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| List of Time Lines | |
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| Preface | |
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| Thinking Critically about History | |
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| Interpreting School History: From the Right to the Left | |
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| Purposes of Educational History and its Effect on Public Images and Emotions Regarding Schools | |
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| Themes in American Educational History | |
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| Globalization Framework | |
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| The Effect of Cultural and Religious Differences on Schools | |
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| Schools as Managers of Public Thought | |
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| Racial and Ethnic Conflict as a Theme in School History | |
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| The Role in Educational History of Equality of Opportunity and Human Capital | |
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| Globalization: Consumer and Environmental Education | |
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| Religion and Authority in Colonial Education | |
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| Education and Culture in Colonial Society | |
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| The Role of Education in Colonial Society | |
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| Historical Interpretations of Colonial Education | |
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| Authority and Social Status in Colonial Education | |
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| Colonialism and Educational Policy | |
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| Language and Cultural Domination | |
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| Native Americans: Education as Cultural Imperialism | |
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| Enslaved Africans: Atlantic Creoles | |
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| Enslaved Africans: The Plantation System | |
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| The Idea of Secular Education: Freedom of Thought and the Establishment of Academies | |
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| Benjamin Franklin and Education as Social Mobility | |
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| The Family and the Child | |
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| Conclusion | |
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| Nationalism, Multiculturalism, and Moral Reform in the New Republic | |
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| World Culture Theorists | |
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| The Problem of Cultural Diversity | |
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| Noah Webster: Nationalism and the Creation of a Dominant Culture | |
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| Thomas Jefferson: A Natural Aristocracy | |
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| Moral Reform and Faculty Psychology | |
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| Concepts of Childhood: Protected, Working, Poor, Rural, and Enslaved | |
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| Charity Schools, the Lancasterian System, and Prisons | |
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| Institutional Change and the American College | |
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| Public versus Private Schools | |
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| Conclusion: Continuing Issues in American Education | |
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| The Ideology and Politics of the Common School | |
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| Three Distinctive Features of the Common School Movement | |
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| Workingmen and the Struggle for a Republican Education | |
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| How Much Government Involvement in Schools? The Whigs and the Democrats | |
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| The Birth of the High School | |
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| The Continuing Debate about the Common School Ideal | |
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| Conclusion | |
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| The Common School and the Threat of Cultural Pluralism | |
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| The Increasing Multicultural Population of the United States | |
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| Irish Catholics: A Threat to Anglo-American Schools and Culture | |
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| Slavery and Freedom in the North: African Americans and Schools in the New Republic | |
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| Native Americans | |
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| Conclusion | |
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| Organizing the American School: Teachers and Bureaucracy | |
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| The American Teacher | |
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| Revolution in Teaching Methods: Object Learning | |
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| The Evolution of Bureaucracy: A Global Model | |
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| McGuffey's Readers and the Spirit of Capitalism | |
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| Conclusion | |
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| Multiculturalism and the Failure of the Common School Ideal | |
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| Mexican Americans: Race and Citizenship | |
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| Asian Americans: Exclusion and Segregation | |
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| Native American Citizenship | |
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| Citizenship for African Americans | |
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| Issues Regarding Puerto Rican Citizenship | |
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| Puerto Rican American Educational Issues | |
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| Conclusion: Setting the Stage for the Great Civil Rights Movement | |
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| Global Migration and the Growth of the Welfare Function of Schools | |
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| Immigration from Southern and Eastern Europe | |
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| The Kindergarten Movement | |
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| Home Economics: Education of the New Consumer Woman | |
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| School Cafeterias, the American Cuisine, and Processed Foods | |
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| The Play Movement | |
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| Summer School | |
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| Social Centers | |
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| The New Culture Wars | |
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| Resisting Segregation: African Americans | |
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| The Second Crusade for Black Education | |
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| Resisting Segregation: Mexican Americans | |
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| Native American Boarding Schools | |
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| Resisting Discrimination: Asian Americans | |
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| Educational Resistance in Puerto Rico | |
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| Conclusion: Public Schooling As America's Welfare Institution | |
