A Social History of Educational Studies and Research examines the development of the study of education in the UK in its broader educational, social and political context since its early beginnings in the first part of the twentieth century. By providing a historical analysis of the contested growth of the field this book examines the significant contribution that has been made by institutions of higher education, journals, text books, conferences, centres, and academic societies. It discusses the problems and opportunities of the field, and its prospects for survival and adaptation to current changes in the decades ahead. The work draws on documentary sources, social network analysis, and interviews with leading figures from across the field. This book highlights international influences on the development of educational studies and research in the UK, its role in the growing internationalisation of the field as a whole, and also comparisons and contrasts with the nature of the field elsewhere. It relates the development to the wider social, political and economic changes affecting higher education in general and educational studies and research in particular. It addresses the historical development of disciplines in higher education institutions and the nature, extent and limitations of interdisciplinarity. A Social History of Educational Studies and Research discuss the problems and opportunities facing the study of education today, and its prospects of adapting to changes in the decades ahead. It is a distinctive and original analysis of educational studies and research that provides the first comprehensive study of its type.
This book considers what is distinctive about educational research in comparison with other research in the social sciences. As the contributors all agree that education is always an essentially moral enterprise, discussion about methodology starts, not with the widely endorsed claim that educational research should be 'useful' and 'relevant', but with the attempt to justify and elaborate that claim with reference to its moral foundations.
First published in 1962, Frederick Rudolph's groundbreaking study, The American College and University, remains one of the most useful and significant works on the history of higher education in America. Bridging the chasm between educational and social history, this book was one of the first to examine developments in higher education in the context of the social, economic, and political forces that were shaping the nation at large. Surveying higher education from the colonial era through the mid-twentieth century, Rudolph explores a multitude of issues from the financing of institutions and the development of curriculum to the education of women and blacks, the rise of college athletics, and the complexities of student life. In his foreword to this new edition, John Thelin assesses the impact that Rudolph's work has had on higher education studies. The new edition also includes a bibliographic essay by Thelin covering significant works in the field that have appeared since the publication of the first edition. At a time when our educational system as a whole is under intense scrutiny, Rudolph's seminal work offers an important historical perspective on the development of higher education in the United States.
This up to date examination of how to research and utilise documents analyses texts from the past and present, considering sources ranging from personal archives to online documents and including books, reports, official documents and printed media.
This special issue calls for a greater awareness of computing as a critical area of study for those interested in educational studies. Its purpose is to open up a wider dialogue about computing and education than has previously existed in the field. The questions raised provide the basis for a lively discussion and analysis of the role of educational studies in interpreting the role of computing in our culture and educational system. This issue also provides a model for exploring other topics of similar significance and importance to the field in future issues of the journal.
This book is a concise social history of teaching from the colonial period to the present. By revealing the words of teachers themselves, it brings their stories to life. Synthesizing decades of research on teaching, it places important topics such as discipline in the classroom, technology, and cultural diversity within historical perspective.
This book represents a millennial point of reflection in the history of educational studies and its future. The trajectory of educational studies is especially interesting due to shifts that have occurred concerning knowledge and identity--particularly how they encounter one another. The chapters are largely drawn from presentations made at the American Educational Studies Association. They reflect educational studies - on the ground as practiced by members in the field and represent the future of educational studies--the redefinition of disciplines, the link between ideas and practice, and a critique of the assumptions within taken-for-granted knowledge. The Future of Educational Studies provides an excellent overview of educational studies and current examples of the range of work being done in the field."
