Rural African Americans and Progressive Reform

Histories of African Americans in the postbellum rural South tend to depict sharecroppers and tenants as victims of the crop lien system, racism, and the capitalization of agriculture. This paper concentrates instead on rural re? formers who celebrated life in the country and believed that comfortable homes, better schools, and wholesome residents could free blacks from bondage. Their agrarian ideology reflected Euro-American influences; most believed in the Jeffersonian rhetoric that linked land ownership to virtue and independence. Because they realized that the crop lien system made prop? erty acquisition an impossible dream for most blacks, they advocated diversification and sustainable agriculture as a means to challenge the eco? nomic limitations of this system. They pursued reform from their office desks rather than from cotton fields. Some posed political challenges, but most African American agrarians, intent on creating an educated, moral, and thrifty rural population, found that cooperating with white authority furthered their goals. Rural African American landowners looked toward these new leaders for guidance during a period of intense change between the 1880s and World War I

Reflections on Personalized Games-Based Learning: How Automation Is Shaped Within Everyday School Practices

Digital games for primary education are often designed to foster children’s learning through motivated practice with core subjects, such as literacy and math. Over the years, and accelerated by the pandemic, these games have become an embedded part of the primary school classroom. Many of them rely on AI and thus automation to adapt children’s learning game tasks and personalize the learning to the child’s learning needs. While removing the requirement for the teacher to plan what students do with the technology, children’s engagement with digital learning tasks, and the digital reports generated as a result have also been proposed to be a critical way to help teachers deliver targeted and time-efficient teaching interventions to those who need them the most [6], [9]

Moving English forward : action to raise standards in English

"This report sets out to answer the question: how can attainment in English be raised in order to move English forward in schools? It is recommended to all who teach the subject, those who lead the subject, and headteachers of primary and secondary schools. The findings are based principally on evidence from inspections of English between April 2008 and March 2011 in 268 maintained schools in England. Part A highlights the main strengths and weaknesses in English and presents the evidence from the survey inspection visits. Part B draws on this inspection evidence to analyse 10 areas of weakness and recommend appropriate action to improve practice in each area" - front cover