Introduction: Applying History to Education Today | p. 1 |
Overview | p. 2 |
The Examination of Social Forces | p. 2 |
The Link Between Educational Theory and History | p. 4 |
Schooling in an Age of Change, as Revealed Through the Past | p. 5 |
Society and Education: Schools and the Communities They Serve | p. 8 |
World Events That Disrupt Education | p. 8 |
Historical Roots of U.S. Education | p. 9 |
Cultural Influences on Education | p. 10 |
Accelerating Rate of Change | p. 11 |
Change Fueled by Invention | p. 11 |
Ogburn Model of Adjustment to Change | p. 12 |
Social Darwinism | p. 12 |
Cultural Lag | p. 13 |
Core Values | p. 14 |
A Myriad of Values | p. 15 |
Focus on the Issues: Cultural Diversity | p. 16 |
How You Can Use This Text | p. 16 |
History and Purposes of Educational History | p. 17 |
Reconsidering History from New Evidence | p. 17 |
The Study of Educational History | p. 18 |
Differing Points of View | p. 19 |
Influence of Recent Changes | p. 20 |
Intellectual Background | p. 20 |
Force of Medieval Tradition | p. 20 |
Impact of the Renaissance | p. 21 |
Impact of Scientific Thinking | p. 21 |
Significance of Religious Revolutions | p. 22 |
American Colonists: Conservatism and Change | p. 23 |
Focus on the Issues: Judging the Importance of Historical Events | p. 24 |
Then to Now | p. 24 |
The History of Curriculum | p. 24 |
The Spirit of Inquiry and Dissemination of Knowledge | p. 25 |
Identifying Currents of Thought Through History | p. 25 |
Changing World Conditions | p. 26 |
Why the Past Illuminates Today | p. 27 |
Look to the Evidence | p. 27 |
How Does the History of Education Apply to Educators Today? | p. 27 |
Gaining Perspective Through Critical Analysis | p. 28 |
History in Action in Today's Classrooms | p. 28 |
Bibliography | p. 28 |
Shaping the Schools: Philosophical and Psychological Foundations | p. 31 |
Focus on the Issues: Philosophical Divisions | p. 33 |
Introduction to Educational Philosophy | p. 34 |
Schools of Educational Philosophy | p. 35 |
No Neat and Tidy Boxes | p. 35 |
Drawn from Many Sources | p. 35 |
Slow and Homogeneous Development | p. 37 |
Philosophical Theory: Origins | p. 38 |
Idealism | p. 39 |
Realism | p. 41 |
Modern Realism | p. 42 |
Perennialism | p. 43 |
Pragmatism | p. 43 |
Social Reconstructionism | p. 48 |
Essentialism | p. 50 |
Should Schools Exit? | p. 56 |
Humanism | p. 51 |
Analytic Philosophy of Education | p. 52 |
Protest Philosophies | p. 53 |
Behaviorism | p. 53 |
Existentialism | p. 55 |
Should Schools Exist? | p. 56 |
Postmodernism | p. 57 |
Chaos Theory | p. 58 |
Social and Futures Philosophy | p. 58 |
Philosophy and Technology | p. 61 |
Psychology and Educational Theory | p. 62 |
Psychology and Learning: Historical Development | p. 63 |
Structuralism | p. 66 |
Functionalism | p. 66 |
Connectionist Psychology or Associationism | p. 66 |
Behaviorism | p. 67 |
Focus on the Issues: Behavior Modification | p. 68 |
Gestalt | p. 69 |
Modern Developmental Psychology and Stage Theory | p. 69 |
Other Contributions to Educational Psychology | p. 72 |
Then to Now | p. 73 |
Educational Goals | p. 74 |
The Goal of Citizenship | p. 74 |
Agreement on Educational Policy | p. 75 |
Focus on the Issues: International Terrorism | p. 76 |
Gaining Perspective Through Critical Analysis | p. 77 |
History in Action in Today's Classrooms | p. 78 |
Bibliography | p. 78 |
American Education: Our European Heritage and the Colonial Influence | p. 81 |
Colonial Melting Pot | p. 84 |
Religious Sectarianism | p. 85 |
Social Class in the Colonial Environment | p. 86 |
The Southern Colonies | p. 87 |
Focus on the Issues: Spelling and the Curriculum | p. 88 |
Tutorial Schools | p. 90 |
Old Field Schools | p. 90 |
Dame Schools | p. 91 |
Secondary and Higher Education | p. 91 |
Charity Education | p. 91 |
The Middle Colonies | p. 92 |
Denominational Influence | p. 93 |
Academies | p. 94 |
Latin Grammar Schools | p. 94 |
Common Schools | p. 94 |
Higher Education | p. 95 |
The New England Colonies | p. 95 |
