History of Education in the United States
Greetings. The following materials are intended to provide an introduction to History of Education in the United States. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ming-Fang Hsieh
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
History of Education Society
Educational History and Philosophy Sites
Center for Research on Educational Policy
The History of Education and Childhood
The History of Education: Selected Moments of the 20th Century
History of Education Quareterly
History of American Education Web Project
A Taylor & Francis Journal - History of Education
Bibliography of The History of American Education
History of Education
Citations From the ERIC Database
AN: EJ604857
AU: Scebold,-C.-Edward; Wallinger,-Linda-M.
TI: An Update on the Status of Foreign Language Education in the United States.
PY: 2000 SO: NASSP-Bulletin; v84 n612 p1-9 Jan 2000
DE: *Educational-Trends; *Guidelines-; *Language-Proficiency; *Second-Language-Instruction; *Teacher-Certification
DE: National-Standards; Secondary-Education
AB: U.S. foreign language education encompasses many languages, cultures, and perspectives. The ACTFL "Proficiency Guidelines" and National Standards/Assessments provide common measures and goals that enhance students' language progress as they enter higher education. NCATE Teacher certification guidelines and organizational communication dilemmas are also discussed. (MLH)
AN: ED443170
AU: Wraga,-William-G.
TI: The Comprehensive High School in the United States: A Historical Perspective.
PY: 2000
NT: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 24-28, 2000).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED443170
DE: *Course-Selection-Students; *Educational-Change; *High-Schools; *Track-System-Education; *Vocational-Education
DE: Special-Education
AB: The key to understanding the history of the comprehensive high school in the United States necessitates understanding that the comprehensive model has not been implemented as its inventors intended. Moreover, since the mid-20th century most scholarship on the comprehensive high school model has effectively dismissed the model as an antidemocratic and anti-intellectual survival from a less sophisticated, misguided educational policy. This paper provides a lengthy synopsis of the history of the comprehensive high school in the United States, together with a summary of prevailing historical interpretations of the comprehensive high school. It also details five misrepresentations of the historic record engendered by a confusion of consequences and intentions: (1) authorship of the Cardinal Principles Report; (2) social efficiency slant; (3) tracking; (4) anti-subject matter and anti-intellectualism; and (5) the forgotten elaboration of the comprehensive model. An appendix illustrates a proposal for a dual system of secondary education sponsored by the National Association of Manufacturers. (Contains 75 references.) (DFR)
AN: ED440771
AU: Hyun,-Eunsook
TI: Critical Examination of U.S. Curriculum History in Early Childhood Education.
PY: 2000
NT: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED440771
DE: *Early-Childhood-Education; *Educational-History; *Educational-Theories; *Postmodernism-; *Preschool-Curriculum; *Young-Children
DE: Curriculum-Development; Theories-; World-Views
AB: This paper examines the history of the early childhood education curriculum in the United States in order to construct a contemporary postmodern curriculum understanding for young children. The paper examines: how curriculum is defined for young children; historical influences in the early childhood curriculum; and the contemporary postmodern understanding for young children. Three major theoretical perspectives influencing early childhood curriculum are described: (1) cultural transmissionist; (2) maturationist naturalism; and (3) constructivism. The paper argues that these three traditional perspectives were formed by a European male-dominant view within a single cultural paradigm. The paper maintains that a postmodernist perspective challenges the form and content of dominant knowledge and curriculum models and produces new forms of knowledge through its emphasis on breaking down disciplines and considering objects of study unrepresentable in the dominant paradigm. (Contains 66 references.) (KB)
AN: EJ603385
AU: Sayler,-Michael-F.
TI: American Gifted Education at the Millennium: 150 Years of Experience.
PY: 1999 SO: Understanding-Our-Gifted; v12 n1 p11-15 Fall 1999
NT: Theme Issue: "The Millennium...Looking Forward...Looking Back."
