| |
| |
| |
| Introduction: Applying History to Education Today | |
| |
| |
| Overview | |
| |
| |
| The Examination of Social Forces | |
| |
| |
| The Link Between Educational Theory and History | |
| |
| |
| Schooling in an Age of Change, as Revealed Through the Past | |
| |
| |
| Society and Education: Schools and the Communities They Serve | |
| |
| |
| World Events That Disrupt Education | |
| |
| |
| Historical Roots of U.S. Education | |
| |
| |
| Cultural Influences on Education | |
| |
| |
| Accelerating Rate of Change | |
| |
| |
| Change Fueled by Invention | |
| |
| |
| Ogburn Model of Adjustment to Change | |
| |
| |
| Social Darwinism | |
| |
| |
| Cultural Lag | |
| |
| |
| Core Values | |
| |
| |
| A Myriad of Values | |
| |
| |
| Focus on the Issues: Cultural Diversity | |
| |
| |
| How You Can Use This Text | |
| |
| |
| History and Purposes of Educational History | |
| |
| |
| Reconsidering History from New Evidence | |
| |
| |
| The Study of Educational History | |
| |
| |
| Differing Points of View | |
| |
| |
| Influence of Recent Changes | |
| |
| |
| Intellectual Background | |
| |
| |
| Force of Medieval Tradition | |
| |
| |
| Impact of the Renaissance | |
| |
| |
| Impact of Scientific Thinking | |
| |
| |
| Significance of Religious Revolutions | |
| |
| |
| American Colonists: Conservatism and Change | |
| |
| |
| Focus on the Issues: Judging the Importance of Historical Events | |
| |
| |
| Then to Now | |
| |
| |
| The History of Curriculum | |
| |
| |
| The Spirit of Inquiry and Dissemination of Knowledge | |
| |
| |
| Identifying Currents of Thought Through History | |
| |
| |
| Changing World Conditions | |
| |
| |
| Why the Past Illuminates Today | |
| |
| |
| Look to the Evidence | |
| |
| |
| How Does the History of Education Apply to Educators Today? | |
| |
| |
| Gaining Perspective Through Critical Analysis | |
| |
| |
| History in Action in Today's Classrooms | |
| |
| |
| Bibliography | |
| |
| |
| |
| Shaping the Schools: Philosophical and Psychological Foundations | |
| |
| |
| Focus on the Issues: Philosophical Divisions | |
| |
| |
| Introduction to Educational Philosophy | |
| |
| |
| Schools of Educational Philosophy | |
| |
| |
| No Neat and Tidy Boxes | |
| |
| |
| Drawn from Many Sources | |
| |
| |
| Slow and Homogeneous Development | |
| |
| |
| Philosophical Theory: Origins | |
| |
| |
| Idealism | |
| |
| |
| Realism | |
| |
| |
| Modern Realism | |
| |
| |
| Perennialism | |
| |
| |
| Pragmatism | |
| |
| |
| Social Reconstructionism | |
| |
| |
| Essentialism | |
| |
| |
| Should Schools Exit? | |
| |
| |
| Humanism | |
| |
| |
| Analytic Philosophy of Education | |
| |
| |
| Protest Philosophies | |
| |
| |
| Behaviorism | |
| |
| |
| Existentialism | |
| |
| |
| Should Schools Exist? | |
| |
| |
| Postmodernism | |
| |
| |
| Chaos Theory | |
| |
| |
| Social and Futures Philosophy | |
| |
| |
| Philosophy and Technology | |
| |
| |
| Psychology and Educational Theory | |
| |
| |
| Psychology and Learning: Historical Development | |
| |
| |
| Structuralism | |
| |
| |
| Functionalism | |
| |
| |
| Connectionist Psychology or Associationism | |
| |
| |
| Behaviorism | |
| |
| |
| Focus on the Issues: Behavior Modification | |
| |
| |
| Gestalt | |
| |
| |
| Modern Developmental Psychology and Stage Theory | |
| |
| |
| Other Contributions to Educational Psychology | |
| |
| |
| Then to Now | |
| |
| |
| Educational Goals | |
| |
| |
| The Goal of Citizenship | |
| |
| |
| Agreement on Educational Policy | |
| |
| |
| Focus on the Issues: International Terrorism | |
| |
| |
| Gaining Perspective Through Critical Analysis | |
| |
| |
| History in Action in Today's Classrooms | |
| |
| |
| Bibliography | |
| |
| |
| |
| American Education: Our European Heritage and the Colonial Influence | |
| |
| |
| Colonial Melting Pot | |
| |
| |
| Religious Sectarianism | |
| |
| |
| Social Class in the Colonial Environment | |
| |
| |
| The Southern Colonies | |
| |
| |
| Focus on the Issues: Spelling and the Curriculum | |
| |
| |
| Tutorial Schools | |
| |
| |
| Old Field Schools | |
| |
| |
| Dame Schools | |
| |
| |
| Secondary and Higher Education | |
| |
| |
| Charity Education | |
| |
| |
| The Middle Colonies | |
| |
| |
| Denominational Influence | |
| |
| |
| Academies | |
| |
| |
| Latin Grammar Schools | |
| |
| |
| Common Schools | |
| |
| |
| Higher Education | |
| |
| |
| The New England Colonies | |
| |
| |
| Puritan Philosophy | |
| |
| |
| Educational Conditions | |
| |
| |
| Latin Schools and College Programs | |
| |
| |
| Religious Cycles | |
| |
| |
| Then to Now | |
| |
| |
| Puritan Values | |
| |
| |
| Multidimensional Values | |
| |
| |
| Historical Perspective | |
| |
| |
| Gaining Perspective Through Critical Analysis | |
| |
| |
| History in Action in Today's Classrooms | |
| |
| |
| Bibliography | |
| |
| |
| |
| American Education: The American Revolution | |
| |
| |
| Democratic Ideals | |
| |
| |
| Changes in Colonial Culture | |
| |
| |
| The Shift in the Colonial Mind | |
| |
| |
| Locke's Influence | |
| |
| |
| Comenius | |
| |
| |
| Impact of European Movements | |
| |
| |
| Colonial Liberalism | |
| |
| |
| Educational Changes in the Later Colonial Period | |
| |
| |
| The War and After | |
| |
| |
| Sway of Independence | |
| |
| |
| Efforts of Educational Founders | |
| |
| |
| Freedom of Religion | |
| |
| |
| National University | |
| |
| |
| Plans for a National System | |
| |
| |
| Revolutionary Period Educational Leadership | |
| |
| |
| Noah Webster | |
| |
| |
| Thomas Jefferson | |
| |
| |
| Early Government Proposals | |
| |
| |
| Early National Legislation | |
| |
| |
| State Efforts | |
| |
| |
| Other Educational Movements | |
| |
| |
| Monitorial Schools | |
| |
| |
| Sunday Schools | |
| |
| |
| Free School Societies | |
| |
| |
| School Ideas and the Curriculum | |
| |
| |
| New Materials | |
| |
| |
| Then to Now | |
| |
| |
| A National System Fails to Win Approval | |
| |
| |
| Financing State Systems and Testing Controversies | |
| |
| |
| Establishing National Standards | |
| |
| |
| Local Power Versus State Control | |
| |
| |
| Local Power Versus Federal Control | |
| |
| |
| Federal Education Acts | |
| |
| |
| Focus on the Issues: Divided We Stand | |
| |
| |
| Formation of the U.S. Department of Education | |
| |
| |
| Political Attacks on Educational Institutions | |
| |
| |
| Educational Artifacts and Technology: No Steady History | |
| |
| |
| The Role of History of Education | |
| |
| |
| Gaining Perspective Through Critical Analysis | |
| |
| |
| History in Action in Today's Classrooms | |
| |
| |
| Bibliography | |
| |
| |
| |
| American Education: 1812-1865 | |
| |
| |
| Social, Political, and Economic Trends | |
| |
| |
| Common School Ideal | |
| |
| |
| Focus on the Issues: Teacher Qualifications in Frontier Schools | |
| |
| |
| Impact of the Industrial Revolution | |
| |
| |
| Education and the Industrial Revolution | |
| |
| |
| Public School Support | |
| |
| |
| Nationalization | |
| |
| |
| Frontier Impact | |
| |
| |
| First State Programs | |
| |
| |
| Age of the Common School Revival | |
| |
| |
| State Funds and State Laws | |
| |
| |
| Curriculum Improvement | |
| |
| |
| Graded Primary Schools | |
| |
| |
| Birth of the American High School | |
| |
| |
| Higher Education Before the Civil War | |
| |
| |
| Dartmouth College Case | |
| |
| |
| State Universities | |
| |
| |
| New Programs and Reforms at State Universities | |
| |
| |
| Technical Schools | |
| |
| |
| Adult Education and Cultural Improvement | |
| |
| |
| Morrill Act | |
| |
| |
| American Educational Leadership | |
| |
| |
| Political Leaders | |
| |
| |
| Literary Support | |
| |
| |
| Professional Educators | |
| |
| |
| Carter | |
| |
| |
| Mann | |
| |
| |
| Barnard | |
| |
| |
| European Influences | |
| |
| |
| Infant Schools | |
| |
| |
| Kindergartens | |
| |
| |
| European School Model | |
| |
| |
| European Educational Theory | |
| |
| |
| Rousseau | |
| |
| |
| Basedow | |
| |
| |
| Pestalozzi | |
| |
| |
| Froebel | |
| |
| |
| Growth of Academies | |
| |
| |
| Normal Schools and Institutes | |
| |
| |
| Educational Opportunity for Women | |
| |
| |
| Focus on the Issues: Opportunities for Women | |
| |
| |
| Minority Education | |
| |
| |
| Then to Now | |
| |
| |
| Assimilation | |
| |
| |
| Equality Not Gained | |
| |
| |
| Desegregation | |
| |
| |
| The Immigration Effect | |
| |
| |
| Implementing Equality for Minorities and Students with Speical Needs | |
| |
| |
| Gaining Perspective Through Critical Analysis | |
| |
| |
| History in Action in Today's Classrooms | |
| |
| |
| Bibliography | |
| |
| |
| |
| American Education: 1865-1918 | |
| |
| |
| Modern-Day Differences | |
| |
| |
| Compulsory Attendance | |
| |
| |
| Technology in the Classroom | |
| |
| |
| Stimulus for Change in Education | |
| |
| |
| Inhibited Development of Education in the South | |
| |
| |
| Southern Collapse | |
| |
| |
| African-American Education | |
| |
| |
| Hoar Bill | |
| |
| |
| Blair Bill | |
| |
| |
| Philanthropy | |
| |
| |
| Southern Associations | |
| |
| |
| National Affairs and Progress | |
| |
| |
| Industrial Exploitation | |
| |
| |
| Agricultural, Population, and Vocational Changes | |
| |
| |
| The Public School Ideal | |
| |
| |
| The American Public High School | |
| |
| |
| Kalamazoo Case | |
| |
| |
| Curriculum | |
| |
| |
| Standardizing Associations and the National Education Association | |
| |
| |
| Committee of Ten | |
| |
| |
| Accreditation | |
| |
| |
| Cardinal Principles | |
| |
| |
| Reorganization | |
| |
| |
| Vocational and Industrial Education | |
| |
| |
| Smith-Hughes Act | |
| |
| |
| Parochial and Private Education | |
| |
| |
| Oregon Case | |
| |
| |
| Higher Education | |
| |
| |
| Colleges and Universities | |
| |
| |
| New University Model | |
| |
| |
| Professional Schools | |
| |
| |
| Curriculum Changes | |
| |
| |
| Minority and Prejudice | |
| |
| |
| Schools and Colleges for Minority Groups | |
| |
| |
| Focus on the Issues: Sanchez Encounters Prejudice | |
| |
| |
| Native-American Schools | |
| |
| |
| Teacher Education | |
| |
| |
| Sheldon and the Oswego Movement | |
| |
| |
| University Departments of Education | |
| |
| |
| Development of Educational Philosophy | |
| |
| |
| Harris | |
| |
| |
| Parker | |
| |
| |
| Herbart | |
| |
| |
| American Herbartianism | |
| |
| |
| Protest Against Rigid Systems | |
| |
