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Gary (Indiana) Model
The Gary, Indiana, public schools, developed by Superintendent William A. Wirt (1874–1938), quickly grew into a famous example of progressive education. Born in eastern Indiana, Wirt attended nearby Bluffton High School, graduated from DePauw University, and returned to Blufften as school superintendent in 1899. His school innovations, particularly a diversified elementary curriculum, led to his move to Gary in 1907. Founded by U.S. Steel Corporation the previous year, Gary grew quickly and attracted a heterogeneous population, many from eastern and southern Europe.
The Work-Study-Play system, or Platoon School Plan, as it was later known, focused on two central features, but only in the elementary grades. Wirt believed in maximizing school facilities by constant use of all classrooms. He also expanded the curriculum to include manual ...
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- Great Depression
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- Marxism
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- Accountability
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- Educational Indicators
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- History Standards, National
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- Intelligence, Theories of
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- Nation at Risk, A
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- U.S. Department of Education
- History of Education
- Activism and the Social Foundations of Education
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- After-School Education
- American Education, Themes in the History of
- American Sign Language
- Biliteracy
- Catholic Education, History of
- Chautauqua Movement
- Child Labor
- Committee of Eight
- Committee of Fifteen
- Committee of Seven
- Committee of Ten
- Community of Practice
- Compensatory Education
- Desegregation Academies
- Early Childhood Education
- Education in the New American Republic
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- Education, History of
- Educational Anthropology
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- Eugenics
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- Free School Movement
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- Globalization and Education
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- Immigrant Education: History
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- Mentoring, Youth
- Phrenology
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- Principalship, History of
- Resistance, Student
- School Architecture
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- Social Frontier, The
- Sociology of Education
- Sports Mascots
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- Americanization Movement
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- Athletics, Policy Issues
- Bilingual Education, History of
- Brown v. Board of Education
- Bullying
- Bureaucracy
- Busing
- Cardinal Principles of Secondary Education
- Charter Schools
- Child Abuse: Issues for Teachers
- Child Labor
- Church and State
- Citizenship Education
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- Corporal Punishment
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- Education Commission of the States
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- Global Child Advocacy
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- Head Start
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- Homeschooling
- Ideology and Schooling
- Immigrant Education: Contemporary Issues
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- Kindergarten, History of
- Learning Disabilities and Higher Education Access
- Least Restrictive Environment
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- Lunch Programs
- Mainstreaming
- Mental Retardation and Education
- Mexican Americans and Access to Equal Educational Opportunities
- Minority Student Access to Higher Education
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- Nation at Risk, A
- National Defense Education Act
- Native American Higher Education
- Natural Disasters
- No Child Left Behind Act
- Parent Rights
- Physical Education in American Schools
- Plagiarism
- Pledge of Allegiance
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- Privatization
- Religion in the Public School Curriculum
- Religious Fundamentalism and Public Education
- Reserve Officer Training Corps (ROTC)
- Rights of Students
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- Rural Education
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- Multiculturalism and Special Populations
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- African American Education
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- Biracial Identity
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- Blind, Education for the
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- Cross-Cultural Learning in Adults
- Deaf Culture
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- Disabilities, Physical Accommodations for People With
- Drug-Exposed Children
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- Hispanic Education
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- Immigrant Education: Contemporary Issues
