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Acknowledgments | |
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Introduction | |
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Schooling Teachers for a New Nation, 1750-1830 | |
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Colleges | |
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Academies | |
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Home Schooling, Dame Schools, and a New Common School Teacher | |
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Missionaries and Indigenous Teachers | |
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Conclusion | |
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Educating Women, Women as Educators, 1800-1860 | |
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Seminaries for Women Teachers-Troy, Ipswich, Mount Holyoke, and More | |
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Preparing Women to Teach-From Individual Schools to a National Movement | |
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Preparing Women to Teach-Changes in Ideology, Changes in Practice | |
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The Birth of the Normal School, 1830-1870 | |
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Creating a New Institution: The State Normal School | |
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Opening the Massachusetts Normal Schools | |
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The Curriculum: What Was Taught at the Massachusetts Normal Schools | |
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An Alternative Vision | |
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The Slow Spread of the Normal School Model Before the Civil War | |
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So Did the Normal Schools Prepare Teachers? | |
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Teachers' Institutes, 1830-1920 | |
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The Origins of Teachers' Institutes | |
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The Heyday of the Teachers' Institute | |
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Teachers' Institutes, Examinations, and Certification: A Case Study | |
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An Institution That Would Not Die | |
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High Schools and City Normal Schools, 1830-1920 | |
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A Fresh Look at the Nineteenth-Century High School | |
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The High School Normal Curriculum-Preparing City Teachers | |
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High Schools, Gender, and the Road to Women's True Profession | |
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Rural High Schools for Rural Teachers | |
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Beyond High School: From City High Schools to City Normal Schools and Colleges | |
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Normal Institutes, Missionary Colleges, and County Training Schools: Preparing African American Teachers in the Segregated South, 1860-1940 | |
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Informal Preparation in Slavery and Freedom | |
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The Hampton-Tuskegee Model: Normal and Agricultural Institutes | |
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Missionary Colleges and Normal Schools | |
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County Training Schools | |
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The Heyday of the Normal School, 1870-1920 | |
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Just What Was a Normal School? | |
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An Institution Whose Time Had Come-Growth Between 1870 and 1920 | |
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Changing Admissions, Changing Curriculum, Changing Standards | |
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The Search for College Status | |
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How Important Were the Normal Schools in Preparing the Nation's Teachers? | |
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Universities Create Departments and Schools of Education, 1870-1930 | |
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Colleges and Universities Have Always Prepared Teachers | |
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University Chairs, Departments, and Schools of Education | |
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The Growth of High Schools and the Need for High School Teachers | |
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Accreditation-The Search for Order | |
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Teachers Colleges Fight Back | |
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Teachers for Cities, Teachers for Immigrants 1870-1940 | |
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Hunter College and the New York Story | |
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New York Was Not Alone: Chicago, Cincinnati, Detroit | |
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The Kindergarten Movement in Teacher Education | |
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Every Teacher a College Graduate, 1920-1965 | |
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Normal Schools Become Teachers Colleges | |
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Snapshot-State Teachers Colleges During the 1930-1931 Academic Year | |
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The National Survey of the Education of Teachers | |
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Teachers Colleges Become "Just Colleges" | |
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A College Degree Becomes the Norm | |
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A New Status Quo and Its Critics, 1960-1985 | |
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A Midcentury Consensus About the Education of Teachers? | |
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The Fund for the Advancement of Education | |
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The Master of Arts in Teaching Degree-An Effort to Bridge the Gap | |
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The New Critics: Arthur Bestor, James D. Koerner, James Bryant Conant | |
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The Power of the Status Quo | |
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Preparing Teachers in the Era of A nation at Risk, 1965-2000 | |
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The Teacher Corps | |
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The Center for Educational Renewal and a New Sense of Urgency | |
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Holmes and Carnegie-What the Reports Recommended and What They Changed | |
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Implementation in Massachusetts-A Case Study | |
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A Crisis in Racial Diversity in the Teaching Profession | |
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The Holmes Group Becomes the Holmes Partnership | |
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Afterword: Teachers for a New Millennium, 2000- | |
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What Matters Most-The National Commission on Teaching and America's Future | |
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Regulation and Deregulation in a Conservative Ascendancy | |
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Toward the Future-Clarity, Diversity, and New Tensions | |
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Notes | |
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For Further Reading | |
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Index | |
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About the Author | |