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| Preface | |
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| Introduction: A Slow Evolution: Education Becomes a Subject of University Research | |
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| The Feminization of Teaching | |
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| Conflict and Competition: High Schools, Normal Schools, Colleges, and Universities | |
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| In Quest of Science: the Early Years of Education Research | |
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| Reluctant Allies: Psychologists Turn to Education | |
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| G. Stanley Hall and the Child-Study Movement | |
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| Clark University: "The Perfect Non-University of G. Stanley Hall" | |
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| William James's Search for Vocation | |
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| Psychology and Education at Harvard | |
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| From Child Study to Child Hygiene | |
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| Specialization and Isolation: Education Research Becomes a Profession | |
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| John Dewey's Youth and Early Career | |
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| Dewey at the Laboratory School | |
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| A Creative Community: The Social Sources of Dewey's Thought | |
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| Edward L. Thorndike: "Conquering the New World of Pedagogy" | |
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| Thorndike and Teachers College: A Reciprocal Relationship | |
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| Dewey Displaced: Charles Hubbard Judd at the University of Chicago | |
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| Technologies of Influence: Testing and School Surveying | |
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| The History and Philosophy of Education: From Center to Periphery | |
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| Dignity amidst Disdain: Ellwood Patterson Cubberley and the First Generation of Scholars of School Administration | |
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| Leonard P. Ayres, the Russell Sage Foundation, and the School Survey Movement | |
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| The Cleveland Survey | |
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| Lewis M. Terman and the Testing Movement | |
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| Consensus and Community: A Science for School Administration | |
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| Cacophony: Curriculum Study During the Interwar Years | |
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| Politics, Patronage, and Entrepreneurship: The Dynamics of Curriculum Change | |
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| The Scientific Study of Society | |
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| Child Interest | |
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| The Teachers College "School System" | |
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| Denver, Colorado, Teachers Study the Curriculum | |
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| The Emergence of a New Specialization: Curriculum and Instruction | |
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| Social Reconstructionism and Its Transformation | |
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| Developmental Perspectives: Critics Challenge Determinism in Education | |
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| The Laura Spelman Rockefeller Memorial Fund | |
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| Nature versus Nurture: The Iowa Child Welfare Research Station | |
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| The Progressive Education Association's Eight-Year Study | |
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| Ralph W. Tyler: From Mental Measurement to Evaluation | |
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| Human Development: The PEA's Commission on Curriculum and Human Relations | |
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| Class, Caste, Mobility, and Cultural Bias: The University of Chicago Committee on Human Development | |
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| The Educational Testing Service | |
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| Excellence and Equity: The Continuing Problems and Potential of Education Research | |
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| Contested Terrain: The Disciplines versus Education | |
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| The "New Math" | |
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| The National Science Foundation | |
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| Jerrold R. Zacharias and the Physical Sciences Study Committee | |
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| The Process of Education: "St. Jerome's Gospel" | |
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| From the History of Education to History and Education | |
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| The Theory Movement in Educational Administration | |
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| Gaining Ground and Losing Support: The Federal Role in Education Research | |
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| The Cooperative Research Program | |
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| The National Assessment of Educational Progress | |
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| James S. Coleman and Equality of Educational Opportunity | |
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| Title I Evaluation Studies | |
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| The National Institute of Education | |
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| Promoting Learning and Reform: New Directions in Education Research | |
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| The Beginnings of Cognitive Science | |
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| The Center for Cognitive Studies at Harvard | |
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| Cognition and Education | |
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| Qualitative Methods and Interpretive Studies | |
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| New Links between Research and Practice | |
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| Systemic Research | |
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| Conclusion: Toward the Reconfiguration of Educational Study | |
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| Problems of Status, Reputation, and Isolation | |
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| Problems of Governance and Regulation | |
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| What's to Be Done? | |
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| Notes | |
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| Index | |