- Learning Disabilities and English Language Learners
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- Migrant Education
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- Rural and One-Room Schools
- Rural Education
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- Tribal Colleges
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- Archives and Library Collections on Education
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- Park Schools
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- U.S. Department of Education
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- Catholic Schools, Contemporary Issues
- Child Abuse: Issues for Teachers
- Church and State
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- Ethical Issues and School Athletics
- Ethics and Education
- Eugenics
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- Human Rights Education
- Ideology and Schooling
- Lesbian, Gay, Bisexual, and Transgendered Students and Teachers: Rights of Parent Rights
- Religion in the Public School Curriculum
- Religious Fundamentalism and Public Education
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- Shaker Education
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- Teachers, Religious Values of
- United Nations Convention of the Rights of the Child
- Violence in Schools
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- Bullying
- Bureaucracy
- Busing
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- Computing, Ethical Issues
- Corporal Punishment
- Dress Codes
- Dropouts
- Ethical Issues and School Athletics
- Ethics and Education
- Ethics Codes for Teachers
- Gangs in Schools
- Homework
- Mainstreaming
- Mentoring, Youth
- Plagiarism
- Principalship, History of
- Rights of Students
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- School Choice
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- School Governance
- School Law
- Scientific Management
- Sex Education
- Sexual Misconduct by Educational Professionals
- Sexual Orientation and Identity, Educational Policy on
- Sports Mascots
- Superintendency
- Surveillance in Schools
- Vending Machines in Schools
- Video Games and Learning
- Sexuality and Gender
- Abstinence-Only Sexual Education
- Athletics, Policy Issues
- Boy Scouts of America
- Coeducation
- Compulsory Heterosexuality
- Declarations on Women's Rights
- Dress Codes
- Dropouts
- Drug Education
- Educational Equity: Gender
- Feminist Theory in Education
- Feminization of the Teaching Profession
- Gender and School Violence
- HIV/AIDS
- Lesbian, Gay, Bisexual and Transgendered Students: Advocacy Groups for
- Lesbian, Gay, Bisexual, and Transgendered Students and Teachers: Rights of
- Queer Theory
- Sex Education
- Sexual Orientation and Identity, Educational Policy on
- Sexuality, Gender, and Education
- Single-Sex Education
- Social Foundations of Education: Feminist Perspectives
- Stereotypes of Teachers
- Women, Higher Education of
- Teachers
- Activist Teachers
- Alternative Accreditation for Teachers
- First-Person Accounts of Teaching
- Images of Teachers in Popular Culture
- Organizations for Teacher Educators
- Parent Rights
- Parent Teacher Association (PTA)
- Schools of Education
- Teacher Alienation and Burnout
- Teacher Attitudes Toward the Teaching Profession
- Teacher Beliefs About Students
- Teacher Certification
- Teacher Education in a Global Context
- Teacher Preparation
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- Teacher Satisfaction
- Teachers as Researchers
- Teachers College, Columbia University
- Teachers, Literary Portrayals of
- Teachers, Professional Status of
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- Teaching Profession, History of
- Theories, Models, and Philosophical Perspectives
- “Scientific” Racism
- Action Research in Education
- Active Learning
- Adult Education and Literacy
- Authentic Assessment
- Chaos Theory
- Community of Practice
- Comparative and International Education
- Complexity Theory
- Constructivism
- Context in Education
- Critical Geographies of Education
- Critical Literacy
- Critical Mathematics
- Critical Psychology
- Critical Race Theory
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- Cultural Capital
- Cultural Studies
- Culture Epoch Theory
- Curriculum Theory
- Dalton Plan
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- Disability Studies
- Discursive Practices
- Education, Aims of
- Educational Transfer
- Educationese
- Feminist Theory in Education
- Gary (Indiana) Model
- Hampton Model
- Hawthorne Effect
- Head Start
- Hegemony
- Holistic Education
- Ideology and Schooling
- Intelligence, Theories of
- Local Knowledge
- Marxism
- Mixed Methods Research
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- Multiculturalism, Philosophical Implications
- New Harmony
- Observation Research
- Paideia
- Performance Theory
- Philosophy of Education
- Place-Based Education
- Postcolonialism
- Postmodernism
- Praxis
- Project Method
- Pygmalion Effect
- Qualitative Research
- Reconceptualist Models of Education
- Reggio Emilia Approach
- Reproduction, Educational
- Semiotics
- Small Schools Movement
- Social Action, Democratic Classrooms for
- Social Capital
- Social Construction of Disability
- Vulnerability
- Waldorf Education
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