separate school districts were studied. The findings of this study were inconclusive, as analytical cross-correlations made from the survey results revealed variables in almost every area of exploration which warranted further research. (Jh)
School planning conferences 1952 report. [Material compiled during the 1952 summer program in school planning at Stanford] by
Stanford University(
Book
)
3 editions published between 1952 and 1953 in English and held by 31 WorldCat member libraries worldwide
3 editions published between 1952 and 1953 in English and held by 31 WorldCat member libraries worldwide
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Related Identities
- Eells, Walter Crosby 1886-1962 Author Editor
- American Association of Junior Colleges
- Hanna, Paul Robert 1902- Author Editor
- Patrick, Cynthia L.
- Atkin, J. Myron Author
- Kennedy, Donald 1931-
- Mayhew, Lewis B. Author
- Stanford University Committee on Administration and Policy Analysis
- United States Office of Education
- Anderson, H. Dewey (Hobson Dewey) 1897- Author
Associated Subjects
Aeronautics--Study and teaching Alaska Alaska Natives Aleuts Buildings California California--Stanford Civilization Cognitive learning College-school cooperation Education Education, Bilingual Educational law and legislation Education and state Education--Finance Education--Research Emotional intelligence Eskimos Faculty integration Group work in education High schools Hispanic Americans--Employment Indians of North America Interaction analysis in education Junior colleges Learning Learning, Psychology of Learning strategies Minorities in the professions Multiculturalism Multiple intelligences Nebraska New Jersey School budgets School buildings Schools--Public relations Social learning Social sciences--Study and teaching Stanford University Stanford University.--School of Education Students--Legal status, laws, etc Teachers--Selection and appointment Teaching Teaching--Aids and devices United States Universities and colleges--Administration War and education Washington (State) Wisconsin World War (1939-1945)
Alternative Names
Stanford University. Graduate School of Education
National institute of education
National institute of education Etats-Unis School of education
School of Education
School of Education Faculty.
School of Education Stanford University.
Stanford University. Department of Education
Stanford University. Department of the History and Art of Education
Stanford University Dept. of Education
Stanford University Dept. of the History and Art of Education
Stanford university School of education
Stanford University School of Education Faculty
SUSE.
Languages