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| Preface | |
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| Acknowledgments | |
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| The Limits and Promises of Education: Toward Reflective Practitioners | |
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| Educational Problems | |
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| Understanding Education: The Foundations Perspective | |
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| The Foundations Perspective: A Multidisciplinary and Interdisciplinary Approach | |
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| Critical Literacy and Empowerment: Toward the Active Voice of Teachers | |
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| The Politics of Education: Conservative, Liberal and Radical Perspectives | |
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| The Purposes of Schooling | |
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| Political Perspectives | |
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| From Political Perspectives to the Politics of Education | |
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| Lessons Learned from a Half-Century of Federal Policy Development | |
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| What Counts as Educational Policy? Notes toward a New Paradigm | |
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| The History of Education | |
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| Old World and New World Education: The Colonial Era | |
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| The Age of Reform: The Rise of the Common School | |
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| Urbanization and the Progressive Impetus | |
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| The Post-World War II Era: 1945-1980 | |
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| Educational Reaction and Reform and the Standards Era: 1980s-2005 | |
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| Understanding the History of U.S. Education | |
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| Different Historical Interpretations | |
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| Conclusion | |
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| Forgetting the Questions: The Problem of Educational Reform | |
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| Popular Schooling | |
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| The Sociology of Education | |
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| The Uses of Sociology for Teachers | |
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| The Relation between School and Society | |
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| Effects of Schooling on Individuals | |
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| Inside the Schools | |
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| Education and Inequality | |
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| Sociology and the Current Educational Crisis | |
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| Japanese Education: A Durkheimian Ideal Type? | |
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| On Understanding the Processes of Schooling: The Contributions of Labeling Theory | |
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| The Politics of Culture: Understanding Local Political Resistance to Detracking in Racially Mixed Schools | |
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| The Philosophy of Education and Its Significance for Teachers | |
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| The Perspective of Philosophy of Education | |
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| Particular Philosophies of Education | |
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| Conclusion | |
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| My Pedagogic Creed | |
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| Wide-Awakeness and the Moral Life | |
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| The Ideal of the Educated Person | |
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| 6 | |
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| The Structure of U.S. Education | |
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| International Comparisons | |
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| School Processes and School Cultures | |
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| Teachers, Teaching, and Professionalization | |
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| Contradictions of Reform | |
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| The TIMSS Videotape Study | |
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| Is There Really A Teacher Shortage? | |
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| Curriculum, Pedagogy, and the Transmission of Knowledge | |
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| What Do the Schools Teach? | |
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| The History and Philosophy of the Curriculum | |
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| The Politics of the Curriculum | |
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| The Sociology of the Curriculum | |
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| Curriculum Theory and Practice: The Reconceptualization of Curriculum Studies | |
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| Pedagogic Practices: How the Curriculum Is Taught | |
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| The Philosophy of Teaching: Differing Views on Pedagogic Practices | |
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| The Stratification of the Curriculum | |
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| The Effects of the Curriculum: What Is Learned in Schools? | |
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| Conclusion | |
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| The Politics of a National Curriculum | |
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| The Mimetic and the Transformative: Alternate Outlooks on Teaching | |
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| The Silenc | |