Book Description
Through the use of a consistent analytic framework, this text shows how and why certain school-society issues first arose in this country and how they have changed over time. Introduced and explained in detail in the first chapter, the text’s analytic framework focuses on the political economy, the dominant ideology, and existing educational practices that are prevalent in any given historical era. Readings at the end of each chapter are designed for the student to critique using the same analytic framework that the authors employ in the text. In its examination of the evolution of education in the United States, this book tells an engaging historical story.
Customer Reviews:
Very Indepth Look of Societal Factors Affecting Education.......2006-03-01
This book was a required text for one of my Administration Credential courses. The text is timely as Tozer and others tie current perspectives regarding race, gender, social class, and politics to those of the past. Each chapter highlights at least one key figure that helped shape the educational landscape (e.g., Thomas Jefferson, Booker T. Washington, Robert Conant, etc.)In addition each chapter deals with the social climate (social theory/philosophy), the politics, and the economy of the time and their effects on American Education.
The text reads quickly and has a progressive slant. Yet it was very informative- almost to a fault. At times I felt I was reading a history text rather than an educational one. Overall, I would recommend this book to those interested in the forces that shaped the educational institution through history.
Book Description
A core text for the Foundations course, School and Society provides an analytic framework that shows how and why certain school-society issues first arose in this country and how they changed over time. In its examination of the evolution of education in the United States, this book
tells an engaging historical story.
The text’s analytical framework focuses on the political economy, dominant ideology, and existing educational practices that are prevalent in any one historical era. Chapter 1 explains and illustrates this framework in detail. Readings at the end of each chapter, are designed for the student to critique using the same analytic framework as the authors employ in the text.
This edition adds a
new Chapter 15 to wrap things up and look to the future and new material on youth culture, teacher assessment tests (PRAXIS, subject area exams, portfolio assessment), recent legal issues, technology in education, parent-teacher relations, and cultural awareness and respect. In addition to a new, more open design and updated photos, the revision incorporates
for the first time specific pedagogical elements designed to help students. These new pedagogical elements include Chapter Overviews, Chapter Objectives, Timelines, Developing Your Professional Vocabulary, Thinking Critically About the Issues, and Web Sites of Interest.
Customer Reviews:
School and Society.......2001-04-29
Review: School and Society: Historical and Contemporary Perspectives reflects critically on the social significance teaching practices as well as institutional goals, and policies that surround and shape classroom procedure. The text also provides an understanding of contemporary educational processes and actively promotes critical thinking through its source readings and abstract inclusions (Tozer, 1998). There is great focus on diversity and equity throughout the text. Several views on how to provide an equitable and high quality education to an increasingly diverse school population are discussed. As well, curriculum and teaching practices are evaluated for effectiveness throughout the historical perspective of this text. The essence of this text was related through easy reading that was saturated with information relative to its content. An inside view on foundations of education were provided and as well, created an informational foundation for all educational processes in today's society. I found the text to be helpful in guiding my thoughts and ideas. The text also gave me clarification on many common educational practices.
School and Society.......2001-04-29
Review: School and Society: Historical and Contemporary Perspectives reflects critically on the social significance teaching practices as well as institutional goals, and policies that surround and shape classroom procedure. The text also provides an understanding of contemporary educational processes and actively promotes critical thinking through its source readings and abstract inclusions (Tozer, 1998). There is great focus on diversity and equity throughout the text. Several views on how to provide an equitable and high quality education to an increasingly diverse school population are discussed. As well, curriculum and teaching practices are evaluated for effectiveness throughout the historical perspective of this text. The essence of this text was related through easy reading that was saturated with information relative to its content. An inside view on foundations of education were provided and as well, created an informational foundation for all educational processes in today's society. I found the text to be helpful in guiding my thoughts and ideas. The text also gave me clarification on many common educational practices.
Mandatory Reading For Anyone Who Cares About Education!.......2001-04-29
This book is a must read for anyone who wants to gain additional insight into the educational school system. It helps one understand the past to deal with today and prepare for tomorrow. Enjoyed it very much!