DE: *Educational-Change; *Educational-History; *Gifted-; *Grouping-Instructional-Purposes; *Special-Programs
DE: Elementary-Secondary-Education; Social-Influences
AB: This article traces the history of gifted education from multi-age grouping in the 19th and early 20th centuries to special schools and special classes for the gifted. It discusses the effects of the depression, Sputnik, the Marland Report, and the reform movement in the late 1980s and early 1990s. (Contains references.) (CR)
AN: EJ599619
AU: Matthews,-Diane
TI: The Origins of Distance Education and Its Use in the United States.
PY: 1999 SO: T.H.E.-Journal; v27 n2 p54,56,58,60,62,64,66-67 Sep 1999
DE: *Distance-Education; *Educational-Development; *Educational-Technology
DE: Computer-Uses-in-Education; Educational-Media; Educational-Objectives; Instructional-Innovation; Nontraditional-Education; Teaching-Methods
AB: Explains the origins and growth of distance education, the media used, type of students it attracts, and identifies advantages and disadvantages of utilizing distance education. Gives a brief profile of distance education in the United States. (AEF)
AN: EJ588865
AU: Zimmerman,-Jonathan
TI: Storm Over the Schoolhouse: Exploring Popular Influences upon the American Curriculum, 1890-1941.
PY: 1999 SO: Teachers-College-Record; v100 n3 p602-26 Spr 1999
DE: *Citizen-Participation; *Curriculum-Development; *Educational-Change; *Educational-History
DE: Elementary-Secondary-Education; History-Instruction; Military-Training; Second-Language-Instruction; United-States-History
AB: Illustrates the enormous range of citizens who entered curricular disputes, the diverse strategies they employed, and the disparate results of their efforts, suggesting a new explanation for the decline of the traditional three-R's and the rise of a differentiated curriculum during the early 20th century. Highlights citizen effects on history, foreign languages, and military training. (SM)
AN: ED426746
AU: Robles,-Harriett-J.
TI: Reform in American Public Higher Education.
PY: 1998
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED426746
DE: *Educational-History; *Higher-Education; *Politics-of-Education; *Public-Education
DE: Social-Influences
AB: This paper provides an overview of higher education reform movements in the United States. While some of the 18th and 19th century reforms in the country are described, the emphasis is on the 20th century. Early in this period, the debate over general education and the need for a required core curriculum was central. McCarthyism influenced higher education in the early 1950s, as did the social unrest and personal development movements of the 1960s. The economic downturn of the 1970s resulted in consolidation of the system, faculty unionization, and a concern over equity issues. Students became increasingly interested in career-oriented studies. The 1980s were a decade of reform. "A Nation at Risk," released in 1983, inspired the formation of blue-ribbon commissions in 33 states to examine educational policies. States became increasingly interested in accountability and student outcomes, and less concerned about equity and access. In the 1990s, five areas have been the target of debates: (1) educational purpose-the importance of vocational training and specialization; (2) diversity of learners-the debate between elitism and egalitarianism; (3) content-the increasing influence of external constituents on curriculum; (4) instructional process-the influence of technology; and (5) evaluation-the call for accountability. Contains 29 references. (CAK)
AN: ED424956
AU: Aksoy,-Naciye
TI: An Overview of Elementary Education in the United States: Past, Present, and Future with Its Organization, Nature of Program and Teaching Strategies.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED424956
DE: *Educational-History; *Elementary-Education; *Nongraded-Instructional-Grouping; *Nontraditional-Education
DE: Individualized-Instruction; Magnet-Schools; Public-Education
AB: Overwhelming scientific and anecdotal evidence indicates that the elementary school experience significantly shapes children's lives. This report examines the history of elementary education, and describes alternatives such as nongraded schools. The first part of the report describes the roots of elementary education in the United States, highlights the role of the blackboard as facilitating group instruction, and describes the emergence of elementary school as a distinctive institution. It also discusses the characteristics and impact of the progressive movement, the impact of Sputnik on American education, and the "back to basics" movement. The report identifies "giant steps backward" in American elementary education. The second part of the report provides an overview of educational alternatives at the elementary level, with a focus on nongraded programs. It describes the educational goals, organizational framework, curriculum, and teaching methods for nongraded programs. Individually guided education is described as an outgrowth of nongraded programs. The report also describes the characteristics of magnet schools. Concluding that new models for elementary education may be proposed to meet the new demands and address the changing characteristics of American life, the report suggests that technology, national standards, interdisciplinary instruction and charter school are promising trends for elementary education in the near future. Contains 24 references. (Author/KB)
AN: EJ559073
AU: Lagemann,-Ellen-Condliffe
TI: Contested Terrain: A History of Education Research in the United States, 1890-1990.
PY: 1997 SO: Educational-Researcher; v26 n9 p5-17 Dec 1997
NT: Theme section on paradigm issues in historical research. Research supported by the Spencer Foundation.
DE: *Conflict-; *Educational-Research; *Research-Methodology; *United-States-History
DE: Educational-History; Higher-Education; Intellectual-Disciplines
AB: Explores the contests among different groups that have marked the conduct of educational research in the last 100 years, and suggests that the development of wide support for education research will depend on surmounting the jurisdictional challenges that have previously prevented sustained agreement about the methods and focus of the field. (Author/SLD)
AN: EJ556457
AU: Almeida,-Deirdre-A.
TI: The Hidden Half: A History of Native American Women's Education.
PY: 1997 SO: Harvard-Educational-Review; v67 n4 p757-71 Win 1997
DE: *American-Indians; *Cultural-Maintenance; *Educational-History; *Political-Power; *Womens-Education
DE: American-Indian-Education; Government-Role; Sex-Role
AB: Reviews Native American education, including the Indian Education Reform Movement and the boarding school program of 1878-1928. Shows how Native American women empowered themselves through traditional learning, but Western-based education under government control worked to destroy their traditional power. (SK)
AN: EJ554379
AU: Nix,-Mary
TI: "Education in a Free Society: An American History," by S. A. Rippa, 1997. Book Review.
PY: 1997 SO: Child-Study-Journal; v27 n3 p255-58 1997
DE: *Educational-History; *Elementary-Secondary-Education; *Public-Education; *United-States-History
DE: Book-Reviews; Educational-Philosophy; Textbooks-
AB: Reviews textbook on history of American education. Maintains that it lacks adequate citation of primary sources; does not clarify key concepts in the history of American education; gives a cursory overview of educational philosophy and psychology; and lacks coverage of several important issues. Cautions against its use, and suggests modification should a ninth edition be published. (KB)
AN: EJ548181
AU: Slaughter,-Sheila
TI: Class, Race, and Gender and the Construction of Post-Secondary Curricula in the United States: Social Movement, Professionalization, and Political Economic Theories of Curricular Change.
PY: 1997 SO: Journal-of-Curriculum-Studies; v29 n1 p1-30 Jan-Feb 1997
DE: *Curriculum-Development; *Educational-Development; *Educational-Philosophy; *Epistemology-; *Postsecondary-Education; *Social-Influences
DE: Consciousness-Raising; Educational-Change; Feminism-; Higher-Education; Ideology-; Power-Structure; Progressive-Education; Sex-Differences; Social-Action; Social-Bias; Social-Stratification; Social-Theories
AB: Challenges the current belief that post-secondary curricula is defined by faculty and institutions in response to demographic shifts. Maintains that a complex interweaving of social movements, class structures, political, and economic forces influences the adaptation and implementation of curricula. Criticizes the establishment and the recognition of accepted academic knowledge. (MJP)
AN: ED422637
AU: Gelberg,-Denise
TI: The "Business" of Reforming American Schools.
PY: 1997
AV: State University of New York Press, P.O. Box 6525, Ithaca, NY 14851; phone: 800-666-2211 (paperback: ISBN-0-7914-3506-7, hardcover: ISBN-0-7914-3505-9).
PR: Document Not Available from EDRS.
