American Educational History Journal (eBook, ePUB)
Volume 38 #1 & 2
Redaktion: Null, J. Wesley
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Associate Editors: Joshua Garrison, University of Wisconsin-Oshkosh and Samuel J. Katz, Ohio Wesleyan University Managing Editor: Mindy Spearman, Clemson University The American Educational History Journal is a peer-reviewed national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher edu...
Associate Editors: Joshua Garrison, University of Wisconsin-Oshkosh and Samuel J. Katz, Ohio Wesleyan University
Managing Editor: Mindy Spearman, Clemson University
The American Educational History Journal is a peer-reviewed national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history.
Managing Editor: Mindy Spearman, Clemson University
The American Educational History Journal is a peer-reviewed national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history.
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