American Education as Seen by Tozer, et. al.......2001-04-29
In School and Society: Historical and Contemporary Perspectives by Tozer, et. al., the authors present a comprehensive, historical, and contemporary perspective on the American education system. The book sought to guide the reader through the successes and the failures of a system that has its roots in Protestant ideology, and the accompanying pitfalls of such ideology. I find the book interesting in that it does not appear to whitewash the ills and the destructive paths taken by the leaders of the education system then and now. I find the history on the treatment of women and minorities very interesting. The text reinforces the idea that the more things change, the more they remain the same. It is my opinion based on the readings, that the American education system seem to be one destined for failure because of the practices of a system designed for only a few. I would recommend this book to all teachers because it presents a compelling history on the education system in America. A history that is not told too often.
School & Society: the growth of our educational system.......2001-04-28
If you have ever wanted to know how the United States' present day school system came to be, then School & Society: Historical and Contemporary Perspectives, by Steven E. Tozer, Paul C. Violas and Guy Senese, is a must read. The book covers the earliest public school system influenced by Thomas Jefferson up to the system that exists today. As equality and equity became a major focus, the system continually modified itself to meet the varying needs of diverse students, changing first to accommodate women, then African Americans and American Indians, and most recently, students with learning disabilities. The book also offers an in depth look at the major figures who were responsible for effecting these changes: Thomas Jefferson, Horace Mann, Emma Willard, Booker T. Washington, Edward Burghardt Du Bois, John Collier and James Bryant Conant.
I never stopped to think about how a society's ideology or system of beliefs can alter the educational system. This book showed me just how much change did occur once the United States began to see the treatment of all of its people as equals as a necessity. If you are a teacher, student, or parent of a student in a public or private school, or you just have an interest in this country's educational system, then this book has a lot to offer you.
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Girls and Literacy in America: Historical Perspectives to the Present (Childhood and Youth: Studies in Culture and History)
Manufacturer: ABC-CLIO
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Binding: Hardcover
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ASIN: 1576076660
Release Date: 2003-05-23 |
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Online Distance Education: Historical Perspective and Practical Application
Margaret Gorts Morabito
Manufacturer: Dissertation.com
ProductGroup: Book
Binding: Paperback
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Non-Formal Education
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ASIN: 1581120575 |
Download Description
Many educators and the public are interested in online distance education, in particular Internet-based schooling. The underlying assumption is that this is a new and untested fad in education. This is due in part to a lack of documentation within academia of the early development of online distance education, and, in part, to a shortage of experienced, practicing online schools. On the Internet, one may become confused by the flurry of activity and by the various claims from organizations that they are providing a revolutionary method of instruction--online teaching. Furthermore, many people are unaware of the long and distinguished history of distance education itself that is the root of current day Internet-based schooling. Despite the uncertainty, the public is clearly demanding online distance education. This dissertation helps to resolve these problems. This study fills various needs for the purpose of showing the effective application of online distance education. Educational administrators, teachers, and the public must be assured that online distance teaching is a valid and proven instructional method. Furthermore, administrators and teachers need to know what to expect when planning, operating, and teaching in an online school. Through historical analysis and the presentation of a practicing Internet-based school, this study fills these needs. This dissertation results from fifteen years of independent study and research by the author, combined with professional experience in the field of online distance education, including Internet-based school design and operation. Conclusions result from published studies in distance education; from research conducted in the 1980s concerning publicly available online distance education; and from experience in developing, administrating, and teaching in an international, Internet-based school that has been in continual operation online since 1986. The author concludes that: (1) online distance education has a proven track record; (2) there is continual demand from the global community for Internet-based instruction, as well as a public demand for traditional institutions to accept this nontraditional method of study; and (3) administrators and teachers can economically create and operate an effective Internet-based school that is accessible to and affordable for individual learners using low-cost personal computers.
Customer Reviews:
Diversity,Behavior Issues,Struggles: Teacher's Role.......2003-04-27
In this book, Rousmaniere argues that education reform during the early twentieth century was challenging and inadequate. According to claims made by the boards of education in the 1920's, education was expected "to open up the occupation to a diverse group of talented young people," yet young teachers entering the profession were not given the support needed. The shifting educational reform placed high demands on teachers without sufficient support and "control over their resources and time." Teachers were expected to execute the roles of guidance counselor and teacher. "A broad and unwieldy curriculum demanded that teachers do more than simply teach class." Also, Rousmaniere states that teaching is an isolated working environment and teachers are "alienated from one another." The working conditions place teachers in overcrowded school rooms with little communication with individuals other than students. A continuous discrepancy between teachers and administrators left little room for improvement. Finally, teachers must learn to acclimatize to working conditions "by alternately accommodating to, adapting to, and resisting certain aspects of their work, surreptitiously claiming some control over their job."
The reflections of Rousmaniere show us that a number of methods have changed since the 1920's, yet a number have stayed the same.
An Educational Eye Opener.......2003-04-11
I read this book for a graduate level college education course. This book was very easy to read and had my attention to the very end. I found this book to be very insightful and an affirming presentation of the process of educational reform. Rousmaniere described the lives and work of teachers during the third decade of the twentieth century in clear detail. As an aspiring teacher, I was able to understand some of the ways the call for reform affected administrators, teachers, students, and the community in the 1920's, most of which are still prevalent in education today. In addition, Rousmanieres' prevalent themes such as work conditions, isolation, stress, and unfavorable physical conditions due to 1920s reforms are still readily apparent in many schools in urban, suburban, and rural settings today. In light of these reoccurring themes that seem to haunt educational progress, I found this book relevant to what I can expect to see and face as a future educator.
A Glance at the Past and at Our Future.......2003-03-18
City Teachers offers the reader unique insight into a much neglected story-the story of teachers in urban schools (most notably New York City) in the 1920s, a period of great reform in public education. The exigence of a study of urban schools of the 1920s in the 21st century is made most obvious by its Summer 1999 review in the Harvard Educational Review. Here, Dr. Kathleen Murphey of Indiana University-Purdue University Fort Wayne, states that "readers will be led to reflect on the enduring dimensions of teachers' work...in the reform-minded present" (p. 205, 69:2). Like Dr. Murphey, I reflected on the ways the call for reform affects administrators, teachers, students, and the community even today. The prevalent themes of the emergence of intensification of work, isolation, stress, and unfavorable physical conditions due to 1920s reforms are still readily apparent in many schools in urban, suburban, and rural settings.
Rousmaniere's balanced use of primary and secondary added not only credibility but also a personal touch to her work. While Dr. Murphey criticizes that Rousmaniere's work "remains unconnected to the story of collective organizing that followed in the 1930s and later" (p. 210), I feel this book, offers an accurate (and complete) representation of urban school teaching at this time and encourages the reader to draw the connections between this era and others. As a pre-service teacher, I found this book extremely thought-provoking about the ways in which reform will shape my workplace and work experiences throughout my career.
A Glance at Our Past--and Our Future.......2003-03-18
_City Teachers_ offers the reader unique insight into a much neglected story-the story of teachers in urban schools (most notably New York City) in the 1920s, a period of great reform in public education. The exigence of a study of urban schools of the 1920s in the 21st century is made most obvious by its Summer 1999 review in the _Harvard Educational Review_. Here, Dr. Kathleen Murphey of Indiana University-Purdue University Fort Wayne, states that "readers will be led to reflect on the enduring dimensions of teachers' work...in the reform-minded present" (p. 205, 69:2). Like Dr. Murphey, I reflected on the ways the call for reform affects administrators, teachers, students, and the community even today. The prevalent themes of the emergence of intensification of work, isolation, stress, and unfavorable physical conditions due to 1920s reforms are still readily apparent in many schools in urban, suburban, and rural settings.
Rousmaniere's balanced use of primary and secondary added not only credibility but also a personal touch to her work. While Dr. Murphey criticizes that Rousmaniere's work "remains unconnected to the story of collective organizing that followed in the 1930s and later" (p. 210), I feel this book, offers an accurate (and complete) representation of urban school teaching at this time and encourages the reader to draw the connections between this era and others. As a pre-service teacher, I found this book extremely thought-provoking about the ways in which reform will shape my workplace and work experiences throughout my career.
Average customer rating:
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The Comprehensive Public High School: Historical Perspectives (Secondary Education in a Changing World)
Craig Campbell , and
Geoffrey Sherington
Manufacturer: Palgrave Macmillan
ProductGroup: Book
Binding: Hardcover
Australia
| Australia & Oceania
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ASIN: 1403964890
Release Date: 2006-01-19 |
Book Description
This study analyzes the comprehensive public high school as both a policy ideal and a social institution by highlighting the development of high school in Australia, the UK, and the US. It focuses on such issues as: changing policy approaches to public high school, the "middle class flight" to private schools, how school systems in Australia mirror international policy changes, and the tensions between local and regional decision-making groups interested in reforming secondary high school policy.
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Education Between State, Markets, and Civil Society: Comparative Perspectives (Sociocultural, Political and Historical Studies in Education Series)
Manufacturer: Lawrence Erlbaum
ProductGroup: Book
Binding: Hardcover
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ASIN: 0805831959 |
Book Description
*How should education be organized in pluralistic and multicultural societies?
*What are the roles in education of civil society, markets, governments, and the family?
*How can the idea of the civil society help to reorient education policy discussions that are sometimes stuck in either-or juxtapositions of "market versus government" or "individualism versus communitarianism?"
*What are some of the traditions of civil society--across countries and across history--that educators and policymakers today can revive or build on?
These questions are at the center of this book. Its goal is to understand how we can accommodate cultural, ethnic, and religious pluralism in a political and conceptual framework that is sufficiently flexible to combine choice with equity, a commitment to a shared civil and political culture with openness to exploring and affirming the distinct ethnicity, race, creed, or culture of different groups.
To address these questions, the authors take up the notion of the civil society, an idea that has experienced a popular and scholarly revival in recent years as numerous citizens, action groups, political philosophers, and social scientists make the case that only a democratic civil society can sustain a democratic state. The implications of this development for education have to date been very little explored. This book is a step toward addressing this gap.
Going beyond simple juxtapositions of "market versus government" in education reform, the book as a whole develops an integrative perspective informed by the idea of the civil society. It combines current policy issues with a look at their historical development, and evaluates U.S. educational policy in the context of a range of international cases. The authors--education scholars, sociologists, economists, historians, and philosophers-- explore from diverse disciplinary, political, and philosophical points of view, the potential of the civil society and civic associations for education. At the same time, they share the hope that a thorough reconsideration of the role of the state, the market, and the civil society will help to energize ongoing experiments with charter schools, voucher schemes, and a variety of other plans to increase educational and school autonomy.
Product Description
This book builds on the Editors' previous work on the analysis of policy borrowing processes in education. A number of prominent researchers in comparative studies contribute articles describing and analysing policy borrowing in a number of historical contexts, with many of the examples testing aspects of the explanatory models developed by Phillips & Ochs. The countries covered include England, Spain, Germany, France, Austria, Japan and South Africa. CONTENTS: Kimberly Ochs & David Phillips. Processes of Educational Borrowing in Historical Context; Bernd Zymek & Robert Zymek. Traditional - National - International: explaining the inconsistency of educational borrowers; Almut Sprigade. Educational Comparison in England during the First Half of the Nineteenth Century; Marcelo Caruso. Locating Educational Authority: teaching monitors, educational meanings and the importing of pedagogical models. Spain and the German States in the Nineteenth Century; Christina de Bellaigue. 'Educational Homes' and 'Barrack-like Schools': cross-channel perspectives on secondary education in mid-nineteenth-century England and France; James C. Albisetti. The French Lycées de Jeunes Filles in International Perspective, 1878-1910; Philipp Gonon. Travel and Reform: impulses towards internationalisation in the nineteenth-century discourse on education; Masako Shibata. Educational Borrowing in Japan in the Meiji and Post-War Eras; Craig K. Pepin & Mark W. Clark. Dilemmas of Education for Democracy: American occupation, university reform, and German resistance; Karl Heinz Gruber. The Rise and Fall of Austrian Interest in English Education; Jonathan D. Jansen. Importing Outcomes-based Education into South Africa: policy borrowing in a post-communist world; Carol Anne Spreen. The Vanishing Origins of Outcomes-based Education.
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Management Education in Historical Perspective
Manufacturer: Manchester University Press
ProductGroup: Book
Binding: Hardcover
Economic History
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Management
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ASIN: 0719051835 |
Book Description
The main historical events that have shaped present-day management education are examined in a representative sample of European countries and in Japan. By the end of the nineteenth century local educational traditions were already confronted with the emerging American paradigm, but they had to face a massive transfer of American managerial prescriptions and methods after the end of the Second World War. The different reactions of the national educational systems to the American challenge is analyzed according to a fourfold typology discussed in the introductory chapter, while the effectiveness of the US paradigm is critically evaluated in the closing chapter. This book is of a particular interest and relevance, as management education constitutes a significant and growing feature of the modern systems of higher education all over the world.
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