http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf

When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Theodore G. Zervas [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2017

Schlagwörter:	american education american schools in the late 19th century immigrant education

Übergeordnetes Werk:	In: Athens Journal of Education - Athens Institute for Education and Research, 2020, 4(2017), 1, Seite 77-84
Übergeordnetes Werk:	volume:4 ; year:2017 ; number:1 ; pages:77-84

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

Katalog-ID:	DOAJ063680858

Internformat


LEADER	01000caa a22002652 4500
001	DOAJ063680858
003	DE-627
005	20230309032239.0
007	cr uuu---uuuuu
008	230228s2017 xx \|\|\|\|\|o 00\| \|\|eng c
035			\|a (DE-627)DOAJ063680858
035			\|a (DE-599)DOAJbde029c886c04cca92492f8cbd67877d
040			\|a DE-627 \|b ger \|c DE-627 \|e rakwb
041			\|a eng
100	0		\|a Theodore G. Zervas \|e verfasserin \|4 aut
245	1	0	\|a http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf
264		1	\|c 2017
336			\|a Text \|b txt \|2 rdacontent
337			\|a Computermedien \|b c \|2 rdamedia
338			\|a Online-Ressource \|b cr \|2 rdacarrier
520			\|a When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America’s historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America’s metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups.
650		4	\|a american education
650		4	\|a american schools in the late 19th century
650		4	\|a immigrant education
653		0	\|a Education
653		0	\|a L
773	0	8	\|i In \|t Athens Journal of Education \|d Athens Institute for Education and Research, 2020 \|g 4(2017), 1, Seite 77-84 \|w (DE-627)1699003769 \|x 22417958 \|7 nnns
773	1	8	\|g volume:4 \|g year:2017 \|g number:1 \|g pages:77-84
856	4	0	\|u https://doi.org/10.30958/aje.4-1-5 \|z kostenfrei
856	4	0	\|u https://doaj.org/article/bde029c886c04cca92492f8cbd67877d \|z kostenfrei
856	4	0	\|u http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf \|z kostenfrei
856	4	2	\|u https://doaj.org/toc/2241-7958 \|y Journal toc \|z kostenfrei
912			\|a GBV_USEFLAG_A
912			\|a SYSFLAG_A
912			\|a GBV_DOAJ
912			\|a GBV_ILN_11
912			\|a GBV_ILN_20
912			\|a GBV_ILN_22
912			\|a GBV_ILN_23
912			\|a GBV_ILN_24
912			\|a GBV_ILN_31
912			\|a GBV_ILN_39
912			\|a GBV_ILN_40
912			\|a GBV_ILN_60
912			\|a GBV_ILN_62
912			\|a GBV_ILN_63
912			\|a GBV_ILN_65
912			\|a GBV_ILN_69
912			\|a GBV_ILN_70
912			\|a GBV_ILN_73
912			\|a GBV_ILN_74
912			\|a GBV_ILN_95
912			\|a GBV_ILN_105
912			\|a GBV_ILN_110
912			\|a GBV_ILN_151
912			\|a GBV_ILN_161
912			\|a GBV_ILN_213
912			\|a GBV_ILN_230
912			\|a GBV_ILN_285
912			\|a GBV_ILN_293
912			\|a GBV_ILN_370
912			\|a GBV_ILN_602
912			\|a GBV_ILN_2014
912			\|a GBV_ILN_2044
912			\|a GBV_ILN_2086
912			\|a GBV_ILN_4012
912			\|a GBV_ILN_4037
912			\|a GBV_ILN_4112
912			\|a GBV_ILN_4125
912			\|a GBV_ILN_4126
912			\|a GBV_ILN_4249
912			\|a GBV_ILN_4305
912			\|a GBV_ILN_4306
912			\|a GBV_ILN_4307
912			\|a GBV_ILN_4313
912			\|a GBV_ILN_4322
912			\|a GBV_ILN_4323
912			\|a GBV_ILN_4324
912			\|a GBV_ILN_4325
912			\|a GBV_ILN_4326
912			\|a GBV_ILN_4338
912			\|a GBV_ILN_4367
912			\|a GBV_ILN_4700
951			\|a AR
952			\|d 4 \|j 2017 \|e 1 \|h 77-84