Puritan Philosophy | p. 95 |
Educational Conditions | p. 97 |
Latin Schools and College Programs | p. 98 |
Religious Cycles | p. 99 |
Then to Now | p. 100 |
Puritan Values | p. 100 |
Multidimensional Values | p. 102 |
Historical Perspective | p. 103 |
Gaining Perspective Through Critical Analysis | p. 104 |
History in Action in Today's Classrooms | p. 104 |
Bibliography | p. 104 |
American Education: The American Revolution | p. 107 |
Democratic Ideals | p. 108 |
Changes in Colonial Culture | p. 109 |
The Shift in the Colonial Mind | p. 110 |
Locke's Influence | p. 110 |
Comenius | p. 110 |
Impact of European Movements | p. 111 |
Colonial Liberalism | p. 112 |
Educational Changes in the Later Colonial Period | p. 113 |
The War and After | p. 114 |
Sway of Independence | p. 115 |
Efforts of Educational Founders | p. 115 |
Freedom of Religion | p. 115 |
National University | p. 116 |
Plans for a National System | p. 116 |
Revolutionary Period Educational Leadership | p. 116 |
Noah Webster | p. 116 |
Thomas Jefferson | p. 117 |
Early Government Proposals | p. 118 |
Early National Legislation | p. 118 |
State Efforts | p. 118 |
Other Educational Movements | p. 119 |
Monitorial Schools | p. 119 |
Sunday Schools | p. 119 |
Free School Societies | p. 119 |
School Ideas and the Curriculum | p. 120 |
New Materials | p. 120 |
Then to Now | p. 121 |
A National System Fails to Win Approval | p. 121 |
Financing State Systems and Testing Controversies | p. 121 |
Establishing National Standards | p. 122 |
Local Power Versus State Control | p. 123 |
Local Power Versus Federal Control | p. 123 |
Federal Education Acts | p. 124 |
Focus on the Issues: Divided We Stand | p. 125 |
Formation of the U.S. Department of Education | p. 125 |
Political Attacks on Educational Institutions | p. 126 |
Educational Artifacts and Technology: No Steady History | p. 127 |
The Role of History of Education | p. 128 |
Gaining Perspective Through Critical Analysis | p. 129 |
History in Action in Today's Classrooms | p. 129 |
Bibliography | p. 129 |
American Education: 1812-1865 | p. 131 |
Social, Political, and Economic Trends | p. 133 |
Common School Ideal | p. 133 |
Focus on the Issues: Teacher Qualifications in Frontier Schools | p. 134 |
Impact of the Industrial Revolution | p. 134 |
Education and the Industrial Revolution | p. 135 |
Public School Support | p. 136 |
Nationalization | p. 137 |
Frontier Impact | p. 137 |
First State Programs | p. 138 |
Age of the Common School Revival | p. 138 |
State Funds and State Laws | p. 139 |
Curriculum Improvement | p. 140 |
Graded Primary Schools | p. 140 |
Birth of the American High School | p. 141 |
Higher Education Before the Civil War | p. 141 |
Dartmouth College Case | p. 142 |
State Universities | p. 142 |
New Programs and Reforms at State Universities | p. 142 |
Technical Schools | p. 143 |
Adult Education and Cultural Improvement | p. 143 |
Morrill Act | p. 144 |
American Educational Leadership | p. 144 |
Political Leaders | p. 144 |
Literary Support | p. 146 |
Professional Educators | p. 146 |
Carter | p. 146 |
Mann | p. 146 |
Barnard | p. 147 |
European Influences | p. 148 |
Infant Schools | p. 148 |
Kindergartens | p. 148 |
European School Model | p. 149 |
European Educational Theory | p. 149 |
Rousseau | p. 149 |
Basedow | p. 150 |
Pestalozzi | p. 150 |
Froebel | p. 151 |
Growth of Academies | p. 151 |
Normal Schools and Institutes | p. 152 |
Educational Opportunity for Women | p. 152 |
Focus on the Issues: Opportunities for Women | p. 153 |
Minority Education | p. 154 |
Then to Now | p. 155 |
Assimilation | p. 155 |
Equality Not Gained | p. 155 |
Desegregation | p. 155 |
The Immigration Effect | p. 157 |
Implementing Equality for Minorities and Students with Speical Needs | p. 158 |
Gaining Perspective Through Critical Analysis | p. 160 |
History in Action in Today's Classrooms | p. 160 |
Bibliography | p. 160 |
American Education: 1865-1918 | p. 163 |
Modern-Day Differences | p. 164 |
Compulsory Attendance | p. 164 |
Technology in the Classroom | p. 164 |
