Logic Gone Wrong: A Reply to DeYoung, Howley, & Theobald (1995) (Jon Wiles) [and] Argument Misguided and Divisive: A Reply to DeYoung, Howley, & Theobald (1995) (Joan Lipsitz) [and] Revisiting and Extending the Argument: A Rejoinder to Wiles and Lipsitz (Alan J. DeYoung, Craig Howley, Paul Theobald).

Autor/in	Wiles, Jon
Titel	Logic Gone Wrong: A Reply to DeYoung, Howley, & Theobald (1995) (Jon Wiles) [and] Argument Misguided and Divisive: A Reply to DeYoung, Howley, & Theobald (1995) (Joan Lipsitz) [and] Revisiting and Extending the Argument: A Rejoinder to Wiles and Lipsitz (Alan J. DeYoung, Craig Howley, Paul Theobald).
Quelle	In: Journal of Research in Rural Education, 11 (1995) 2, S.128-33 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-0534
Schlagwörter	Stellungnahme; Child Development; Consolidated Schools; Economic Factors; Educational Change; Elementary Secondary Education; Middle Schools; Politics of Education; Rural Areas; Rural Education; Rural Schools; School Community Relationship; School Size; Small Schools + Suchen Sie Ihr Suchwort? Kindesentwicklung; Consolidated school; Mittelpunktschule; Zentralschule; Ökonomischer Faktor; Bildungsreform; Middle school; Mittelschule; Mittelstufenschule; Educational policy; Bildungspolitik; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Rural areas; School; Schools; Schule; Schulen
Abstract	Two viewpoints criticize the views of DeYoung and others by claiming that the middle school movement came about as a result of research documenting the developmental needs of children. Rejoinder by DeYoung and others maintains that this trend has led to the loss of rural communities and had more to do with economic factors and rural elementary school consolidation. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC