Robert Hess – författare

The future of any society lies in its ability to train and socialize its young. The stability of its institutions, political systems, the productivity of its industrial resources, and the creativity of its intellectual talent reflect the success of those who have been given responsibility for shaping and developing its youth. If these teaching functions are not adequately performed, through failure of the agents, as a result of new demands created by new values, social, economic, or political change, pressures may emerge for the modification of socializing procedures, or for a change in the agents allocated responsibility for socialization.Some major questions answered in this book include: At what age should formal education begin? What effect does the timing of education have on a child's later social and educational development? Do pre-school years deserve the fiscal resources and professional talent now being allocated to them? Can socially and economically disadvantaged children be successfully educated without involving families and community? What is the role of technology in the early education process?This volume brings together the work of active and articulate spokespersons in the field of early education during the 1960s. It makes explicit the concepts, theories, and empirical data upon which the field as a whole is proceeding. These contributions from leading psychologists, child development researchers, and educators cover an unusually broad range of issues. Providing a reference on theories and existing programs in the field of early learning and offering many suggestions for the course and content of today's programs, this volume is important reading in child development and the psychology and sociology of education.

Sport and war have been closely linked in Australian and New Zealand society since the nineteenth century. Sport has, variously, been advocated as appropriate training for war, lambasted as a distraction from the war effort, and resorted to as an escape from wartime trials and tribulations. War has limited the fortunes of some sporting codes – and some individuals – while others have blossomed in the changed circumstances.The chapters in this book range widely over the broad subject of Australian and New Zealand sport and their relation to the cataclysmic world wars of the first half of the twentieth century. They examine the mythology of the links between sport and war, sporting codes, groups of sporting individuals, and individual sportspeople. Revealing complex and often unpredictable effects of total wars upon individuals and social groups which as always, created chaos, and the sporting field offered no exception. This book was originally published as a special issue of the International Journal of the History of Sport.

Sport and Christianity examines sport and Christianity from a variety of historical perspectives, with the main focus on the period from the nineteenth to the early twenty-first centuries. The book is not limited to a narrow definition of Christianity, but rather encompasses a wide range of denominations, related philosophies and viewpoints. The contributors are international, and the geographical range of their chapters is equally wide, extending, for example, from China to Argentina, and from Australia to Poland. Some chapters focus on a single sport such as gymnastics, soccer or Australian Rules football, while others look at modern sports more generally. Different methodological and theoretical approaches have been adopted, as contributors enter the debates on, for example, cultural imperialism, gender, changing Christian attitudes to leisure, or the intersection between religion, politics and sport. Demonstrating the many-sided significance of the relationship between Christianity and Sport, this book is ideal for scholars of Sport History and Christianity. This book was originally published as a special issue of The International Journal of the History of Sport.

Sport and Christianity examines sport and Christianity from a variety of historical perspectives, with the main focus on the period from the nineteenth to the early twenty-first centuries. The book is not limited to a narrow definition of Christianity, but rather encompasses a wide range of denominations, related philosophies and viewpoints. The contributors are international, and the geographical range of their chapters is equally wide, extending, for example, from China to Argentina, and from Australia to Poland. Some chapters focus on a single sport such as gymnastics, soccer or Australian Rules football, while others look at modern sports more generally. Different methodological and theoretical approaches have been adopted, as contributors enter the debates on, for example, cultural imperialism, gender, changing Christian attitudes to leisure, or the intersection between religion, politics and sport. Demonstrating the many-sided significance of the relationship between Christianity and Sport, this book is ideal for scholars of Sport History and Christianity. This book was originally published as a special issue of The International Journal of the History of Sport.

The future of any society lies in its ability to train and socialize its young. The stability of its institutions, political systems, the productivity of its industrial resources, and the creativity of its intellectual talent reflect the success of those who have been given responsibility for shaping and developing its youth. If these teaching functions are not adequately performed, through failure of the agents, as a result of new demands created by new values, social, economic, or political change, pressures may emerge for the modification of socializing procedures, or for a change in the agents allocated responsibility for socialization.Some major questions answered in this book include: At what age should formal education begin? What effect does the timing of education have on a child's later social and educational development? Do pre-school years deserve the fiscal resources and professional talent now being allocated to them? Can socially and economically disadvantaged children be successfully educated without involving families and community? What is the role of technology in the early education process?This volume brings together the work of active and articulate spokespersons in the field of early education during the 1960s. It makes explicit the concepts, theories, and empirical data upon which the field as a whole is proceeding. These contributions from leading psychologists, child development researchers, and educators cover an unusually broad range of issues. Providing a reference on theories and existing programs in the field of early learning and offering many suggestions for the course and content of today's programs, this volume is important reading in child development and the psychology and sociology of education.

Sport and war have been closely linked in Australian and New Zealand society since the nineteenth century. Sport has, variously, been advocated as appropriate training for war, lambasted as a distraction from the war effort, and resorted to as an escape from wartime trials and tribulations. War has limited the fortunes of some sporting codes – and some individuals – while others have blossomed in the changed circumstances.The chapters in this book range widely over the broad subject of Australian and New Zealand sport and their relation to the cataclysmic world wars of the first half of the twentieth century. They examine the mythology of the links between sport and war, sporting codes, groups of sporting individuals, and individual sportspeople. Revealing complex and often unpredictable effects of total wars upon individuals and social groups which as always, created chaos, and the sporting field offered no exception. This book was originally published as a special issue of the International Journal of the History of Sport.

Public education in America has undergone a vast series of changes during the last four decades. The majority of these changes are driven by policy—the most recent, No Child Left Behind—but regardless of laws passed, principals and school leaders across the country are scrambling to discover ways to unleash the next breakthrough in public education—success for all. In many parts of the country, that success must come on dwindling resources. Over the years much has been written about excellence, equity, and efficiency. The ongoing struggle for administrators and educational leaders is to discover how these apparent conflicting values can not only be survived but also managed to produce unprecedented results in school improvement. Excellence, Equity, and Efficiency presents a "Quality School Improvement" (QSI) framework for overcoming the conflict that exists between these values and provides recommendations for principals and policymakers to meet the demands for accountability and continuous improvement based upon that framework. Researched and written by a fulltime practicing principal in the field, this book: documents hundreds of actual events and struggles that principals have faced while attempting to manage the demands these values present, includes a story of the author's school and district that is successfully rejecting both the notion of social promotion and retention in their attempt to reconcile excellence, equity, and efficiency through the concept of priority leadership.