WorldCat Identities

Gagnon, Paul A.

Works: 16 works in 71 publications in 2 languages and 3,525 library holdings
Genres: History  Textbooks  Abstracts 
Roles: Author, Editor, Other
Publication Timeline
Most widely held works by Paul A Gagnon
France since 1789 by Paul A Gagnon( Book )

20 editions published between 1964 and 1972 in English and held by 1,250 WorldCat member libraries worldwide

Historical literacy : the case for history in American education by Bradley Commission on History in Schools( Book )

13 editions published between 1989 and 1991 in English and held by 1,147 WorldCat member libraries worldwide

Seventeen essays by the commission and America's leading historians on the issues facing the teaching of history
France : a modern history by Albert Léon Guérard( Book )

11 editions published between 1959 and 1969 in English and Undetermined and held by 815 WorldCat member libraries worldwide

The growth of France is traced through a succession of royal dynasties and republics. On this tapestry is woven the story of the French people, how they thought, worked, voted, and prayed, and of their allegiance to an ideal - the great republic of humanity at large
Democracy's half-told story : what American history textbooks should add by Paul A Gagnon( Book )

3 editions published in 1989 in English and held by 119 WorldCat member libraries worldwide

The first purpose of a high school course in U.S. history must be to help students understand the essence of democracy and those events, institutions, and forces that have either promoted or obstructed it. This review examines five textbooks and analyzes how useful they are in aiding that process, and how they might be made more helpful. The five texts are: (1) "a History of the United States" (D. Boorstin; B. Kelley); (2) "History of a Free People" (H. Bragdon; S. McCutchen); (3) "The United States: a History of the Republic" (J. Davidson; M. Lytle); (4) "People and Our Country" (N. Risjord; T. Haywoode); (5) "Triumph of the American Nation" (L. Todd; M. Curti). The texts are reviewed using topic divisions such as: "History's Role in Civic Education"; "Old World Backgrounds";"Civil War and Emancipation"; "Change and Reform Before World War I"; and "Depression, New Deal, and War Again." The textbooks under review are at one and the same time over-detailed and under-detailed: the first, because they try to mention something about everything; the second, because they fail to develop major themes in depth. They labor too hard to balance affirmation and negation of U.S. history, and the result is a detached neutrality, passionless about both the ugly and the beautiful moments in that history. The texts should convey the complication, drama, suspense, and the paradox of comedy and tragedy found in history. The Education for Democracy Project's Statement of Principles and its signatories are given in the appendix. (Ppb)
Educating democracy : state standards to ensure a civic core by Paul A Gagnon( Book )

2 editions published in 2003 in English and held by 12 WorldCat member libraries worldwide

Since before the nation's birth, people have been told that only an educated person can let public debate arise. At stake is democracy's gamble that enough people have and can show that they have sufficient grasp of public issues to liberate those leaders who would speak the truth and deter others from feeding the people minimum information. What, then, must people know? A study examined how 48 states (plus the District of Columbia (dc) and the U.S. Department of Defense (DoD) schools) chose to answer this question through their standards for social studies content in the secondary grades. The study examined all published standards documents from 48 states (Iowa and Rhode Island do not have state standards), dc, and the DoD schools. It deals only with what states say should be taught and learned. It does not evaluate teaching practices, or teacher preparation, school resources, or assessments of student achievement. Findings suggest wide variations among the states. This document is divided into three parts: (1) "Introduction: Why This Study and Why a Civic Core?"; (2) "Part One: How to Educate Democracy"; and (3) "Part Two: Reviews of Individual State Standards." Four appendices are included: (1) One Model of a Civic Core: Key Topics and Starting Points; (2) The Civic Core and the Use of Instructional Time; (3) State Responses; and (4) Education for Democracy: a Statement of Principles (1987). (bt)
Educating democracy : are we up to it? by Paul A Gagnon( Book )

1 edition published in 2005 in English and held by 8 WorldCat member libraries worldwide

Développement d'une nouvelle méthode de synthèse peptidique et études d'affinités d'une transflutaminase avec de nouveaux substrats fabriqués à l'aide de cette méthode by Paul A Gagnon( Book )

4 editions published between 2000 and 2001 in French and held by 3 WorldCat member libraries worldwide

Trois étapes du césaropapisme by Paul A Gagnon( Book )

3 editions published in 1952 in French and held by 2 WorldCat member libraries worldwide

Étude phénoménologique du sentiment de la perte d'identité au travail dans la perspective de la reconnaissance de soi et de l'appartenance dans une organisation publique by Paul A Gagnon( Book )

2 editions published between 1995 and 1996 in French and held by 2 WorldCat member libraries worldwide

The purposes of education in twentieth-century democracy by Paul A Gagnon( Book )

1 edition published in 1983 in English and held by 1 WorldCat member library worldwide

Seamless Subjects, Seamless Reform: Learning and Teaching Together, from Pre-School to Ph. D. Occasional Paper by Paul A Gagnon( Book )

1 edition published in 1993 in English and held by 1 WorldCat member library worldwide

This essay suggests that helping people learn any subject better is a job for everybody who teaches that subject, from preschool to Ph. D. To do the job well at any level requires knowing what teachers and students at all the other levels need to do, and need to have done for them, subject by subject. Most educators have ignored the seamless nature of levels of learning in a particular subject. They do this because they are usually preoccupied with one particular level of schooling, and because they do not think of organizing or reforming things by starting with subject matter or curriculum. They have focused on the processes, not the content, of education. This paper argues that curriculum, the subject matter, needs to come first in educational reform. A hypothetical eighth grade history course is described in which inclusive strategies of reform have improved the course and the education system as a whole. The paper traces the work of commissions and conferences on educational reform. The importance of close collaboration based on mutual respect among practitioners at the school, college, and graduate levels is discussed. United States Department of Education standards and state frameworks are cited for the development of criteria to establish national content standards that will turn the idea of multilevel collaboration into practice. (Dk)
Notched strength analysis of tensile specimens taken from a thick, filament-wound graphite/epoxy pressure vessel by Paul A Gagnon( )

1 edition published in 1987 in English and held by 1 WorldCat member library worldwide

France since 178 by Paul A Gagnon( Book )

1 edition published in 1964 in English and held by 1 WorldCat member library worldwide

French views of postwar America, 1919-1932 by Paul A Gagnon( Book )

1 edition published in 1960 in English and held by 1 WorldCat member library worldwide

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Audience level: 0.27 (from 0.18 for The purpos ... to 0.97 for Seamless S ...)

Alternative Names
Gagnon, Paul.

English (54)

French (9)