Indexfelder

author_variant	t g z tgz
matchkey_str	article:22417958:2017----::tpwahnjunlgeuain07
hierarchy_sort_str	2017
publishDate	2017
allfields	(DE-627)DOAJ063680858 (DE-599)DOAJbde029c886c04cca92492f8cbd67877d DE-627 ger DE-627 rakwb eng Theodore G. Zervas verfasserin aut http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America’s historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America’s metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups. american education american schools in the late 19th century immigrant education Education L In Athens Journal of Education Athens Institute for Education and Research, 2020 4(2017), 1, Seite 77-84 (DE-627)1699003769 22417958 nnns volume:4 year:2017 number:1 pages:77-84 https://doi.org/10.30958/aje.4-1-5 kostenfrei https://doaj.org/article/bde029c886c04cca92492f8cbd67877d kostenfrei http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf kostenfrei https://doaj.org/toc/2241-7958 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2017 1 77-84
spelling	(DE-627)DOAJ063680858 (DE-599)DOAJbde029c886c04cca92492f8cbd67877d DE-627 ger DE-627 rakwb eng Theodore G. Zervas verfasserin aut http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America’s historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America’s metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups. american education american schools in the late 19th century immigrant education Education L In Athens Journal of Education Athens Institute for Education and Research, 2020 4(2017), 1, Seite 77-84 (DE-627)1699003769 22417958 nnns volume:4 year:2017 number:1 pages:77-84 https://doi.org/10.30958/aje.4-1-5 kostenfrei https://doaj.org/article/bde029c886c04cca92492f8cbd67877d kostenfrei http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf kostenfrei https://doaj.org/toc/2241-7958 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2017 1 77-84
allfields_unstemmed	(DE-627)DOAJ063680858 (DE-599)DOAJbde029c886c04cca92492f8cbd67877d DE-627 ger DE-627 rakwb eng Theodore G. Zervas verfasserin aut http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America’s historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America’s metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups. american education american schools in the late 19th century immigrant education Education L In Athens Journal of Education Athens Institute for Education and Research, 2020 4(2017), 1, Seite 77-84 (DE-627)1699003769 22417958 nnns volume:4 year:2017 number:1 pages:77-84 https://doi.org/10.30958/aje.4-1-5 kostenfrei https://doaj.org/article/bde029c886c04cca92492f8cbd67877d kostenfrei http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf kostenfrei https://doaj.org/toc/2241-7958 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2017 1 77-84
allfieldsGer	(DE-627)DOAJ063680858 (DE-599)DOAJbde029c886c04cca92492f8cbd67877d DE-627 ger DE-627 rakwb eng Theodore G. Zervas verfasserin aut http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America’s historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America’s metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups. american education american schools in the late 19th century immigrant education Education L In Athens Journal of Education Athens Institute for Education and Research, 2020 4(2017), 1, Seite 77-84 (DE-627)1699003769 22417958 nnns volume:4 year:2017 number:1 pages:77-84 https://doi.org/10.30958/aje.4-1-5 kostenfrei https://doaj.org/article/bde029c886c04cca92492f8cbd67877d kostenfrei http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf kostenfrei https://doaj.org/toc/2241-7958 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2017 1 77-84
allfieldsSound	(DE-627)DOAJ063680858 (DE-599)DOAJbde029c886c04cca92492f8cbd67877d DE-627 ger DE-627 rakwb eng Theodore G. Zervas verfasserin aut http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America’s historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America’s metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups. american education american schools in the late 19th century immigrant education Education L In Athens Journal of Education Athens Institute for Education and Research, 2020 4(2017), 1, Seite 77-84 (DE-627)1699003769 22417958 nnns volume:4 year:2017 number:1 pages:77-84 https://doi.org/10.30958/aje.4-1-5 kostenfrei https://doaj.org/article/bde029c886c04cca92492f8cbd67877d kostenfrei http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf kostenfrei https://doaj.org/toc/2241-7958 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2017 1 77-84
language	English
source	In Athens Journal of Education 4(2017), 1, Seite 77-84 volume:4 year:2017 number:1 pages:77-84
sourceStr	In Athens Journal of Education 4(2017), 1, Seite 77-84 volume:4 year:2017 number:1 pages:77-84
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	american education american schools in the late 19th century immigrant education Education L
isfreeaccess_bool	true
container_title	Athens Journal of Education
authorswithroles_txt_mv	Theodore G. Zervas @@aut@@
publishDateDaySort_date	2017-01-01T00:00:00Z
hierarchy_top_id	1699003769
id	DOAJ063680858
language_de	englisch