DE: *Educational-Change; *Educational-History; *Educational-Philosophy; *School-Business-Relationship; *Social-Values
DE: Bureaucracy-; Change-Strategies; Educational-Administration; Educational-Improvement; Elementary-Secondary-Education; Student-Needs; Teachers-
AB: This book's central thesis is that the relationship between school managers and teachers predicts the type of education offered children. That is, education can be seen as a handing down of information, or it can be viewed as a cooperative affair. The text is divided into two parts: 1895-1925 and 1961-1995. Chapter 1, which discusses America's most commonly held beliefs, values, and assumptions at the turn of the century, is followed by a detailed description of the earlier design and implementation of school reform, a type of reform championed by a coalition of businessmen, school leaders, and education professors. A competing vision of school reform is then discussed in chapter 3, in which the emphasis is on education for individual development and democracy. The second part of the book presents discussions on reforming education. It discusses the 1960s and the challenges to schools, the influence of the management model on education reform, and an analysis of how the now popular pro-efficiency model of education had its origins in the early 20th century. A case study illustrates this pro-efficiency model. (Contains endnotes, an index, and approximately 160 references.) (RJM)
AN: ED399236
AU: McMannon,-Timothy-J.
TI: Morality, Efficiency, and Reform: An Interpretation of the History of American Education. Work in Progress Series, No. 5.
CS: Institute for Educational Inquiry, Seattle, WA.
PY: 1995
AV: Institute for Educational Inquiry, 124 East Edgar St., Seattle, WA 98102.
PR: Document Not Available from EDRS.
DE: *Educational-Change; *Educational-Objectives; *Efficiency-; *Vocational-Education
DE: Educational-History; Educational-Philosophy; Elementary-Secondary-Education; Public-Education; School-Desegregation; Teacher-Supply-and-Demand; United-States-History
AB: This selective view of American educational history is intended primarily to demonstrate how educational change has been pursued almost exclusively as a means to the greater efficiency of students, society, or schools. Even as far back as Colonial days, Americans have usually tried to reform schools by increasing their practicality, i.e., their efficiency. Reforms that propose to make schooling a more nurturing experience for children tend to be ignored unless they can also promise higher test scores, better job skills, lower property taxes, or some other measurable efficiency outcome. However, schools are also moral institutions, not because they teach morality or enforce moral behavior, but because they are based on truthfulness (teachers will not falsify the information they are providing; students will not lie about what they know or do not know), value and usefulness (of the material generally and the particular task at hand specifically), and fairness. To ignore the true moral aspects of schooling and focus only on efficiency, or even the creation of moral behavior, is to misinterpret schools entirely. Contains approximately 237 references. (MAH)
AN: ED398089
AU: Reese,-William-J.
TI: The Origins of the American High School.
PY: 1995
AV: Yale University Press, P.O. Box 209040, New Haven, CT 06520.
PR: Document Not Available from EDRS.
DE: *Educational-Change; *Educational-History; *Foundations-of-Education; *High-Schools; *Social-Change
DE: Educational-Development; Educational-Environment; Educational-Trends; United-States-History
AB: This book tells the story of U.S. high schools in the 19th century. The volume analyzes the social changes and political debates that shaped these institutions--from 1921, when the first public high school was established in Massachusetts, to the 1880s, by which time a majority of secondary students in the North were enrolled in high schools. The book also explores in detail the experience of going to school. Drawing on the writings of local educators and school administrators as well as on student newspapers, diaries, and memoirs, the book recreates life in the high schools of a century ago, revealing what students studied and how they behaved, what teachers expected of them and how they taught, and how boys and girls, whites and blacks, and children in various parts of the nation perceived their schools. The volume traces the development of the high schools in major cities on the eastern seaboard to the expansion of free public schools. Although early high schools were condemned by their critics as elite institutions of classical learning, the book shows that high schools in fact were dedicated largely to offering talented, mostly middle-class youth a quality education in modern, practical subjects. (EH)
AN: EJ498476
AU: Russo,-Charles-J.; and-others
TI: Brown v. Board of Education at 40: A Legal History of Equal Educational Opportunity in American Public Education.
