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The received view is that secondary education in Ontario is a result of Egerton Ryerson's Education Act of 1871. But R.D. Gidney and W.P.J. Millar show that Ryerson and the Provincial Education Office responded to rather than directed policy in higher education. In fact, the system in place today is evidence of Ryerson's failure to implement the programs he wanted.
Across much of the world there is now a standard secondary school curriculum based on a traditional array of subjects. This is the first work to tell the story of its invention, from the sixteenth century until the present day. The book concludes with a sketch of an alternative: a curriculum based on a well-argued set of fundamental aims.
A new and expanded edition of one of the decade's most influential education books. In this practical guide, Sylvia Martinez and Gary Stager provide K-12 educators with the how, why, and cool stuff that supports making in the classroom, library, makerspace, or anywhere learners learn.
This fascinating book is based on the changes to schooling that a five year-old, Angelica will see in her lifetime. It is divided into two parts: the first describes how schools are viewed by society; the second considers practical responses that schools can make to keep up with change. Creating the Future School predicts that the career of teaching will change and the work of the professional educator will differ significantly from what has been the traditional teaching role in schools of the twentieth century. The book addresses principals, senior members of school staff, teachers, governors and policy makers and aims to open up the reader's awareness to the profound shift in society and how society views its schools.
School change and educational reform are discussed constantly by the media. Despite a decade of frenzied interest, there is little consensus on the most fundamental issues. The terminology of school reform remains unclear, obscured by ideological rhetoric. What is meant by terms such as "school restructuring," "site-based management," and "teacher education reform?" This book examines social changes affecting education; amplifies case studies of school change; and analyzes the gap between the rhetoric and reality of educational reform. Changing American Education examines both the nature of comprehensive, large-scale historical and social changes that contextualize educational reform, and amplifies the meaning of lessons learned by those who have assisted in change efforts. The authors draw upon rich case material that documents the possibilities and hazards awaiting those who undertake reform of educational practice and structures. They also examine how the rhetoric of educational change may fall short of the reality, as translated to processes and practices at different levels of the enterprise.
What determines why some countries succeed and others fall behind? Economists have long debated the sources of economic growth, resulting in conflicting and often inaccurate claims about the role of the state, knowledge, patented ideas, monopolies, grand innovation prizes, and the nature of disruptive technologies. B. Zorina Khan's Inventing Ideas overturns conventional thinking and meticulously demonstrates how and why the mechanism design of institutions propels advances in the knowledge economy and ultimately shapes the fate of nations. Drawing on the experiences of over 100,000 inventors and innovations from Britain, France, and the United States during the first and second industrial revolutions (1750-1930), Khan's comprehensive empirical analysis provides a definitive micro-foundation for endogenous macroeconomic growth models. This groundbreaking study uses comparative analysis across time and place to show how different institutions affect technological innovation and growth. Khan demonstrates how top-down innovation systems, in which elites, state administrators, or panels make key economic decisions about prizes, rewards and the allocation of resources, prove to be ineffective and unproductive. By contrast, open-access markets in patented ideas increase the scale and scope of creativity, foster diversity and inclusiveness, generate greater knowledge spillovers, and enhance social welfare in the wider population. When institutions are associated with rewards that are misaligned with economic value and productivity, the negative consequences can accumulate and reduce comparative advantage at the level of individuals and nations alike. So who will arise as the global leader of the twenty-first century? The answer depends on the extent to which we learn and implement the lessons from the history of innovation and enterprise.
Pressing Forward: Increasing and Expanding Rigor and Relevance in America’s High Schools is organized to place secondary education, specifically the goals of preparing young adults to be college and career ready, in contemporary perspective, emphasizing the changing global economy and trends in policy and practice. High school students must be equipped with tools they need during and beyond high school for mapping their futures in a global and flat world that demands workers prepared to take up 21st century careers. Following Thomas Freidman and other writers on the topic, this book takes as its core premise that the world has been irrevocably altered by technology and that technology takes a prominent role in shaping post-secondary education and career opportunities. The challenges facing education and educators in a flattened world can best be addressed by creating opportunities for students who are ready for a world in which they are expected to pursue learning throughout their lifetimes, understand and use technology, engage in active civic lives, function well in ethnically diverse workplace settings, and be willing to take risks. Most of all, however, these individuals must be very well prepared during high school by taking advanced level mathematics, science and other challenging coursework, while at the same time actively engaging in collaborative, creative endeavors that prepare them to continuously reinvent themselves to stay ahead of automation and outsourcing. The book will be a unique and useful contribution to the education reform and policy literature as it examines secondary education at an historical moment—the convergence of significant education spending and focus on high school reform. Developed from diverse authors’ research programs on secondary education, the chapters in this volume highlight both changing and steadfast features of high schools, questioning if attempts to foster change—whether tinkering around the edges or inventing a new way—adequatly adress shortcomings in equity and excellence found in American high schools.