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ063680858</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230309032239.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2017 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ063680858</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJbde029c886c04cca92492f8cbd67877d</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Theodore G. Zervas</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America’s historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America’s metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">american education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">american schools in the late 19th century</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">immigrant education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Athens Journal of Education</subfield><subfield code="d">Athens Institute for Education and Research, 2020</subfield><subfield code="g">4(2017), 1, Seite 77-84</subfield><subfield code="w">(DE-627)1699003769</subfield><subfield code="x">22417958</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:4</subfield><subfield code="g">year:2017</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:77-84</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.30958/aje.4-1-5</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/bde029c886c04cca92492f8cbd67877d</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2241-7958</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">4</subfield><subfield code="j">2017</subfield><subfield code="e">1</subfield><subfield code="h">77-84</subfield></datafield></record></collection>
author	Theodore G. Zervas
spellingShingle	Theodore G. Zervas misc american education misc american schools in the late 19th century misc immigrant education misc Education misc L http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf
authorStr	Theodore G. Zervas
ppnlink_with_tag_str_mv	@@773@@(DE-627)1699003769
format	electronic Article
delete_txt_mv	keep
author_role	aut
collection	DOAJ
remote_str	true
illustrated	Not Illustrated
issn	22417958
topic_title	http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf american education american schools in the late 19th century immigrant education
topic	misc american education misc american schools in the late 19th century misc immigrant education misc Education misc L
topic_unstemmed	misc american education misc american schools in the late 19th century misc immigrant education misc Education misc L
topic_browse	misc american education misc american schools in the late 19th century misc immigrant education misc Education misc L
format_facet	Elektronische Aufsätze Aufsätze Elektronische Ressource
format_main_str_mv	Text Zeitschrift/Artikel
carriertype_str_mv	cr
hierarchy_parent_title	Athens Journal of Education
hierarchy_parent_id	1699003769
hierarchy_top_title	Athens Journal of Education
isfreeaccess_txt	true
familylinks_str_mv	(DE-627)1699003769
title	http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf
ctrlnum	(DE-627)DOAJ063680858 (DE-599)DOAJbde029c886c04cca92492f8cbd67877d
title_full	http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf
author_sort	Theodore G. Zervas
journal	Athens Journal of Education
journalStr	Athens Journal of Education
lang_code	eng
isOA_bool	true
recordtype	marc
publishDateSort	2017
contenttype_str_mv	txt
container_start_page	77
author_browse	Theodore G. Zervas
container_volume	4
format_se	Elektronische Aufsätze
author-letter	Theodore G. Zervas
title_sort	http://www.athensjournals.gr/education/2017-4-1-5-zervas.pdf
title_auth	http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf
abstract	When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America’s historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America’s metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups.
abstractGer	When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America’s historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America’s metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups.
abstract_unstemmed	When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America’s historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America’s metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups.
collection_details	GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700
container_issue	1
title_short	http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf
url	https://doi.org/10.30958/aje.4-1-5 https://doaj.org/article/bde029c886c04cca92492f8cbd67877d http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf https://doaj.org/toc/2241-7958
remote_bool	true
ppnlink	1699003769
mediatype_str_mv	c
isOA_txt	true
hochschulschrift_bool	false
up_date	2024-07-03T18:59:28.034Z
_version_	1803585499210711040
fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ063680858</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230309032239.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2017 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ063680858</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJbde029c886c04cca92492f8cbd67877d</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Theodore G. Zervas</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America’s historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America’s metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">american education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">american schools in the late 19th century</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">immigrant education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Athens Journal of Education</subfield><subfield code="d">Athens Institute for Education and Research, 2020</subfield><subfield code="g">4(2017), 1, Seite 77-84</subfield><subfield code="w">(DE-627)1699003769</subfield><subfield code="x">22417958</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:4</subfield><subfield code="g">year:2017</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:77-84</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.30958/aje.4-1-5</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/bde029c886c04cca92492f8cbd67877d</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2241-7958</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">4</subfield><subfield code="j">2017</subfield><subfield code="e">1</subfield><subfield code="h">77-84</subfield></datafield></record></collection>
score	7.399618

Nicht das Richtige dabei?

Schreiben Sie uns!

http://www.athensjournals.gr/education/2017-4-1-5-Zervas.pdf

Nicht das Richtige dabei?

Zugang & Verfügbarkeit

Vorhandene Bände

Nicht das Richtige dabei?