PY: 1994 SO: Journal-of-Negro-Education; v63 n3 p297-309 Sum 1994
DE: *Civil-Rights; *Court-Litigation; *Equal-Education; *School-Desegregation; *School-Segregation
DE: Blacks-; Elementary-Secondary-Education; History-; Public-Policy; Public-Schools; Racial-Discrimination; Racial-Integration; Racial-Segregation; Social-Problems
AB: Presents a history of the social, educational, and legal events leading up to Brown v Board of Education. It also provides a comprehensive review of major Supreme Court rulings on desegregation and equal education opportunity for African Americans in the 40 years since Brown. (GR)
AN: ED414215
AU: Willis,-George, ed.; Schubert,-William-H., ed.; Bullough,-Robert-V., jr., ed.; Kridel,-Craig, ed.; Holton,-John-T., ed.
TI: The American Curriculum: A Documentary History.
PY: 1994
AV: Greenwood Publishing Group, 88 Post Road West, Box 5007, Westport, CT 06881; phone: 800-225-5800 ($22.95).
PR: Document Not Available from EDRS.
DE: *College-Curriculum; *Educational-History; *Elementary-School-Curriculum; *Foundations-of-Education; *Secondary-School-Curriculum
DE: Educational-Theories; Educational-Trends; Elementary-Secondary-Education; Higher-Education; Primary-Sources; Resource-Materials
AB: This book brings together in one volume a sampling of primary source materials from the historical development of curriculum in the United States. The materials describe what has been or might have been taught in U.S. schools from the 17th century through the 20th century. The materials are arranged in chronological order focusing specific issues or topics. The selection of documents for inclusion was based on influence, representativeness, and exemplification. The 36 documents range in years from 1642 to 1983. Sources for the documents include Benjamin Franklin, Horace Mann, the Chicago Board of Education, John Dewey, the National Education Association, the Faculty of Yale College, Jerome S. Bruner, and The Harvard Committee. Each document is introduced by a short essay explaining its historical context and significance. The book provides a comprehensive historical record of the evolution of the curriculum in the United States. (EH)
AN: ED408422
AU: Knowles,-Malcolm-S.
TI: A History of the Adult Education Movement in the United States.
PY: 1994
AV: Krieger Publishing Co., P.O. Box 8542, Melbourne, FL 32902 ($49.50).
NT: Reissue of 1977 edition with new preface and bibliography.
PR: Document Not Available from EDRS.
DE: *Adult-Education; *Educational-Change; *Educational-History; *Educational-Practices
DE: Adult-Programs; Agricultural-Education; Apprenticeships-; College-Programs; Continuing-Education; Coordination-; Education-Work-Relationship; Educational-Planning; Evening-Programs; Extension-Education; Futures-of-Society; Government-School-Relationship; Higher-Education; Libraries-; Museums-; National-Organizations; Popular-Education; Postsecondary-Education; Professional-Associations; Program-Development; Proprietary-Schools; Public-Agencies; Public-Schools; Religious-Organizations; Role-of-Education; School-Business-Relationship; Social-Environment; Technical-Education; Two-Year-Colleges; Unions-; Vocational-Education; Voluntary-Agencies
AB: This book, which is a revised version of a book first published in 1962, examines the present state of the field of adult education (AE) by examining its origins and patterns of growth. Part 1, which traces the emergence of institutions for the education of adults, covers the following topi
CS: colonial foundations and antecedents in 1600-1779 (social setting and early beginnings of education); the nation's growth and its quest for diffusion of knowledge in 1780-1865 (social setting, education of democratic citizens, growth/diffusion of knowledge, shaping of the national education system, evening schools, colleges/universities); the maturation of a nation and multiplication of its AE institutions in 1866-1920; and development of institutions for education of adults, 1921-1961. Discussed in part 2 are the development of coordinative organizations within segments of the field and efforts to establish a national organization for AE, 1924-1961. Part 3 reviews the characteristics and dynamics of AE as a field and speculates on its future. Presented in part 4 are observations on developments in the following aspects of AE from 1961-1976: institutional developments; national organization and coordination; characteristics of the field; and the future of AE. Three bibliographies contain 634 references. (MN)
AN: ED403106
AU: Spring,-Joel
TI: Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States.