Steven Tozer,Bernardo P. Gallegos,Annette Henry,Mary Bushnell Greiner,Paula Groves Price
Author: Steven Tozer,Bernardo P. Gallegos,Annette Henry,Mary Bushnell Greiner,Paula Groves Price
Parts one and two of this volume present the theoretical lenses used to study the social contexts of education. These include long-established foundations disciplines such as sociology of education and philosophy of education as well as newer theoretical perspectives such as critical race theory, feminist educational theory, and cultural studies in education. Parts three, four, and five demonstrate how these theoretical lenses are used to examine such phenomena as globalization, media, popular culture, technology, youth culture, and schooling. This groundbreaking volume helps readers understand the history, evolution, and significance of this wide-ranging, often misunderstood, and increasingly important field of study. This book is appropriate as a reference volume not only for scholars in the social foundations of education but also for scholars interested in the cultural contexts of teaching and learning (formal and informal). It is also appropriate as a textbook for graduate-level courses in Social Foundations of Education, School and Society, Educational Policy Studies, Cultural Studies in Education, and Curriculum and Instruction.
In A Social History of the Late Ottoman Women, Duygu Köksal and Anastasia Falierou bring together new research on women of different geographies and communities of the late Ottoman Empire focusing particularly on the ways in which women gained power and exercised agency.
Daniel Tr Hler,Thomas S. Popkewitz,Daniel Tröhler,David F. Labaree
Author: Daniel Tr Hler,Thomas S. Popkewitz,Daniel Tröhler,David F. Labaree
This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the long nineteenth century.
This Handbook outlines the current state of research in social studies education – a complex, dynamic, challenging field with competing perspectives about appropriate goals, and on-going conflict over the content of the curriculum. Equally important, it encourages new research in order to advance the field and foster civic competence; long maintained by advocates for the social studies as a fundamental goal. In considering how to organize the Handbook, the editors searched out definitions of social studies, statements of purpose, and themes that linked (or divided) theory, research, and practices and established criteria for topics to include. Each chapter meets one or more of these criteria: research activity since the last Handbook that warrants a new analysis, topics representing a major emphasis in the NCSS standards, and topics reflecting an emerging or reemerging field within the social studies. The volume is organized around seven themes: Change and Continuity in Social Studies Civic Competence in Pluralist Democracies Social Justice and the Social Studies Assessment and Accountability Teaching and Learning in the Disciplines Information Ecologies: Technology in the Social Studies Teacher Preparation and Development The Handbook of Research in Social Studies is a must-have resource for all beginning and experienced researchers in the field.
An International Assessment of New Research and Theory
Author: Carlos Alberto Torres,Ari Antikainen
Publisher: Rowman & Littlefield
The twentieth century has been marked by the expansion of educational opportunities worldwide. It has been the century of education, and the role of the state in the promotion of public education has been decisive. Yet, at the millennium's turn efforts to diminish the role of the state are rapidly changing education, especially in terms of its role in democracy. This comprehensive handbook offers a fresh view of the social context of education, outlining the challenges as well as the advances in public and private education systems. The book offers a systematic account of current social theory and methodologies, applied perspectives on the development of education in many regions of the world, and compares key themes such as access, school choice, equity, and educational performance.
Are the disciplines of education ghosts of a productive past or creative and useful forms of inquiry? Are they in a demographic and organisational crisis today? The contribution of the ‘foundation disciplines’ of sociology, psychology, philosophy, history and economics to the study of education has always been contested in the UK and in much of the English-speaking world. But such debates are now being brought to a head in education by the demographic crisis. Recent research has shown that with the an ageing population of education academics, in ten years' time, there could be very few disciplinary specialists left working within faculties of education in UK universities. But does that matter and is the UK no more than a special case? How does this ‘crisis’ look from Europe where the disciplines of education are more embedded, and from the USA with its more diverse higher education system? In this book, leading scholars – including A.H. Halsey, David Bridges, John Furlong, Hugh Lauder, Martin Lawn and Sheldon Rothblatt – consider the changing fortunes of each discipline as education moved away from the dominance of psychology in the 1930s, 1940s and 1950s as a result of the growing importance of the other disciplines and new social questions, and how the changing epistemological and political debates of the last twenty years haves resulted in their progressive demise. Finally, the book confronts the question as to whether the disciplines have a place in education in the twenty-first century. The book brings the coming crisis into the public view and explores the issue of the past, current and future relevance of the disciplines to the study of education. It will be of interest to all international academics and researchers in the field of education and the contributory disciplines as well as to students on educational research methods courses.
