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An analysis of the origins and development of Central High School, the first public high school in Philadelphia. Using Central as a case study, Labaree argues that the public high school is the product of the struggle between egalitarianism and meritocracy that is endemic to a democratic society.
""This anthology is important for historians of education, but... it has a larger purpose. Public schools have 'remained a faithful barometer of the major economic, political and social changes that swept across the nation.' Social historians can learn much from this well-written anthology."" -- Journal of American History .."". a fine contribution to the history of public policy studies."" -- The Public Historian School reform activists sometimes forget that schools are a product of history, that many proposed reforms were tried before -- with mixed results. That understanding of the past is critical to our understanding of current efforts to improve schools. These original studies of school reform in Indiana, from before the Civil War to the most recent efforts, offer a much-needed perspective on the reoccurring struggle to remake the public schools in a new image.
This book explores the efforts of educational reformers who sought to link secondary and higher education in the decades after 1870. Through various state, regional, and national initiatives, these reformers created a hierarchical system, laid the foundation for a growing standardization in education, and influenced who would have access to college. Neither higher education nor the secondary branches dominated the other in creating this educational system. Rather, through debate, argument, and accommodation, the two levels mutually shaped each other in a time of significant political and economic change. Reformers today wrestle with this legacy as they continue to forge connections between the two educational levels.
The growth of the American high school that occurred in the twentieth century is among the most remarkable educational, social, and cultural phenomena of the twentieth century. The history of education, however, has often reduced the institution to its educational function alone, thus missing its significantly broader importance. As a corrective, this collection of essays serves four ends: as an introduction to the history of the high school; as a reevaluation of the power of narratives that privilege the perspective of school leaders and the curriculum; as a glimpse into the worlds created by students and their communities; and, most critically, as a means of sparking conversations about where we might look next for stories worth telling.
This current, comprehensive history of American education is designed to stimulate critical analysis and critical thinking by offering alternative interpretations of each historical period. In his signature straight-forward, concise style, Joel Spring provides a variety of interpretations of American schooling, from conservative to leftist, in order to spark the reader’s own critical thinking about history and schools. This tenth edition follows the history of American education from the seventeenth century to the integration into global capitalism of the twenty-first century to the tumultuous current political landscape. In particular, the updates focus on tracing the direct religious links between the colonial Puritans and the current-day Trump administration. Chapters 1 and 2 have been rewritten to take a closer look at religious traditions in American schools, leading up to the educational ideas of the current U.S. Secretary of Education Betsy DeVos. An updated Chapter 15 further links traditional religious fundamentalist ideas and the twentieth century free market arguments of the Chicago school of economists to President Trump’s administration and the influence of the Alt-Right.
The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.
This is an updated version of Karier's highly regarded Man, Society, and Education, which focuses on the concepts of human nature and community throughout American educational history. For the new edition, Karier has added chapters on the major movements in American education from World War II to the present and on the major Supreme Court cases involving educational policy during the same period. "This classic volume remains a remarkable study in the history of ideas into which the implications for American schooling have been deftly woven. It is balanced, thorough, and intelligently challenging." --- Ann M. Keppel, College of Education, University of Hawaii at Manoa "This new edition should have great use as a primary text at the graduate and advanced undergraduate levels." --- Peter A. Sola, School of Education, Howard University
Politics, Disability, and Education Reform in the South explores how race, gender, disability, and politics all came together to impact the career of one State Superintendent of Education in South Carolina who fought to improve educational conditions for African-Americans, women, and millworkers' children in South Carolina.