PY: 1994
AV: McGraw-Hill, Inc., 1221 Ave. of the Americas, New York, NY 10020; phone: 800-262-4729.
PR: Document Not Available from EDRS.
DE: *Acculturation-; *American-Indian-Education; *Black-Education; *Mexican-American-Education; *Puerto-Ricans
DE: American-Indians; Blacks-; Boarding-Schools; Civil-Rights; Educational-History; Educational-Policy; Elementary-Secondary-Education; Immigration-; Mexican-Americans; Resistance-Psychology; School-Desegregation; School-Segregation
AB: This book provides background for understanding contemporary issues and problems in multicultural education by examining the history of education of four dominated groups in the United States: Native Americans, African Americans, Puerto Ricans, and Mexican Americans. The book focuses on three concepts: deculturalization--attempts to strip away the cultures of conquered peoples and replace them, through education, with European American culture; segregation; and resistance and activism by dominated cultures in response to deculturalization and segregation. Chapter 1 outlines the history of education of Native Americans, including early federal Indian education policies; the Civilization Fund Act of 1819, which supported missionary schools; the success of Cherokee and Choctaw tribal educational systems; the development of reservations and boarding schools; and the Meriam Report. Chapter 2 discusses the colonization and Americanization of Puerto Rico, public school practices to build loyalty to the United States, and Puerto Rican resistance. Chapter 3 examines Black education during slavery and the Reconstruction Era; segregation of public schools to reconcile southern Whites and as a means of maintaining an inexpensive source of labor; and resistance to segregation by W. E. B. DuBois, a founder of the NAACP. Chapter 4 describes the treatment of Mexicans in conquered Mexican territories, the great Mexican immigration during the early 1900s, development of segregated schools with English-only policies, and support for bicultural bilingual education by LULAC (League of United Latin American Citizens). Chapter 5 discusses educational aspects of the Great Civil Rights Movement of the 1950s-70s; effects on the four minority groups; and development of bilingual, ethnocentric, and bicultural education. Contains references and an index. (SV)
AN: ED383113
AU: Berube,-Maurice-R.
TI: American School Reform: Progressive, Equity, and Excellence Movements, 1883-1993.
PY: 1994
AV: Praeger Publishers, 88 Post Road West, Box 5007, Westport, CT 06881 (paperback: ISBN-0-275-95160, $16.95; hardcover: ISBN-0-275-95036-0, $55).
PR: Document Not Available from EDRS.
DE: *Educational-Change; *Educational-History; *Educational-Philosophy; *Educational-Theories; *Social-Change
DE: Civil-Rights; Elementary-Secondary-Education; Privatization-; Progressive-Education; Social-Action
AB: This book examines three major school-reform movements in the United States that were shaped by outside societal forces and identifies their common characteristics. The first two chapters examine the history and influence of the progressive movement and chapter 3 is devoted to progressive education's chief philosopher and pragmatist, John Dewey. The fourth chapter describes the influence of the civil rights movement on the second major educational reform movement, the equity reform movement. The push for community control over the schools and parental involvement, fostered by civil rights groups, is discussed in chapter 5. Chapter 6 describes how the 1983 report "A Nation at Risk" triggered the move toward privatization and the excellence-reform movement, which was based on economic concerns about competing successfully in the global marketplace. The seventh chapter examines the school culture wars, which have divided educators into three general groups--western traditionalists, Afrocentrists, and multiculturalists. The final chapter offers several conclusions: (1) these reform movements resulted from outside societal pressures; (2) the progressive reform movement set the stage for the educational reform movements that followed; (3) both progressive and equity reformers shared a romantic concept of the poor; (4) progressive reform and equity reform were dominated by political liberals and radicals, whereas excellence reform tended to be championed by political conservatives; (5) U.S. presidents became more involved in establishing a national educational agenda; (6) all three movements gave rise to a new breed of reformer--the scholar/activist; (7) the focus on innovation spawned new ideas but also contributed to faddism; (8) educational change became increasingly based on scholarship; and (9) current educational reform in America lacks clear vision. (Contains 190 references.) (LMI)
AN: ED382060
AU: Seller,-Maxine-Schwartz, ed.
