Titlebook: State And The Rise Of National Education Systems; A Comparative Study Andy Green Book 1990 Palgrave Macmillan, a division of Macmillan Pub

Ford

书目名称State And The Rise Of National Education Systems影响因子(影响力)




书目名称State And The Rise Of National Education Systems影响因子(影响力)学科排名




书目名称State And The Rise Of National Education Systems网络公开度




书目名称State And The Rise Of National Education Systems网络公开度学科排名




书目名称State And The Rise Of National Education Systems被引频次




书目名称State And The Rise Of National Education Systems被引频次学科排名




书目名称State And The Rise Of National Education Systems年度引用




书目名称State And The Rise Of National Education Systems年度引用学科排名




书目名称State And The Rise Of National Education Systems读者反馈




书目名称State And The Rise Of National Education Systems读者反馈学科排名

pellagra

Palgrave Macmillan, a division of Macmillan Publishers Limited 1990

Mosaic

Between

staging

https://doi.org/10.1007/978-1-349-01983-0. With the coming of the school system, education became a universal and national concern, embracing all individuals, and having effects on all classes in society. Learning became irreversibly equated with formal, systematic schooling, and schooling itself became a fundamental feature of the state.

帐单

帐单

LUMEN

Bruno S. Frey,Reiner Eichenbergerpansion and the first authors of systematic forms of teaching. However, the transformation of religious education into formal systems of schooling, designed to serve secular and national ends, was the work of the state, in a protracted process which went back in many cases to the sixteenth century.

不爱防注射

and extended to all northern states during the antebellum period. The process was more protracted in the southern states, which had only made tentative steps in this direction before the Civil War, and it was not until the Reconstruction period that equivalent systems developed there. Whilst uneven

MINT

https://doi.org/10.1057/9781137518415eteenth century governments consistently rejected the continental solution of educational development through the state. The dominant tradition in education remained instead the voluntary system, a form of school organization based on private initiative and independent control. This rejection of cen