WorldCat Identities

Cramer, Kevin

Overview
Works: 10 works in 20 publications in 1 language and 1,901 library holdings
Genres: History  Fiction 
Roles: Author, Composer, Instrumentalist
Publication Timeline
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Most widely held works by Kevin Cramer
The Thirty Years' War and German memory in the nineteenth century by Kevin Cramer( Book )

8 editions published between 2007 and 2010 in English and held by 301 WorldCat member libraries worldwide

This groundbreaking study of modern Germany's morbid fascination with the war explores the ideological uses of history writing, commemoration, and collective remembrance to show how the passionate argument over the "meaning" of the Thirty Years' War shaped the Germans' conception of their nation
Making schools smaller : do smaller learning communities improve student outcomes? by Kevin Cramer( Book )

2 editions published in 2006 in English and held by 4 WorldCat member libraries worldwide

St. Boniface Indian Industrial School : a history by Kevin Cramer( Book )

in English and held by 4 WorldCat member libraries worldwide

Storm trooper by Kevin Cramer( Book )

1 edition published in 2001 in English and held by 1 WorldCat member library worldwide

Thirty Years' War and German Memory in the Nineteenth Century (Studies in war, society, and the military) by Kevin Cramer( Book )

1 edition published in 2007 in Undetermined and held by 1 WorldCat member library worldwide

The cult of Gustavus Adolphus : protestant identity and German nationalism by Kevin Cramer( )

1 edition published in 2001 in English and held by 1 WorldCat member library worldwide

North Dakota's development plan for state historic sites, state parks and other tourism attractions( Book )

1 edition published in 1995 in English and held by 1 WorldCat member library worldwide

Olympic Legacy: Flexible Architectural Strategies for Boston's 2024 Olympics Proposal by Kevin Cramer( )

1 edition published in 2016 in English and held by 1 WorldCat member library worldwide

The Olympics present the perfect opportunity for host cities to show their value to the world. This opportunity introduces immeasurable pressure to create an impressive display of entertainment for the spectators. The architecture and planning of the Olympic venues provide the optimal platform for countries to impress the world where the architectural forms, innovation, and technology are on full display. What happens to the Olympic venues when the events conclude? How can buildings be designed to, first of all, host the games and impress the viewers, and secondly, be used efficiently for decades after the closing of the Olympic events? Boston withdrew their proposal to host the Summer Olympic Games in 2024 due to lack of public support. This paper introduces flexible design strategies for the sports venues in Boston’s original proposal that allows the buildings to be adaptively reused after the Olympic events conclude. Through site analysis and efficient design, Olympic venues can change to suit the needs of the city and its inhabitants. The event venue spectrum established for this paper places strictly temporary venues on one end and permanent venues on the other end, while flexible design strategies are a mixture of those two types. Case studies of past Olympics and individual venues (temporary and permanent) establish a set of design guidelines that influence a new model of Olympic venues. An analysis of flexible design strategies provides the adaptability that is required for Olympic venues to establish a lasting legacy
150 Years of Maastricht's History in Ten Minutes by Rod Summers( Recording )

1 edition published in 2008 in English and held by 1 WorldCat member library worldwide

The vocational teacher pipeline : how academically well-prepared is the next generation of vocational teachers? by Kevin Cramer( Book )

2 editions published in 2004 in English and held by 0 WorldCat member libraries worldwide

The purpose of this paper is to examine how well-prepared vocational educators are to teach courses and programs that reflect the emphasis on academic skills in the Perkins iii legislation. The paper examines the academic skills and pedagogical knowledge of elementary, secondary and secondary vocational candidates to assess how well-prepared vocational candidates are to support and reinforce students' acquisition of academic skills. The study includes an analysis of (1) the demographic and academic characteristics of teacher candidates; and (2) the academic skills and professional knowledge of teacher candidates as measured by reading, writing, mathematics and pedagogical knowledge test scores on the Praxis assessments. The data reported in this study are from more than 200,000 elementary, secondary and secondary vocational teacher candidates who completed the Praxis Series assessments for teacher certification between 1994 and 1999. The Praxis test takers are primarily college students actively seeking entrance to a college of education. Three key findings emerged from the analysis: (1) Candidates for certification in vocational fields are not as academically or pedagogically prepared as are candidates for certification in secondary fields; (2) Candidates for certification in vocational fields are not as academically prepared in reading and writing as candidates for certification in elementary education; and (3) a potential disconnect may exist between the academic and pedagogical skills of vocational candidates and the direction of federal policy, which has increasingly emphasized the importance of academic skills for vocational students. There may be several factors that contribute to these differences, including: (1) Vocational teachers' job requirements and teacher preparation programs may not currently emphasize this new direction of federal policy; (2) Prospective vocational candidates tend to be older than other teacher candidates and may have been out of school for longer periods of time; and (3) Prospective vocational candidates tend to have lower grade-point averages in college than other prospective teachers, and they may have taken more courses that did not emphasize academics. (Contains 16 figures and 12 footnotes.)
 
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.08 (from 0.05 for The Thirty ... to 0.97 for Thirty Yea ...)

The Thirty Years' War and German memory in the nineteenth century
Languages
English (19)

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