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| Human Capital: High School, Junior High School, and Vocational Guidance and Education | |
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| The High School | |
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| The High School and Adolescent Psychology | |
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| The Comprehensive High School and the Cardinal Principles of Secondary Education | |
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| High School Social Life: Cheerleaders and Assemblies | |
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| Vocational Education | |
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| Vocational Guidance | |
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| Junior High School | |
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| Adapting the Classroom to the Workplace: Lesson Plans | |
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| Adapting the Classroom to the Workplace: Progressivism | |
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| Adapting the Classroom to the Workplace: Stimulus-Response | |
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| Classroom Management as Preparation for Factory Life | |
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| Historical Interpretations: Public Benefit or Corporate Greed? | |
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| Conclusion: The Meaning of Equality of Opportunity | |
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| Scientific School Management: Testing, Immigrants and Experts | |
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| Scientifically Managed Schools: Meritocracy and Reducing Public Control | |
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| Professionalizing Educational Administration Measurement, Democracy, and the Superiority of Anglo-Americans | |
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| Closing the Door to Immigrants: The 1924 Immigration Act | |
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| "Backward" Children and Special Classrooms | |
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| Eugenics and the Age of Sterilization | |
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| The University and Meritocracy | |
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| Conclusion | |
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| The Politics of Knowledge: Teachers' Unions, the American Legion, and the American Way | |
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| Teachers versus Administrators: The American Federation of Teachers | |
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| The Rise of the National Education Association | |
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| The Political Changes of the Depression Years | |
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| The Politics of Ideological Management: The American Legion | |
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| Selling the "American Way" in Schools and on Billboards | |
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| Conclusion | |
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| Schools, Media, and Popular Culture: Influencing the Minds of Children and Teenagers | |
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| Censorship of Movies as a Form of Public Education | |
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| Educators and the Movies | |
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| Should Commercial Radio or Educators Determine National Culture? | |
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| Creating the Super Hero for Children's Radio | |
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| Controlling the Influence of Comic Books | |
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| Educating Children as Consumers | |
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| The Creation of Teenage Markets | |
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| Children and Youth from the 1950s to the 21st Century | |
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| Conclusion | |
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| American Schools and Global Politics: The Cold War and Poverty | |
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| Youth Unemployment: Universal Military Service and the GI Bill | |
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| National Science Foundation and Science Instruction | |
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| Universal Military Training and the Channeling of Youth for Global Warfare | |
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| The Scholastic Aptitude Test (SAT) and the Educational Testing Service | |
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| The Cold War and Purging the Schools of Communists | |
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| American Schools: Weakest Link to Global Victory? | |
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| Global Imperatives: The National Defense Education Act | |
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| Schools and The War on Poverty | |
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| Head Start and the Origins of No Child Left Behind | |
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| Sesame Street and Educational Television | |
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| Conclusion | |
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| The Fruits of Globalization: Civil Rights, Global Migration and Multicultural Education | |
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| Ending School Segregation of National Minorities | |
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| The Reverend Dr. Martin Luther King Jr. | |
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| Native Americans and Indigenous Educational Rights | |
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| Asian Americans: Educating the "Model Minority" | |
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| Hispanic/Latino Americans | |
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| Bilingual Education: The Culture Wars Continued | |
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| The Immigration Act of 1965 and the New American Population | |
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| Multicultural Education, Immigration, and the Culture Wars | |
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| Schools and the International Women's Movement | |
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| Children with Special Needs | |
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| The Coloring of Textbook Town | |
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| Liberating the Textbook Town Housewife for More Consumption | |
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| Conclusion: The Cold War and Civil Rights | |
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| Globalizing the American School: From Nixon to Obama | |
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| School Prayer and Bible Reading | |
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| Nixon Years: Career Education and Busing | |
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| Accountability and Standardized Testing | |
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| Global Educational Goals: National Standards, Choice, and Savage Inequalities | |
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| Educating for the Consumer Economy | |
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| Education for Global Work and Consumption: No Child Left Behind | |
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| No Child Left Behind and Religious Conservatives | |
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| The 2008 Election: Global Economy and Cultural Divide | |
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| Global Crisis and the Demise of Environmental Education | |
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| Conclusion: From Horace Mann to Barack Obama | |
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| Index | |