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Author: John L. Rury Publisher: Oxford University Press ISBN: 0199340048 Category : History Languages : en Pages : 640
Book Description
This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.
Author: John L. Rury Publisher: Oxford University Press ISBN: 0199340048 Category : History Languages : en Pages : 640
Book Description
This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.
Author: John L. Rury Publisher: Routledge ISBN: 0415526906 Category : Education Languages : en Pages : 298
Book Description
This brief, interpretive history of American schooling focuses on the evolving relationship between education and social change. Like its predecessors, this new edition investigates the impact of social forces such as industrialization, urbanization, immigration and cultural conflict on the development of schools and other educational institutions. It also examines the various ways that schools have contributed to social change, particularly in enhancing the status and accomplishments of certain social groups and not others. Detailed accounts of the experiences of women and minority groups in American history consider how their lives have been affected by education. Changes in this new edition include the following: A more thorough treatment of key concepts such as globalization, human capital, social capital, and cultural capital. Enhanced attention to issues of diversity throughout. Greater thematic coherence as a result of dividing chapter 6 into two chapters, the first focusing on the postwar period and emphasizing the themes of equity and social justice and the second focusing on human capital in education, highlighting the standards movement, federal policy changes and neo-liberal reform. A revision of several focal point discussions for greater clarity and thematic releance. Update discussions of recent changes in educational politics, finance and policy, especially the troubles presently facing No Child Left Behind (NCLB).
Author: Kathleen M. Clark Publisher: Springer ISBN: 3319739247 Category : Education Languages : en Pages : 389
Book Description
This book includes 18 peer-reviewed papers from nine countries, originally presented in a shorter form at TSG 25 The Role of History of Mathematics in Mathematics Education, as part of ICME-13 during. It also features an introductory chapter, by its co-editors, on the structure and main points of the book with an outline of recent developments in exploring the role of history and epistemology in mathematics education. It serves as a valuable contribution in this domain, by making reports on recent developments in this field available to the international educational community, with a special focus on relevant research results since 2000. The 18 chapters of the book are divided into five interrelated parts that underlie the central issues of research in this domain: 1. Theoretical and conceptual frameworks for integrating history and epistemology in mathematics in mathematics education; 2. Courses and didactical material: Design, implementation and evaluation; 3. Empirical investigations on implementing history and epistemology in mathematics education; 4. Original historical sources in teaching and learning of and about mathematics; 5. History and epistemology of mathematics: Interdisciplinary teaching and sociocultural aspects. This book covers all levels of education, from primary school to tertiary education, with a particular focus on teacher education. Additionally, each chapter refers to and/or is based on empirical research, in order to support, illuminate, clarify and evaluate key issues, main questions, and conjectured theses raised by the authors or in the literature on the basis of historical-epistemological or didactical-cognitive arguments.
Author: Geoffrey Partington Publisher: ISBN: Category : History Languages : en Pages : 260
Book Description
Considering questions about history schooling, this book asks whether history is "too hard" for children, whether it involves too much rote learning and whether there is too much emphasis on specific events rather than wider concepts.
Author: Dr. Justo L. Gonzalez Publisher: Abingdon Press ISBN: 1426787782 Category : Religion Languages : en Pages : 147
Book Description
Theological education has always been vital to the Church’s life and mission; yet today it is in crisis, lacking focus, direction, but also resources and even students. In the early Church, there is no doubt that to lead worship one had to be able to read and interpret the Bible. In order to lead, it was necessary to know at least something about the history of Israel and the work of God in the Gospels, and interpret that history, making it relevant to daily living. Quickly the Church developed schools for its teachers, whether lay or clergy. A catechetical system was organized through which candidates prepared for baptism were given a basic form of theological education. Hence to be a Christian meant persons knew what and why they believed. But over the years, theological education has come to mean education for clergy and church professionals. It has drifted, seeking new moorings.
Author: D. N. Sifuna Publisher: University of Nairobi Press ISBN: Category : Education Languages : en Pages : 296
Book Description
This book makes a survey of the development of educational theory and practice in the western world up to the twentieth century. A number of educational systems are selected for discussion. There is reference to prehistoric, ancient Egyptian, Indian, Chinese and Hebraic education, all of which have had an important impact on Greek education, Hellenistic education ideals in the Roman Empire, medieval education and the rise of universities. The book gives due consideration to African indigenous education; developments in education in Africa within the colonial context; and post independence educational activities in Africa. The historical context of educational events in Kenya is duly highlighted, leading to the era of the 8-4-4 system of education. A chapter in Islamic Education in Africa is also included with a discussion on the Integration of Islamic and Western Education.
Author: Luigi Cajani Publisher: Springer ISBN: 3030057224 Category : Education Languages : en Pages : 800
Book Description
This Handbook provides a systematic and analytical approach to the various dimensions of international, ethnic and domestic conflict over the uses of national history in education since the end of the Cold War. With an upsurge in political, social and cultural upheaval, particularly since the fall of state socialism in Europe, the importance of history textbooks and curricula as tools for influencing the outlooks of entire generations is thrown into sharp relief. Using case studies from 58 countries, this book explores how history education has had the potential to shape political allegiances and collective identities. The contributors highlight the key issues over which conflict has emerged – including the legacies of socialism and communism, war, dictatorships and genocide – issues which frequently point to tensions between adhering to and challenging the idea of a cohesive national identity and historical narrative. Global in scope, the Handbook will appeal to a diverse academic audience, including historians, political scientists, educationists, psychologists, sociologists and scholars working in the field of cultural and media studies.
Author: Christopher C. Martell Publisher: Teachers College Press ISBN: 0807779261 Category : Education Languages : en Pages : 177
Book Description
Learn how to enact justice-oriented pedagogy and foster students’ critical engagement in today’s history classroom. Over the past 2 decades, various scholars have rightfully argued that we need to teach students to “think like a historian” or “think like a democratic citizen.” In this book, the authors advocate for cultivating activist thinking in the history classroom. Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society. The first section examines the theoretical and research foundation for “thinking like an activist” and outlines three related pedagogical concepts: social inquiry, critical multiculturalism, and transformative democratic citizenship. The second section presents vignettes based on the authors’ studies of elementary, middle, and high school history teachers who engage in justice-oriented teaching practices. Book Features: Outlines key components of justice-oriented history pedagogy for the history and social studies K–12 classroom.Advocates for students to develop “thinking like an activist” in their approach to studying the past.Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice.Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.
Author: John L. Rury
Author: John L. Rury
Author: John L. Rury
Author: Kathleen M. Clark
Author: Geoffrey Partington
Author: C.K. Graham
Author: Dr. Justo L. Gonzalez
Author: D. N. Sifuna
Author: Luigi Cajani
Author: Dorothy L. Sayers
Author: Christopher C. Martell