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Author: Johann N. Neem Publisher: JHU Press ISBN: 1421423219 Category : Education Languages : en Pages : 257
Book Description
The unknown history of American public education. At a time when Americans are debating the future of public education, Johann N. Neem tells the inspiring story of how and why Americans built a robust public school system in the decades between the Revolution and the Civil War. It’s a story in which ordinary people in towns across the country worked together to form districts and build schoolhouses and reformers sought to expand tax support and give every child a liberal education. By the time of the Civil War, most northern states had made common schools free, and many southern states were heading in the same direction. Americans made schooling a public good. Yet back then, like today, Americans disagreed over the kind of education needed, who should pay for it, and how schools should be governed. Neem explores the history and meaning of these disagreements. As Americans debated, teachers and students went about the daily work of teaching and learning. Neem takes us into the classrooms of yore so that we may experience public schools from the perspective of the people whose daily lives were most affected by them. Ultimately, Neem concludes, public schools encouraged a diverse people to see themselves as one nation. By studying the origins of America’s public schools, Neem urges us to focus on the defining features of democratic education: promoting equality, nurturing human beings, preparing citizens, and fostering civic solidarity.
Author: Johann N. Neem Publisher: JHU Press ISBN: 1421423219 Category : Education Languages : en Pages : 257
Book Description
The unknown history of American public education. At a time when Americans are debating the future of public education, Johann N. Neem tells the inspiring story of how and why Americans built a robust public school system in the decades between the Revolution and the Civil War. It’s a story in which ordinary people in towns across the country worked together to form districts and build schoolhouses and reformers sought to expand tax support and give every child a liberal education. By the time of the Civil War, most northern states had made common schools free, and many southern states were heading in the same direction. Americans made schooling a public good. Yet back then, like today, Americans disagreed over the kind of education needed, who should pay for it, and how schools should be governed. Neem explores the history and meaning of these disagreements. As Americans debated, teachers and students went about the daily work of teaching and learning. Neem takes us into the classrooms of yore so that we may experience public schools from the perspective of the people whose daily lives were most affected by them. Ultimately, Neem concludes, public schools encouraged a diverse people to see themselves as one nation. By studying the origins of America’s public schools, Neem urges us to focus on the defining features of democratic education: promoting equality, nurturing human beings, preparing citizens, and fostering civic solidarity.
Author: David Turner Publisher: Yale University Press ISBN: 0300213131 Category : History Languages : en Pages : 367
Book Description
To many in the United Kingdom, the British public school remains the disliked and mistrusted embodiment of privilege and elitism. They have educated many of the country’s top bankers and politicians over the centuries right up to the present, including the present Prime Minister. David Turner’s vibrant history of Great Britain’s public schools, from the foundation of Winchester College in 1382 to the modern day, offers a fresh reappraisal of the controversial educational system. Turner argues that public schools are, in fact, good for the nation and are presently enjoying their true “Golden Age,” countering the long-held belief that these institutions achieved their greatest glory during Great Britain’s Victorian Era. Turner’s engrossing and enlightening work is rife with colorful stories of schoolboy revolts, eccentric heads, shocking corruption, and financial collapse. His thoughtful appreciation of these learning establishments follows the progression of public schools from their sometimes brutal and inglorious pasts through their present incarnations as vital contributors to the economic, scientific, and political future of the country.
Author: Robert N. Gross Publisher: Oxford University Press ISBN: 0190644575 Category : Education Languages : en Pages : 225
Book Description
Americans choose from a dizzying array of schools, loosely categorized as "public" and "private." How did these distinctions emerge, and what do they tell us about the relationship in the United States between public authority and private enterprise? Challenged by the rise of Catholic and other parochial schools in the nineteenth century, states sought to protect the public school monopoly through regulation. Ultimately, however, Robert N. Gross shows how the public policies that resulted produced a stable educational marketplace, where choice flourished.
Author: Daniel S. Moak Publisher: UNC Press Books ISBN: 1469668211 Category : Education Languages : en Pages : 341
Book Description
In an era defined by political polarization, both major U.S. parties have come to share a remarkably similar understanding of the education system as well as a set of punitive strategies for fixing it. Combining an intellectual history of social policy with a sweeping history of the educational system, Daniel S. Moak looks beyond the rise of neoliberalism to find the origin of today's education woes in Great Society reforms. In the wake of World War II, a coalition of thinkers gained dominance in U.S. policymaking. They identified educational opportunity as the ideal means of addressing racial and economic inequality by incorporating individuals into a free market economy. The passage of the Elementary and Secondary Education Act (ESEA) in 1965 secured an expansive federal commitment to this goal. However, when social problems failed to improve, the underlying logic led policymakers to hold schools responsible. Moak documents how a vision of education as a panacea for society's flaws led us to turn away from redistributive economic policies and down the path to market-based reforms, No Child Left Behind, mass school closures, teacher layoffs, and other policies that plague the public education system to this day.
Author: William J. Reese Publisher: JHU Press ISBN: 1421401037 Category : Education Languages : en Pages : 378
Book Description
In this update to his landmark publication, William J. Reese offers a comprehensive examination of the trends, theories, and practices that have shaped America’s public schools over the last two centuries. Reese approaches this subject along two main lines of inquiry—education as a means for reforming society and ongoing reform within the schools themselves. He explores the roots of contemporary educational policies and places modern battles over curriculum, pedagogy, race relations, and academic standards in historical perspective. A thoroughly revised epilogue outlines the significant challenges to public school education within the last five years. Reese analyzes the shortcomings of “No Child Left Behind” and the continued disjuncture between actual school performance and the expectations of government officials. He discusses the intrusive role of corporations, economic models for enticing better teacher performance, the continued impact of conservatism, and the growth of home schooling and charter schools. Informed by a breadth of historical scholarship and based squarely on primary sources, this volume remains the standard text for future teachers and scholars of education.
