大葉大學圖書館 |

The Maud Lindsay Free Kindergarten of Florence, Alabama.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	The Maud Lindsay Free Kindergarten of Florence, Alabama.
作者:	French, Melissa Brooks.
面頁冊數:	354 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1549.
Contained By:	Dissertation Abstracts International70-05A.
標題:	Education, Language and Literature.
標題:	Education, Early Childhood.
標題:	Education, History of.
ISBN:	9781109151992
摘要、提要註:	The purpose of this historical exploration was twofold. First, I set out to prove that Maud McKnight Lindsay, born in Tuscumbia, Alabama (1874-1941), deserves to be considered as one of the best-known female social reformers and exemplary kindergartners in the United States. Secondly, I researched the significant role of "place" that schools like Lindsay's Florence Free Kindergarten retain in the ongoing life of their communities, argued by the educational theory, "pedagogy of place" (Gruenewald, 2003). Lindsay, the youngest child of Sarah Winston Lindsay and Governor of Alabama, Robert Burns Lindsay, was educated primarily at home by her father and had only a few years of informal instruction in kindergarten practices. She maintained a long career as a kindergarten teacher and lecturer as well as a popular writer of children's literature. In 1898, at the urging of her friend and the Florence Free Kindergarten's founder, Lulie Jones, Lindsay began a forty-three year tenure as the principal and lead teacher of Alabama's first free kindergarten, established to serve the children of the town's poor white mill workers. Lindsay and Jones formed a "kindergarten club" of some thirty women that became the organizing arm of the school. Lindsay acted as their leader and representative into the broader world of social reform. In 2004, through the rediscovery of the kindergarten club's minutes, I was able to examine Lindsay's public life within the context of life in Alabama and throughout major historical events like the Great Depression and Word Wars I and II. In my historical inquiry, I relied on primary and secondary source material (including photographs and material objects from the kindergarten) to investigate Lindsay's connections to the Kindergarten Movement, the Settlement House Movement, and the Progressive Era in general. My research was conducted using both qualitative and historical methodologies including feminist scholarship, biographical material, the primary sources found in the club's minutes, and participant interviews with many of the kindergarten's former students now all in their seventies and eighties. My hope is that this research will add to our understanding of the significant link between schools, teachers, and the communities they serve.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3357647

The Maud Lindsay Free Kindergarten of Florence, Alabama.
French, Melissa Brooks.

The Maud Lindsay Free Kindergarten of Florence, Alabama. - 354 p.

Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1549.

Thesis (Ed.D.)--Boston University, 2009.

The purpose of this historical exploration was twofold. First, I set out to prove that Maud McKnight Lindsay, born in Tuscumbia, Alabama (1874-1941), deserves to be considered as one of the best-known female social reformers and exemplary kindergartners in the United States. Secondly, I researched the significant role of "place" that schools like Lindsay's Florence Free Kindergarten retain in the ongoing life of their communities, argued by the educational theory, "pedagogy of place" (Gruenewald, 2003). Lindsay, the youngest child of Sarah Winston Lindsay and Governor of Alabama, Robert Burns Lindsay, was educated primarily at home by her father and had only a few years of informal instruction in kindergarten practices. She maintained a long career as a kindergarten teacher and lecturer as well as a popular writer of children's literature. In 1898, at the urging of her friend and the Florence Free Kindergarten's founder, Lulie Jones, Lindsay began a forty-three year tenure as the principal and lead teacher of Alabama's first free kindergarten, established to serve the children of the town's poor white mill workers. Lindsay and Jones formed a "kindergarten club" of some thirty women that became the organizing arm of the school. Lindsay acted as their leader and representative into the broader world of social reform. In 2004, through the rediscovery of the kindergarten club's minutes, I was able to examine Lindsay's public life within the context of life in Alabama and throughout major historical events like the Great Depression and Word Wars I and II. In my historical inquiry, I relied on primary and secondary source material (including photographs and material objects from the kindergarten) to investigate Lindsay's connections to the Kindergarten Movement, the Settlement House Movement, and the Progressive Era in general. My research was conducted using both qualitative and historical methodologies including feminist scholarship, biographical material, the primary sources found in the club's minutes, and participant interviews with many of the kindergarten's former students now all in their seventies and eighties. My hope is that this research will add to our understanding of the significant link between schools, teachers, and the communities they serve.

ISBN: 9781109151992Subjects--Topical Terms:

423004
Education, Language and Literature.

The Maud Lindsay Free Kindergarten of Florence, Alabama.
LDR:03170nam 2200289 4500 001 344833
005 20100910124332.5
008 110817s2009 ||||||||||||||||| ||eng d
020 $a 9781109151992
035 $a (UMI)AAI3357647
035 $a AAI3357647
040 $a UMI $c UMI
100 1 $a French, Melissa Brooks. $3 423003
245 1 4 $a The Maud Lindsay Free Kindergarten of Florence, Alabama.
300 $a 354 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1549.
500 $a Adviser: Philip Tate.
502 $a Thesis (Ed.D.)--Boston University, 2009.
520 $a The purpose of this historical exploration was twofold. First, I set out to prove that Maud McKnight Lindsay, born in Tuscumbia, Alabama (1874-1941), deserves to be considered as one of the best-known female social reformers and exemplary kindergartners in the United States. Secondly, I researched the significant role of "place" that schools like Lindsay's Florence Free Kindergarten retain in the ongoing life of their communities, argued by the educational theory, "pedagogy of place" (Gruenewald, 2003). Lindsay, the youngest child of Sarah Winston Lindsay and Governor of Alabama, Robert Burns Lindsay, was educated primarily at home by her father and had only a few years of informal instruction in kindergarten practices. She maintained a long career as a kindergarten teacher and lecturer as well as a popular writer of children's literature. In 1898, at the urging of her friend and the Florence Free Kindergarten's founder, Lulie Jones, Lindsay began a forty-three year tenure as the principal and lead teacher of Alabama's first free kindergarten, established to serve the children of the town's poor white mill workers. Lindsay and Jones formed a "kindergarten club" of some thirty women that became the organizing arm of the school. Lindsay acted as their leader and representative into the broader world of social reform. In 2004, through the rediscovery of the kindergarten club's minutes, I was able to examine Lindsay's public life within the context of life in Alabama and throughout major historical events like the Great Depression and Word Wars I and II. In my historical inquiry, I relied on primary and secondary source material (including photographs and material objects from the kindergarten) to investigate Lindsay's connections to the Kindergarten Movement, the Settlement House Movement, and the Progressive Era in general. My research was conducted using both qualitative and historical methodologies including feminist scholarship, biographical material, the primary sources found in the club's minutes, and participant interviews with many of the kindergarten's former students now all in their seventies and eighties. My hope is that this research will add to our understanding of the significant link between schools, teachers, and the communities they serve.
590 $a School code: 0017.
650 4 $a Education, Language and Literature. $3 423004
650 4 $a Education, Early Childhood. $3 423005
650 4 $a Education, History of. $3 423006
690 $a 0279
690 $a 0518
690 $a 0520
710 2 $a Boston University. $3 422950
773 0 $t Dissertation Abstracts International $g 70-05A.
790 1 0 $a Tate, Philip, $e advisor
790 $a 0017
791 $a Ed.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3357647