Stimulus for Change in Education | p. 166 |
Inhibited Development of Education in the South | p. 166 |
Southern Collapse | p. 167 |
African-American Education | p. 167 |
Hoar Bill | p. 168 |
Blair Bill | p. 168 |
Philanthropy | p. 168 |
Southern Associations | p. 168 |
National Affairs and Progress | p. 169 |
Industrial Exploitation | p. 169 |
Agricultural, Population, and Vocational Changes | p. 170 |
The Public School Ideal | p. 171 |
The American Public High School | p. 171 |
Kalamazoo Case | p. 171 |
Curriculum | p. 172 |
Standardizing Associations and the National Education Association | p. 173 |
Committee of Ten | p. 173 |
Accreditation | p. 174 |
Cardinal Principles | p. 174 |
Reorganization | p. 175 |
Vocational and Industrial Education | p. 175 |
Smith-Hughes Act | p. 176 |
Parochial and Private Education | p. 177 |
Oregon Case | p. 177 |
Higher Education | p. 178 |
Colleges and Universities | p. 178 |
New University Model | p. 178 |
Professional Schools | p. 179 |
Curriculum Changes | p. 179 |
Minority and Prejudice | p. 180 |
Schools and Colleges for Minority Groups | p. 180 |
Focus on the Issues: Sanchez Encounters Prejudice | p. 181 |
Native-American Schools | p. 182 |
Teacher Education | p. 182 |
Sheldon and the Oswego Movement | p. 183 |
University Departments of Education | p. 184 |
Development of Educational Philosophy | p. 185 |
Harris | p. 185 |
Parker | p. 185 |
Herbart | p. 186 |
American Herbartianism | p. 186 |
Protest Against Rigid Systems | p. 187 |
Then to Now | p. 188 |
Social and Educational Problems from War | p. 188 |
Concepts and Values, by Generation, 1920 to Today | p. 189 |
Changes in Basic Values | p. 191 |
Gaining Prespective Through Critical Analysis | p. 192 |
History in Action in Today's Classrooms | p. 192 |
Bibliography | p. 193 |
Development of Modern American Education After 1918 | p. 195 |
Major Educational Changes | p. 196 |
National Unity Through Education | p. 196 |
Changes in Education, Mid-1900s to Today | p. 197 |
Availability of Educational Materials; Lifelong Learning | p. 198 |
Social, Political, and Economic Influence | p. 199 |
Focus on the Issues: Divergent Views | p. 200 |
Evolution of the Modern Institutional Structure | p. 201 |
Elementary Programs | p. 202 |
The School Survey | p. 203 |
Consolidation | p. 203 |
Junior High and Middle Schools | p. 205 |
High Schools | p. 206 |
Higher Education | p. 208 |
Minority Women | p. 208 |
Junior or Community Colleges | p. 210 |
School Finance and Control | p. 211 |
Local and State Control | p. 211 |
School Finance | p. 212 |
Federal Participation in Education | p. 213 |
Support for Industrial and Vocational Education | p. 214 |
New Deal Acts | p. 215 |
Wartime Measures | p. 215 |
National Defense Education Act | p. 216 |
Experiments and Innovations in the Twentieth Century | p. 216 |
Progressive Education | p. 217 |
Progressive Education Association (PEA) | p. 217 |
Extended School Use | p. 218 |
Influence of Experimental Programs | p. 219 |
Progressive Educators and Their Critics | p. 219 |
Life Adjustment Education | p. 220 |
Critics of Progressive Influence | p. 221 |
Then to Now | p. 221 |
Inquiry-Based Instruction | p. 222 |
Mastery Learning | p. 222 |
Individual Contracting | p. 222 |
Differentiated Staffing | p. 223 |
Flexible Scheduling | p. 223 |
Individualized Instruction | p. 223 |
Open Classrooms | p. 223 |
Team Teaching and Nongraded Schools | p. 223 |
Gaining Perspective Through Critical Analysis | p. 224 |
History in Action in Today's Classrooms | p. 224 |
Bibliography | p. 225 |
American Education: 1960-2000 | p. 227 |
Academic Freedom and the Educational Profession | p. 229 |
Focus on the Issues: Teacher Education: Pedantic Pedagogy | p. 231 |
Alternative Teacher Training | p. 231 |
Field Experience | p. 232 |
Continuing Professional Education | p. 233 |
Philosophy and Accountability | p. 234 |
Elementary and Secondary Education Act | p. 235 |
Federal Involvement | p. 236 |
New Methods | p. 237 |