TI: Women Educators in the United States, 1820-1993. A Bio-Bibliographical Sourcebook.
PY: 1994
AV: Greenwood Press, 88 Post Road West, Westport, CT 06881 ($99.50).
PR: Document Not Available from EDRS.
DE: *Biographies-; *Educational-History; *Females-
DE: Adult-Education; Elementary-Secondary-Education; Higher-Education; Social-History; United-States-History; Womens-Studies
AB: This book profiles 66 women who made significant contributions to American education from the early 19th to the late 20th century. Profiles are arranged alphabetically and each opens with an introductory paragraph summarizing the subject's importance. This is followed by a 6- to 10-page profile written by a scholar with special expertise on the particular educator, the period in which she lived, and the educational field in which she worked. A bibliography of works by the subject and about the subject follows each entry. Subjects included are: Laura Jane Addams, Zilpah Polly Grant Banister, Alice P. Barrows, Harriet M. Bedell, Catharine Beecher, Mary McLeod Bethune, Mary Carroll Craig Bradford, Sophonisba Breckinridge, Nannie Helen Burroughs, Mother Joseph Butler, Mary Steichen Calderone, Mother Mary Regis Casserly, Sucheng Chan, Lydia Maria Francis Child, Septima Poinsette Clark, Fannia Mary Cohn, Johnnetta B. Cole, Miriam Colon, Elizabeth Avery Colton, Anna Julia Cooper, Fanny Marion Jackson Coppin, Julia Etta Crane, Lucretia Crocker, Sarah Ann Dickey, Sarah Mapps Douglass, Mother Mary Katharine Drexel, Dolores "Lola" Gonzales, Willystine Goodsell, Margaret Haley, Helen Heffernan, Winifred Holt, Mari-Luci Jaramillo, Katharine Kuh, Lucy Craft Laney, Mary Atkins Lynch, Mary Lyon, Peggy McIntosh, Deborah W. Meier, Lucy Sprague Mitchell, Mary Adelaide Nutting, Nina Otero-Warren, Alice Freeman Palmer, Celestia Susannah Parrish, Janine Pease-Windy Boy, Almira Hart Lincoln Phelps, Caroline F. Putnam, Polingaysi Qoyawayma, Caroline Elizabeth Bushyhead Quarles, Ellen Swallow Richards, Julia Richman, Helen Mansfield Robinson, Sister Blandina Segale, Lucy Diggs Slowe, Hilda Worthington Smith, Emily Eliza Ingham Staunton, Lois Meek Stolz, Marion Talbot, Mary Church Terrell, Martha Carey Thomas, Joyce Sachiko Tsunoda, Julia Strudwick Tutwiler, Emma Hart Willard, Sister Mary Madeleva Wolff, Martha Beulah Mann Yallup, Ella Flagg Young, and Marie E. Zakrzewska. An appendix lists the subjects in chronological order by year of birth. (Contains 35 references.) (MDM)
AN: ED377348
AU: Stubblefield,-Harold-W.; Keane,-Patrick
TI: Adult Education in the American Experience from the Colonial Period to the Present. The Jossey-Bass Higher and Adult Education Series.
PY: 1994
AV: Jossey-Bass Inc., 350 Sansome Street, San Francisco, CA 94104 ($34.95).
PR: Document Not Available from EDRS.