| |
| Then to Now | |
| |
| |
| Social and Educational Problems from War | |
| |
| |
| Concepts and Values, by Generation, 1920 to Today | |
| |
| |
| Changes in Basic Values | |
| |
| |
| Gaining Prespective Through Critical Analysis | |
| |
| |
| History in Action in Today's Classrooms | |
| |
| |
| Bibliography | |
| |
| |
| |
| Development of Modern American Education After 1918 | |
| |
| |
| Major Educational Changes | |
| |
| |
| National Unity Through Education | |
| |
| |
| Changes in Education, Mid-1900s to Today | |
| |
| |
| Availability of Educational Materials; Lifelong Learning | |
| |
| |
| Social, Political, and Economic Influence | |
| |
| |
| Focus on the Issues: Divergent Views | |
| |
| |
| Evolution of the Modern Institutional Structure | |
| |
| |
| Elementary Programs | |
| |
| |
| The School Survey | |
| |
| |
| Consolidation | |
| |
| |
| Junior High and Middle Schools | |
| |
| |
| High Schools | |
| |
| |
| Higher Education | |
| |
| |
| Minority Women | |
| |
| |
| Junior or Community Colleges | |
| |
| |
| School Finance and Control | |
| |
| |
| Local and State Control | |
| |
| |
| School Finance | |
| |
| |
| Federal Participation in Education | |
| |
| |
| Support for Industrial and Vocational Education | |
| |
| |
| New Deal Acts | |
| |
| |
| Wartime Measures | |
| |
| |
| National Defense Education Act | |
| |
| |
| Experiments and Innovations in the Twentieth Century | |
| |
| |
| Progressive Education | |
| |
| |
| Progressive Education Association (PEA) | |
| |
| |
| Extended School Use | |
| |
| |
| Influence of Experimental Programs | |
| |
| |
| Progressive Educators and Their Critics | |
| |
| |
| Life Adjustment Education | |
| |
| |
| Critics of Progressive Influence | |
| |
| |
| Then to Now | |
| |
| |
| Inquiry-Based Instruction | |
| |
| |
| Mastery Learning | |
| |
| |
| Individual Contracting | |
| |
| |
| Differentiated Staffing | |
| |
| |
| Flexible Scheduling | |
| |
| |
| Individualized Instruction | |
| |
| |
| Open Classrooms | |
| |
| |
| Team Teaching and Nongraded Schools | |
| |
| |
| Gaining Perspective Through Critical Analysis | |
| |
| |
| History in Action in Today's Classrooms | |
| |
| |
| Bibliography | |
| |
| |
| |
| American Education: 1960-2000 | |
| |
| |
| Academic Freedom and the Educational Profession | |
| |
| |
| Focus on the Issues: Teacher Education: Pedantic Pedagogy | |
| |
| |
| Alternative Teacher Training | |
| |
| |
| Field Experience | |
| |
| |
| Continuing Professional Education | |
| |
| |
| Philosophy and Accountability | |
| |
| |
| Elementary and Secondary Education Act | |
| |
| |
| Federal Involvement | |
| |
| |
| New Methods | |
| |
| |
| Critics Outside the Profession | |
| |
| |
| Innovations | |
| |
| |
| The Internet | |
| |
| |
| Recent Growth | |
| |
| |
| A New Century-The Twenty-First | |
| |
| |
| Assessment | |
| |
| |
| IDEA | |
| |
| |
| Then to Now | |
| |
| |
| Special Assistance | |
| |
| |
| Gaining Perspective Through Critical Analysis | |
| |
| |
| History in Action in Today's Classrooms | |
| |
| |
| Bibliography | |
| |
| |
| |
| Educational Reform After 1980: The Search for Excellence | |
| |
| |
| The Great American Educational Reform Movement | |
| |
| |
| Reform Agendas | |
| |
| |
| A Nation at Risk | |
| |
| |
| Educational Policy | |
| |
| |
| The Business Model | |
| |
| |
| The Paideia Proposal | |
| |
| |
| Boyer, Goodlad, and Sizer | |
| |
| |
| Comment and Criticism | |
| |
| |
| School Effectiveness | |
