Equal Educational Opportunity: Hearings, Ninety-first Congress, Second Session [and Ninety-second Congress, First Session], Часть 13U.S. Government Printing Office, 1971 |
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Стр. 5847
... administrators , parents , teachers , and students , an opportunity to make decisions together . A decisionmaking apparatus , assuring B group participation in power , as needed , to establish a mutually shared symbolic system in the ...
... administrators , parents , teachers , and students , an opportunity to make decisions together . A decisionmaking apparatus , assuring B group participation in power , as needed , to establish a mutually shared symbolic system in the ...
Стр. 5852
... , 1969 , p . 273-342 . 21 CAPTS - C is for community representative ; A means administrators ; P equals Parents ; T is for teachers and S is for students . component , the research and evaluation component and the in 5852.
... , 1969 , p . 273-342 . 21 CAPTS - C is for community representative ; A means administrators ; P equals Parents ; T is for teachers and S is for students . component , the research and evaluation component and the in 5852.
Стр. 5855
... administrators amenable to the collective decision model described above or administrators willing to share power . Let's look at an example of how this model would work : In 1966 at Forrestville High School , a high school located in ...
... administrators amenable to the collective decision model described above or administrators willing to share power . Let's look at an example of how this model would work : In 1966 at Forrestville High School , a high school located in ...
Стр. 5862
... administrator who is basically responsible to a system over which the community has no control . COMMUNITY BOARD TO CONTROL The community board must control - to the maximum extent— staffing , curriculum , financing , outside resources ...
... administrator who is basically responsible to a system over which the community has no control . COMMUNITY BOARD TO CONTROL The community board must control - to the maximum extent— staffing , curriculum , financing , outside resources ...
Стр. 5882
... administrators in . There was the statement that they couldn't find black administrators , or no one was qualified . And actually , the place from which they drew their administrators , these were people who had been superintendent of ...
... administrators in . There was the statement that they couldn't find black administrators , or no one was qualified . And actually , the place from which they drew their administrators , these were people who had been superintendent of ...
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achievement administrators American areas asked attitudes basic behavior Bernard Baruch black children black community black students Board of Education Brown Central State University Chicago child City classroom committee community control community school council Court culture curriculum Dayton Dayton Public Schools deal decisions dents desegregation Donnie Moore educa feel Frantz Fanon funds going grade groups HANDBOOK AND POLICY Haskins high school human inferior institutions integration kids kind Malcolm X Margaret Mead ment Morgan Community School munity National Negro Ohio oppressed parents participation person POLICY GUIDE poor principal problems public schools Puerto Rican question racial racism reform responsibility role school board school system segregation Senator MONDALE Sizemore skills Smith social society staff Student Rights Handbook talk teach teachers things Thomas tion University urban values W.E.B. Dubois York young
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Стр. 5845 - Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law; for the policy of separating the races is usually interpreted as denoting the inferiority of the Negro group. A sense of inferiority affects the motivation of a child to learn.
Стр. 5974 - We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority group of equal educational opportunities?
Стр. 5936 - ... shall be fined not more than two hundred dollars or imprisoned not more than one year, or both...
Стр. 5943 - ... whenever any form of government becomes destructive of these ends, it is the right of the people to alter or...
Стр. 5944 - When the funds are low and the debts are high, And you want to smile, but you have to sigh, When care is pressing you down a bit, Rest, if you must, but don't you quit.
Стр. 5973 - The object of the amendment was undoubtedly to enforce the absolute equality of the two races before the law, but in the nature of things it could not have been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political, equality, or a commingling of the two races upon terms unsatisfactory to either.
Стр. 6147 - See Harold Cruse, The Crisis of the Negro Intellectual (New York: William Morrow, 1967), pp.
Стр. 5928 - If there is no struggle there is no progress. Those who profess to favor freedom and yet depreciate agitation, are men who want crops without plowing up the ground, they want rain without thunder and lightning. They want the ocean without the awful roar of its many waters.
Стр. 5974 - Amendment (a) would a decree necessarily follow providing that, within the limits set by normal geographic school districting, Negro children should forthwith be admitted to schools of their choice, or (b) may this Court, in the exercise of its equity powers, permit an effective gradual adjustment to be brought about from existing segregated systems to a system not based on color distinctions?
Стр. 5973 - The most common instance of this is connected with the establishment of separate schools for white and colored children, which has been held to be a valid exercise of the legislative power even by courts of States where the political rights of the colored race have been longest and most earnestly enforced.