DE: *Adult-Education; *Educational-Development; *Educational-History; *Literacy-; *Role-of-Education; *Social-Change
DE: Agricultural-Education; Blacks-; Education-Work-Relationship; Educational-Practices; Educational-Trends; Indigenous-Populations; Labor-Education; Literacy-Education; Minority-Groups; Public-Policy; Social-Problems; Unions-; United-States-History; Vocational-Education; Womens-Education
AB: This book offers a comprehensive history of adult education in the United States from the colonial period to the present day. Chapter 1 discusses definitions of adult education and explores formative influences. Chapters 2-3 on the colonial and post-Revolutionary periods trace an Atlantic information network, rise of a literate culture, Puritan impact, and evolution of regulated access. Chapters 4-9 cover the early national and antebellum periods through the Civil War: the educational aspirations of independence; spread of literacy; innovations (mechanics' institutes, lyceums, and a professionalizing process); organized labor's response; women's adult education; and the "civilizing mission" of Native American education. Chapters 10-12 cover the following aspects of the period from the end of the Civil War through the end of World War I (WWI): institutional innovations; creation of an agricultural education system; training for industrial work; initiatives for social change; and methods to cope with the new urban, industrial, and immigrant society. Chapters 13-15 cover the following through WWII: expansion of institutions to foster learning and education, growing importance of the workplace, educational initiatives guided by visions of a better society, and adult education during national emergencies. Chapters 16-18 describe adult education's continuing institutionalization through the 1980s, social issues and civic concerns, and a national agenda for adult education. A concluding chapter addresses responsiveness to the needs of all learners. Contains 601 references and name and subject indexes. (YLB)
AN: EJ468103
AU: Richardson,-John-G.; Parker,-Tara-L.
TI: The Institutional Genesis of Special Education: The American Case.
PY: 1993 SO: American-Journal-of-Education; v101 n4 p359-92 Aug 1993
DE: *Attendance-; *Compulsory-Education; *Correctional-Education; *Educational-Development; *Special-Education; *United-States-History
DE: Access-to-Education; Educational-History; Educational-Practices; Elementary-Secondary-Education; Equal-Education; Models-; Regular-and-Special-Education-Relationship
AB: Explores the historical context and institutional linkages that contributed to the genesis of special education early in the twentieth century. The conflict between the compulsory attendance mandate and practical aspects of educating everyone is reviewed, and early linkage between special education and the male reformatory is recounted. (SLD)
AN: ED371910
AU: DeJong,-David-H.
TI: Promises of the Past: A History of Indian Education in the United States.
PY: 1993
AV: North American Press, 350 Indiana Street, Suite 350, Golden, CO 80401-5093 ($24.95; 5 copies or more, $19.96 plus shipping).
PR: Document Not Available from EDRS.
DE: *Acculturation-; *American-Indian-Education; *American-Indian-History; *Educational-Policy; *Federal-Indian-Relationship; *Tribally-Controlled-Education
DE: American-Indian-Culture; American-Indian-Reservations; American-Indians; Educational-History; Elementary-Secondary-Education; Higher-Education; Nonformal-Education; Personal-Narratives; Primary-Sources; Treaties-; Tribal-Sovereignty
AB: This book presents a historical overview of American Indian education and includes excerpts of government documents, court decisions, letters from commissioners of Indian affairs, and personal accounts. The book depicts the continuous efforts of White society to educate and assimilate Native Americans into the Euro-American culture. Chapters 1 and 2 characterize Indian education before European contact; describe traditional methods used to teach Indian children the rules, values, and world view of their society; contrast Indian education with that of early colonists; and describe early efforts to change the fundamental cultural orientation of the Indians. Other chapters cover the following topi
CS: (1) treaty negotiations and violations; (2) mission education during the treaty years (1778-1871); (3) the religious school controversy (1869-1908); (4) tribally controlled education; (5) government boarding schools; (6) the 1928 Meriam Report that investigated all aspects of Indian affairs; (7) the Navajo-Hopi Rehabilitation Act of 1950; (8) the role of public schools; (9) the 1969 Kennedy Report that investigated the inequities of Indian education; (10) Indian self-determination and education; and (11) tribally controlled community colleges. Contains 51 references and an index. (LP)
 Making History Come Alive |
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