| |
| |
| Time-on-Task | |
| |
| |
| Educational Goals | |
| |
| |
| Reform Initiatives in States and Cities | |
| |
| |
| Local Reform Initiatives | |
| |
| |
| Financial Crunch | |
| |
| |
| Gramm-Rudman Hollings Act | |
| |
| |
| Focus on the Issues: Educational Reform: Past and Present | |
| |
| |
| Rebuilding Versus Restructuring | |
| |
| |
| Volunteerism | |
| |
| |
| Achieving Excellence in Teacher Education | |
| |
| |
| Status of Teachers | |
| |
| |
| A Trend of Negative to Positive Factors | |
| |
| |
| School Crime/Violence | |
| |
| |
| Changes in Teacher Education | |
| |
| |
| Five-Year Programs and the Holmes Group | |
| |
| |
| Reform in Educational Administration | |
| |
| |
| Information Access | |
| |
| |
| Business Model | |
| |
| |
| Special Needs | |
| |
| |
| Administration and the Law | |
| |
| |
| The Search for Excellence Continues | |
| |
| |
| Gaining Perspective Through Critical Analysis | |
| |
| |
| History in Action in Today's Classrooms | |
| |
| |
| Bibliography | |
| |
| |
| |
| Issues in Modern American Education | |
| |
| |
| Litigation: The Courts and Problems of Education | |
| |
| |
| Religion and Public Schools | |
| |
| |
| Focus on the Issues: Church and State | |
| |
| |
| Attendance and Religion | |
| |
| |
| Religion and Public Funds | |
| |
| |
| Evolution | |
| |
| |
| Vouchers | |
| |
| |
| Involuntary Segregation | |
| |
| |
| The Brown Decision on Segregation | |
| |
| |
| De Facto Segregation | |
| |
| |
| Affirmative Action | |
| |
| |
| Litigation and Equality of Opportunity | |
| |
| |
| Focus on the Issues: Language | |
| |
| |
| Other Significant Court Cases | |
| |
| |
| In Loco Parentis | |
| |
| |
| Single-Sex Schools | |
| |
| |
| Historical Overview of U.S. Educational Critics | |
| |
| |
| Critics, 1950-1960s | |
| |
| |
| Critics, 1970-1990s | |
| |
| |
| Modern Critics | |
| |
| |
| No Child Left Behind Act (NCLB) | |
| |
| |
| Critics with Other Viewpoints | |
| |
| |
| The School as Agency for Social Action | |
| |
| |
| Assessment and Accountability | |
| |
| |
| Laws and Lawsuits Focused on Accountability | |
| |
| |
| Competency Tests for Teachers | |
| |
| |
| Curriculum Concerns | |
| |
| |
| Curriculum Innovations and Methods | |
| |
| |
| Competency-Based Training and Performance Contracting | |
| |
| |
| Issues of Inclusion | |
| |
| |
| Educating the Exceptional Child | |
| |
| |
| Public Law 94-142 | |
| |
| |
| Funding Special Education | |
| |
| |
| Benefits of PL 94-142: Is It Working? | |
| |
| |
| Accessible Education | |
| |
| |
| Increased Funding and Earlier Identification | |
| |
| |
| Fostering Giftedness | |
| |
| |
| Multicultural and Bilingual Education | |
| |
| |
| Cultural Awareness Education | |
| |
| |
| Teaching Transcultural Values | |
| |
| |
| The Changing Role of Women in Education | |
| |
| |
| Taking Sides Today and Tomorrow | |
| |
| |
| Gaining Perspective Through Critical Analysis | |
| |
| |
| History in Action in Today's Classrooms | |
| |
| |
| Bibliography | |
| |
| |
| |
| Globalization, Trends, and Gaining Perspective | |
| |
| |
| Focus on the Issues: Globalization | |
| |
| |
| World Interdependence | |
| |
| |
| Focus on the Issues: Rapid Change | |
| |
| |
| Future Trends | |
| |
| |
| Gaining Perspective Through Critical Analysis | |
| |
| |
| History in Action in Today's Classrooms | |
| |
| |
| Bibliography | |
| |
| |
| General Annotated Bibliography | |
| |
| |
| Glossary | |
| |
| |
| Index | |