2492 Chapters
Medium 9781442267930

“Our Museum—Another Handsome Contribution”

Collections Rowman & Littlefield Publishers ePub

A Comparative Case Study of the Charleston Museum during its First Formative 150 Years

Barry L. Stiefel

Assistant Professor, Historic Preservation and Community Planning Program, College of Charleston, Charleston, SC; stiefelb@cofc.edu

Abstract    Founded in 1773 in the South Carolina colony, three years prior to American independence, the Charleston Museum was established as the first museum in what would become the United States. Originally, when first instituted by the Charleston Library Society (as a subscription library in 1748), the intent was to model the Charleston Museum on the British Museum. This paper examines the Charleston Museum’s trajectory as a collecting institution from its origins in cabinets of curiosities held at library and philosophical societies and small colleges of higher education to its independence as an institution and multiple structures (both historic and modern). In addition to examining the aforementioned connection with the British Museum, this paper compares the Charleston Museum with two other early American institutions—the Library Com pany and the Peale Museum—in order to draw out an understanding of the evolution of collections and exhibitions.

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Medium 9781475811551

Across the Void: Preparing Thoughtful Educational Leaders for Today’s Schools

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

CARL GLICKMAN

ABSTRACT: In this article, I examine my attempts as an instructor in a university-based school leadership program to cross the generational divide with my students by using democracy as the central concept for understanding what is meant by a quality American education for all children. I guide the course according to the democratic learning principles that my colleagues and I use in working with public schools on educational renewal and school improvement efforts. I try to be responsive to my graduate students in the same manner that I wish them to be responsive to each other and to me by asking them to painstakingly argue the opposite of what they believe about education and leadership. Educational assumptions are challenged through provocative research examples and case studies. At the end of the course, I must painfully evaluate myself on how successfully I have fairly judged the intellectual and imaginative quality of student work regardless of whether it agrees with my own vision and values of leadership.

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Medium 9781475817133

Viewing Reading Recovery as a Restructuring Phenomenon

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

JAMES S. RINEHART1

PAULA MYRICK SHORT2

ABSTRACT: This study investigated components of Reading Recovery that relate to a restructuring paradigm. Specifically, Reading Recovery was analyzed as a way to redesign teachers’ work, empower teachers, and affect the core technology of teaching. Data were collected by a survey that consisted of open-ended questions and of categorical response items. These items were analyzed using the restructuring paradigm. Implications for the restructuring of schools are discussed.

School restructuring gained attention with the Carnegie Forum Report, “A Nation Prepared: Teachers for the 21st Century” (1986). Authors of the report emphasized the need for the development of a school environment in which educators could decide how to meet state and local goals for children while being held accountable for student achievement. While much debate exists on the form that restructuring should take, approaches already may be underway that change the traditional format of teaching and learning. One such approach is the Reading Recovery Program.

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Medium 9781475815931

Legal

International Journal of Educational Reform Rowman & Littlefield Publishers ePub

Todd A. DeMitchell

Richard Fossey*

Don’t think that, by itself, [school-based management] will produce anything.

— Albert Shanker

president of AFT, 19881

The school-based management that has been heralded in this town is bogus.

— High school headmaster

Boston Public Schools, 1991

We shall never learn to . . . respect our real calling . . . unless we have taught ourselves to consider everything as moonshine, compared with the education of the heart.

— Sir Walter Scott

Site-based management, with its promise of teacher empowerment, shared decision making, and collegial relations between teachers and administrators, has become a popular school reform strategy.2 Indeed, several state legislatures now require school districts to implement sitebased management based on the belief that this is a promising means of improving the quality of the schools.3

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Medium 9781442229051

KING DAVID AND THE PSALMS OF IMPRECATION

Pro Ecclesia Rowman & Littlefield Publishers ePub

Gary A. Anderson

For both Jews and Christians, the book of Psalms has been a staple for prayer. Countless persons recite them on a daily basis, and many have committed large portions of this book, if not its entirety, to memory. Yet for all its attractions to one inclined toward prayer, the book of Psalms is not without its difficulties. Chief among these difficulties are the so-called imprecatory psalms, those psalms that take a somewhat morbid delight in hurling verbal curses upon one’s enemies. In the Catholic Church, the Liturgy of the Hours has constituted the means for daily recitation of the Psalms.1 This tradition of Divine Service is as old as Christian monastic devotion itself. In our own day, the imprecatory portions of the Psalms are no longer required reading for priests and monastics who are obliged to pray this office daily. As concerns the practice of the religious life, they have been removed from the record.

And who could blame these reformers for editing out these troublesome texts? Who is it, even among the most traditionally minded, who takes delight in urging divine retribution on one’s enemies? “O God, smash their teeth in their mouths; shatter the fangs of the lions,” our Psalmist exhorts (58:7). If this is not sufficiently repellent, consider Ps 137, the rather well-known psalm about the destruction of Jerusalem. Its opening lines of lamentation—“By the waters of Babylon we sat down and wept, as we gave thought to Zion”—have struck a sympathetic chord in the ears of many. But its closing lines have evoked no such sympathy: “a blessing on him who repays you in kind for what you have inflicted on us; a blessing on him who seizes your babies and dashes them against the rocks.” If these wishes for destruction are not a sufficient evil, consider the fact that the Psalmist will also, on occasion, implore God that he might be a witness to the desired acts of vengeance: “May the righteous rejoice when he sees revenge; may he bathe his feet in the blood of the wicked” (58:11). No shrinking violet, this fellow. Little wonder that nearly all modern commentators have found these texts a stumbling block for prayer.

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