{"id":325,"date":"2015-04-05T22:08:36","date_gmt":"2015-04-05T22:08:36","guid":{"rendered":"http:\/\/journalofthought.com\/?page_id=325"},"modified":"2017-01-06T01:20:41","modified_gmt":"2017-01-06T01:20:41","slug":"journal-of-thought-2009-vol-44-issue-34","status":"publish","type":"page","link":"http:\/\/journalofthought.com\/?page_id=325","title":{"rendered":"Journal of Thought 2009 Vol 44 Issue 3&4"},"content":{"rendered":"

Journal of Thought 2009 Vol 44 Issue 3&4<\/strong><\/p>\n

Front Cover <\/a>
\nInside Cover 1<\/a>
\nInside Cover 2<\/a>
\n<\/a>Table of Contents<\/a>
\nIntroduction<\/a>
\nToward a More Critical Outlook by William Hare, Guest Editor
\n<\/a>Democratic Bankruptcy: Three Programs to Help Prevent It in Our Schools by Robert A. Waterson & A. G. Rud
\n<\/a>Frequently Asked Questions about Journal of Thought<\/a>
\n<\/a>Will the Leadership of Chinese Education Follow the Footsteps of American Education? A Brief Historical and Socio-Political Analysis by James Z. Yang & William C. Frick <\/a>
\n<\/a>Theories of Practice: Understanding the Practice of Educational Leadership by Gary W. Houchens & John L. Keedy <\/a>
\n<\/a>Frequently Asked Questions about Journal of Thought 2<\/a>
\n<\/a>The Impact of the Pressures to Make Adequate Yearly Progress on Teachers in a Midwest Urban School District: A Qualitative Analysis by John W. Hunt, Michael Afolayan, Marie Byrd-Blake, Sarasota-Manatee, Martins Fabunmi, Brandt Pryor & Pereari Aboro
\n<\/a>Subscription Form for Journal of Thought
\n<\/a>Novel Identities: Catharine Maria Sedgwick\u2019s Hope Leslie as a Mentoring Framework for Curriculum Studies and Life Journeys by Sally McMillan & Connie Wilson Anderson <\/a>
\n<\/a>Some Remarks on Dewey\u2019s Metaphysics and Theory of Education by Jim Garrison <\/a>
\n<\/a>Book Review Growing a Soul for Social Change: Building the Knowledge Base for Social Justice Edited by Tonya Huber-Warring Reviewed by Eddah M. Matua-Kombo
\n<\/a>The Old Fanatic Died Last Week by J. D. Sabiston <\/a>
\n<\/a>Contributing Authors<\/a><\/p>\n

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