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by Marvin Alkin — 1968
The major focus of this chapter is upon recommendations for the financing of needed programs of education in American metropolitan areas. The discussion of the background of the financial problems will be limited to that which is necessary for clarification and support of the recommendations presented.

by Seymour Sacks — 1968
In this chapter the fiscal aspects of central city and suburban public education will be considered in some detail, both individually and in relation to each other. It should be noted at this point that, in comparing central cities to their outside central city areas, the latter include not only the "suburbs" but rural areas and urban areas which, except for size, resemble socially and economically their central city counterparts.

by Norman Beckman — 1968
Since the fate of education is inextricably bound up with the effective working of our federal system in metropolitan areas, it is important to better understand this federal-state-local environment in which education must operate. For, if education and a strong federal system do not hang together, they will hang separately.

by David Minar — 1968
The people of the metropolis have fostered metropolitan fragmentation in general and fragmentation of the map of school jurisdictions in particular. Counter pressures have developed, to be sure, and these have experienced limited success in some areas; processes and mechanisms of reintegration will be discussed in the pages which follow. At present, however, the jurisdictional picture of the metropolitan area remains fractured, patched, and uneven.

by Claude Fawcett — 1968
The metropolitanization of education is bringing about a quiet but thoroughgoing revolution in education-related professions. As schools adapt to the problems of the education of young people in the inner city, in the suburbs, in the special population areas produced by ethnic or religious groupings, and so on, they take on different and sometimes unusual goals of education.

by E. Fretwell, Jr. — 1968
This chapter will (a) describe some of the relatively unique characteristics of the metropolitan environment as they relate to postsecondary education, (b) indicate representative types of educational institutional settings, (c) present three selected cases of what is actually happening in a huge metropolitan area, a middle-sized urban area, and a smaller city, (d) discuss future problems and possible solutions, and (e) suggest criteria for evaluating opportunities for post-secondary education in metropolitan areas.

by Abbott Kaplan — 1968
Metropolitan areas play a particularly crucial role in the development of cultural tastes and interests. They are the centers of artistic talent and cultural resources. This is so because they not only afford artists the contact with and the stimulus of their colleagues but have sufficient density of population to provide audiences for and consumers of their work.

by Donald Erickson & Andrew Greeley — 1968
If recent charges are warranted, non-public schools exacerbate the problems of the metropolis. These schools attract growing proportions of middle-class patrons, it is said, threatening to make public education a "dumping ground" and compromising its support. They constrict citizen concern to the "in-group" when it should be broadened to the metropolis. By maintaining substandard programs, they deprive the urban complex of much potential talent.

by Vincent Conroy — 1968
This chapter presents a summary of a survey of the educational needs of Hartford, Connecticut, made by the Center for Field Studies of the Harvard University Graduate School of Education.

by Clifford Hooker, Van Mueller & Donald Davis — 1968
This is a case study of co-operation among school districts in a metropolitan setting. The study focuses principally on the co-operative mechanism which links the public school districts of the Minneapolis-St. Paul metropolitan area. Effort is made not to present this area as exemplary of the highest order of interdistrict cooperation but rather to suggest some approaches which have proven to be both practical and promising.

by John Harris, Robert Hemberger & Frederick Goodnight — 1968
It is difficult, if not impossible, to separate the consolidation of two large school systems—one a city system and one a county system—from the total Nashville-Davidson County municipal movement toward a metropolitan form of government. This unification represented far more than a merging of two systems; in actuality, a city and a county had grown together.

by Henry Miller — 1968
The objectives of this dialogue are twofold: to indicate the continuity of the Urban Education movement with many of Dewey's ideas; to view Urban Education in relation to Dewey's educational philosophy.

by Maxine Greene — 1966

by Lester Granger — 1952
The text of Lester Granger's talk given at William Kilpatrick's eightieth birthday celebration in 1951.

by Elizabeth Golterman — 1949
In order to illustrate the principles that might well characterize the operation of audio-visual programs in city school systems, the author has devoted this Chapter primarily to a rather complete description of the organization and administration of the Division of Audio-visual Education in the St. Louis public schools.

by Mary Harden — 1942
Although particular emphasis today is being placed upon the immediate necessity for concrete wartime defense education, probably one of the most pressing and urgent needs of such education is to help children of all ages to understand the significance and importance of continued democracy for them.

by Ernest Osborne — 1942
Educators today must face the challenges that an all-out war brings. This article discusses the task for educators.

by William Russell — 1942
In discussing post-war education there are two possible ways of treating the subject. One can picture education as he would wish it to be; or he can imagine what he thinks, from present trends, it is likely to become. This article combines the two approaches, tempering ambition with the practical.

by Walter Behrendt — 1941
From a recent report by the National Resources Committee, entitled Our Cities: Their Role in the National Economy, it is to be gathered that the American city, at present, is heading for a serious crisis: an alarming intimation, indeed, but no news to those who, for any time, have worked and lived in a city. They know, from their own experience, that the unrestricted growth of cities threatens a serious crisis in urban life.

by Franklin Bobbitt — 1913
At a time when so much discussion is being given to the possibilities of "scientific management" in the world of material production, it seems desirable that the principles of this more effective form of management be examined in order to ascertain the possibility of applying them to the problems of educational management and supervision. This paper attempts to suggest what some of the principles would probably mean when applied to the labors of our field.

by John Hall — 1913
Cincinnati maintains a unique scheme for the supervision of teachers during their first years of service. The supervision begins when, as students in the city university, the prospective teachers are doing practice teaching in the public schools. It continues under the direction of the university authorities during a period of cadetting and after appointment to regular teaching. This co-operative relation between city public-school system and the city university is administered through the College for Teachers which is maintained jointly by the university and the city board of education. This college is engaged primarily in training teachers for the elementary schools of the city in a four-year course which leads to a standard Bachelor's degree. Professor Hall who has charge of the scheme of supervision has provided the following description of certain of its aspects.

by J. D. Wolcott — 1913

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