Critics Outside the Profession | p. 237 |
Innovations | p. 238 |
The Internet | p. 239 |
Recent Growth | p. 240 |
A New Century-The Twenty-First | p. 241 |
Assessment | p. 241 |
IDEA | p. 242 |
Then to Now | p. 243 |
Special Assistance | p. 244 |
Gaining Perspective Through Critical Analysis | p. 245 |
History in Action in Today's Classrooms | p. 245 |
Bibliography | p. 246 |
Educational Reform After 1980: The Search for Excellence | p. 249 |
The Great American Educational Reform Movement | p. 250 |
Reform Agendas | p. 251 |
A Nation at Risk | p. 253 |
Educational Policy | p. 254 |
The Business Model | p. 255 |
The Paideia Proposal | p. 257 |
Boyer, Goodlad, and Sizer | p. 258 |
Comment and Criticism | p. 260 |
School Effectiveness | p. 261 |
Time-on-Task | p. 262 |
Educational Goals | p. 262 |
Reform Initiatives in States and Cities | p. 264 |
Local Reform Initiatives | p. 266 |
Financial Crunch | p. 267 |
Gramm-Rudman Hollings Act | p. 268 |
Focus on the Issues: Educational Reform: Past and Present | p. 270 |
Rebuilding Versus Restructuring | p. 270 |
Volunteerism | p. 272 |
Achieving Excellence in Teacher Education | p. 273 |
Status of Teachers | p. 273 |
A Trend of Negative to Positive Factors | p. 274 |
School Crime/Violence | p. 275 |
Changes in Teacher Education | p. 276 |
Five-Year Programs and the Holmes Group | p. 278 |
Reform in Educational Administration | p. 280 |
Information Access | p. 281 |
Business Model | p. 282 |
Special Needs | p. 282 |
Administration and the Law | p. 283 |
The Search for Excellence Continues | p. 284 |
Gaining Perspective Through Critical Analysis | p. 285 |
History in Action in Today's Classrooms | p. 285 |
Bibliography | p. 285 |
Issues in Modern American Education | p. 291 |
Litigation: The Courts and Problems of Education | p. 294 |
Religion and Public Schools | p. 294 |
Focus on the Issues: Church and State | p. 295 |
Attendance and Religion | p. 296 |
Religion and Public Funds | p. 297 |
Evolution | p. 298 |
Vouchers | p. 299 |
Involuntary Segregation | p. 300 |
The Brown Decision on Segregation | p. 301 |
De Facto Segregation | p. 302 |
Affirmative Action | p. 303 |
Litigation and Equality of Opportunity | p. 304 |
Focus on the Issues: Language | p. 305 |
Other Significant Court Cases | p. 306 |
In Loco Parentis | p. 307 |
Single-Sex Schools | p. 308 |
Historical Overview of U.S. Educational Critics | p. 308 |
Critics, 1950-1960s | p. 309 |
Critics, 1970-1990s | p. 309 |
Modern Critics | p. 310 |
No Child Left Behind Act (NCLB) | p. 310 |
Critics with Other Viewpoints | p. 311 |
The School as Agency for Social Action | p. 312 |
Assessment and Accountability | p. 314 |
Laws and Lawsuits Focused on Accountability | p. 315 |
Competency Tests for Teachers | p. 316 |
Curriculum Concerns | p. 317 |
Curriculum Innovations and Methods | p. 319 |
Competency-Based Training and Performance Contracting | p. 319 |
Issues of Inclusion | p. 320 |
Educating the Exceptional Child | p. 320 |
Public Law 94-142 | p. 320 |
Funding Special Education | p. 321 |
Benefits of PL 94-142: Is It Working? | p. 322 |
Accessible Education | p. 322 |
Increased Funding and Earlier Identification | p. 322 |
Fostering Giftedness | p. 323 |
Multicultural and Bilingual Education | p. 324 |
Cultural Awareness Education | p. 325 |
Teaching Transcultural Values | p. 326 |
The Changing Role of Women in Education | p. 326 |
Taking Sides Today and Tomorrow | p. 328 |
Gaining Perspective Through Critical Analysis | p. 330 |
History in Action in Today's Classrooms | p. 330 |
Bibliography | p. 331 |
Globalization, Trends, and Gaining Perspective | p. 335 |
Focus on the Issues: Globalization | p. 339 |
World Interdependence | p. 340 |
Focus on the Issues: Rapid Change | p. 342 |
Future Trends | p. 342 |
Gaining Perspective Through Critical Analysis | p. 346 |
History in Action in Today's Classrooms | p. 346 |
Bibliography | p. 347 |
General Annotated Bibliography | p. 351 |
Glossary | p. 359 |
Index | p. 365 |
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