Author: Robert J. Franciosi Publisher: Bloomsbury Publishing USA ISBN: 0313057176 Category : Education Languages : en Pages : 260
Book Description
This volume provides a comprehensive and balanced survey of the state of American public education. It examines the trend in the quality of the public schools over the past 100 years, and reviews the possible reasons for a decline in quality. The work focuses on the importance of local control in American public education and how it has been steadily eroded. Franciosi advocates school choice as a way of restoring greater control by parents over their children's schools. This work is distinct among calls of reform in that it takes a skeptical attitude towards the centralized school reform movement that has culminated in the No Child Left Behind Act. It discusses important topics that have been the subject of research including the effect of teachers unions, Tiebout competition and local control, and school finance reform. Franciosi follows the many trajectories taken by America's public schools over the past century. It shows that the United States has been a world education leader in both access for all children and resources spent. Despite this there are still some worrisome trends. While school spending has steadily increased, student achievement has fluctuated, and remains below that of students in other developed nations. Initiatives to close the gap in achievement has fluctuated and remains below that of students in other developed nations. Initiatives to close the gap in achievement and resources among students of various socioeconomic, racial, and ethnic backgrounds have been only partially successful. Past efforts to reform public education have led to increasingly centralized control over public schools. This piece will be important to those who are active on both sides of the school reform debate. It will also be useful to students who are researching education policy, the economics of education, or public policy.
Author: Christopher A. Lubienski Publisher: University of Chicago Press ISBN: 022608907X Category : Education Languages : en Pages : 299
Book Description
Nearly the whole of America’s partisan politics centers on a single question: Can markets solve our social problems? And for years this question has played out ferociously in the debates about how we should educate our children. From the growth of vouchers and charter schools to the implementation of No Child Left Behind, policy makers have increasingly turned to market-based models to help improve our schools, believing that private institutions—because they are competitively driven—are better than public ones. With The Public School Advantage, Christopher A. and Sarah Theule Lubienski offer powerful evidence to undercut this belief, showing that public schools in fact outperform private ones. For decades research showing that students at private schools perform better than students at public ones has been used to promote the benefits of the private sector in education, including vouchers and charter schools—but much of these data are now nearly half a century old. Drawing on two recent, large-scale, and nationally representative databases, the Lubienskis show that any benefit seen in private school performance now is more than explained by demographics. Private schools have higher scores not because they are better institutions but because their students largely come from more privileged backgrounds that offer greater educational support. After correcting for demographics, the Lubienskis go on to show that gains in student achievement at public schools are at least as great and often greater than those at private ones. Even more surprising, they show that the very mechanism that market-based reformers champion—autonomy—may be the crucial factor that prevents private schools from performing better. Alternatively, those practices that these reformers castigate, such as teacher certification and professional reforms of curriculum and instruction, turn out to have a significant effect on school improvement. Despite our politics, we all agree on the fundamental fact: education deserves our utmost care. The Public School Advantage offers exactly that. By examining schools within the diversity of populations in which they actually operate, it provides not ideologies but facts. And the facts say it clearly: education is better off when provided for the public by the public.
Author: Johannes Westberg Publisher: Springer ISBN: 3030135705 Category : Education Languages : en Pages : 390
Book Description
This book examines school acts in the long nineteenth century, traditionally considered as milestones or landmarks in the process of achieving universal education. Guided by a strong interest in social, cultural, and economic history, the case studies featured in the book rethink the actual value, the impact, and the ostensible purpose of school acts. The thirteen national case studies focus on the manner in which school acts were embedded in their particular historical contexts, offering a comprehensive and multidisciplinary overview of school acts and the role they played in the rise of mass schooling. Drawing together research from countries across the West, the editors and contributors analyse why these acts were passed, as well as their content and impact. This seminal collection will appeal to students and scholars of school acts and the history of mass schooling. Chapter 9 of this book is available open access under a CC BY 4.0 license at link.springer.com
Author: Raynard Sanders Publisher: Beacon Press ISBN: 0807076074 Category : Education Languages : en Pages : 146
Book Description
How charter schools have taken hold in three cities—and why parents, teachers, and community members are fighting back Charter schools once promised a path towards educational equity, but as the authors of this powerful volume show, market-driven education reforms have instead boldly reestablished a tiered public school system that segregates students by race and class. Examining the rise of charters in New Orleans, Chicago, and New York, authors Raynard Sanders, David Stovall, and Terrenda White show how charters—private institutions, usually set in poor or working-class African American and Latinx communities—promote competition instead of collaboration and are driven chiefly by financial interests. Sanders, Stovall, and White also reveal how corporate charters position themselves as “public” to secure tax money but exploit their private status to hide data about enrollment and salaries, using misleading information to promote false narratives of student success. In addition to showing how charter school expansion can deprive students of a quality education, the authors document several other lasting consequences of charter school expansion: • the displacement of experienced African American teachers • the rise of a rigid, militarized pedagogy such as SLANT • the purposeful starvation of district schools • and the loss of community control and oversight A revealing and illuminating look at one of the greatest threats to public education, Twenty-First-Century Jim Crow Schools explores how charter schools have shaped the educational landscape and why parents, teachers, and community members are fighting back.
Author: Johann N. Neem
Author: Johann N. Neem
Author: Jeffrey Mirel
Author: David Turner
Author: Robert N. Gross
Author: Daniel S. Moak
Author: William J. Reese
Author: Robert J. Franciosi
Author: Christopher A. Lubienski
Author: Johannes Westberg
Author: Raynard Sanders