“This book combines a number of excellent authors thinking about curriculum. It’s a nice blend of known authors and newer writers in the field.” — Robert C. Morris, University of West Georgia “The range of topics—reading, science, art—makes this a complete and comprehensive reader for both novices and experienced educational teachers and leaders.” —Jeffrey S. Kaplan, University of Central Florida Contemporary Readings in Curriculum provides beginning teachers and educational leaders with a series of articles that can help them build their curriculum knowledge base Key Features and Benefits Provides a historical context of the curriculum field, giving educators a solid foundation for curriculum knowledge Describes the political nature of curriculum and how we must be attentive to the increasingly diverse populations found in our schools Connects the readings to traditional course goals, providing practical applications of curriculum topics Covers cocurricular issues, which have become a major contemporary topic within school systems Enhances the articles with a strong pedagogical framework, including detailed Internet references, questions for each article, topic guides tying each article to course topics, and article abstracts for the instructor Includes Articles From the Following Journals American School Board Journal Community College Review Curriculum & Teaching Dialogue Education & Urban Society Educational Leadership Educational Policy Harvard International Journal of Press/Politics Journal of Cases in Educational Leadership Journal of Chemical Education, Journal of Curriculum & Supervision Journal of Curriculum Studies NASSP Bulletin Phi Delta Kappan Rethinking Schools Teachers College Record The American Behavioral Scientist The Educational Forum The Journal of Social Issues Theory and Research in Education Urban Education Youth Violence and Juvenile Justice Intended Audience This book is intended as a supplement for graduate courses such as Curriculum Development, Curriculum Theory, and Curriculum Leadership.
über Geschichte, Erfahrung und Erkenntnis : Festschrift für Dan Diner zum 65. Geburtstag
Author: Nicolas Berg,Omar Kamil,Markus Kirchhoff,Susanne Zepp
Publisher: Vandenhoeck & Ruprecht
English summary: This volume illuminates different constellations of Jewish History, which is viewed from a pluralistic perspective, as a seismograph for shifts in the broader terrain of historical developments. German text. German description: Welche Wahrnehmungen, Einstellungen und Handlungen gehen aus individuellen und kollektiven Geschichtserfahrungen hervor? Diesen Fragen widmet sich der Dan Diner zum 65. Geburtstag gewidmete Band mit Blick auf die allgemeine wie die judische Geschichte. Im Zentrum stehen dabei unterschiedliche Formen judischen Selbstverstandnisses. Diese werden hinsichtlich ihrer kulturellen Charakteristika vor dem Hintergrund sich wandelnder historischer Kontexte untersucht. In den Beitragen kommen nicht nur Ansatze der Geschichts-, Sozial-, Literatur- und Kulturwissenschaft zum Tragen, sondern auch der Rechtsgeschichte, Philosophie sowie der Islamwissenschaft.
Author: Louis Cohen,Lawrence Manion,Keith Morrison
This fully updated sixth edition of the international bestseller Research Methods in Education covers the whole range of methods currently employed by educational research at all stages. It is divided into five main parts: the context of educational research; planning educational research; styles of educational research; strategies for data collection and researching; and data analysis. The book also contains references to a comprehensive dedicated website of accompanying materials. The sixth edition includes new material on: complexity theory, ethics, sampling and sensitive educational research experimental research, questionnaire design and administration with practical guidance qualitative and quantitative data analysis, with practical examples internet based research. Research Methods in Education is essential reading for the professional researcher and continues to be the standard text for students and lecturers in educational research. To access the dedicated website of accompanying materials, please visit: www.routledge.com/textbooks/9780415368780.
This collection of historical essays on race develops lines of inquiry into race and social studies, such as geography, history, and vocational education. Contributors focus on the ways African Americans were excluded or included in the social education curriculum and the roles that black teachers played in crafting social education curricula.