Examines the construction of gender in public school employment.
Examines the construction of gender in public school employment.
Tells the story of women and school leadership in America from the common school era to the present. Offers an historical account of how teaching became women's work and the school superintendency men's.
The studies of philosophy and history of education are under siege. These studies do not attract large grant funds and, to many, do not seem useful, even while much of educational research is dismissed as inconsequential or self-evident and the crisis in American education deepens. Philosophy and history of education have therefore been pushed to the margin--or beyond--in colleges and schools of education, commensurate with the "decline of the humanities" in higher education generally. Philosophy and History of Education examines the complex relationship between these studies, and the value of these related studies for improving educational knowledge, policy, and practice. From diverse perspectives, the philosophers and historians in this volume explore how bringing these disciplines together yields insights about unacknowledged or occult aspects of education problems that neither could achieve on their own.
Exploring current approaches to addressing boys education in schools, this book highlights the limitations of structural reform initiatives and the failure to address the impact of socioeconomic status, race, sexuality, disability and hegemonic masculinity on both boys and girls participation in schooling.
The Handbook of Complementary Methods in Education Research is a successor volume to AERA’s earlier and highly acclaimed editions of Complementary Methods for Research in Education. More than any book to date (including its predecessors), it brings together the wide range of research methods used to study education and makes the logic of inquiry for each method clear and accessible. Descriptions of each method include its history, its research design, the questions that it addresses, ways of using the method, and ways of analyzing and reporting outcomes. Key features of this indispensable book include the following: Foundations Section–Part I is unique among research books. Its three chapters examine common philosophical, epistemological, and ethical issues facing researchers from all traditions, and frames ways of understanding the similarities and differences among traditions. Together they provide a tripartite lens through which to view and compare all research methods. Comprehensive Coverage–Part II (the heart of the book) presents 35 chapters on research design and analysis. Each chapter includes a brief historical overview of the research tradition, examines the questions that it addresses, and presents an example of how the approach can be used. Programs of Research–Part III examines how research programs connected to eight specific lines of inquiry have evolved over time. These chapters examine phenomena such as classroom interaction, language research, issues of race, culture, and difference, policy analysis, program evaluation, student learning, and teacher education. Complementary Methods–As the title implies, a central mission of this book is to explore the compatibility of different research methods. Which methods can be productively brought together and for what purposes? How and on what scale can they be made compatible and what phenomena are they best suited to explore? Flexibility–The chapters in Parts II and III are largely independent. Therefore, selected portions of the book can be used in courses devoted to specific research methods and perspectives or to particular areas of education. Likewise, established researchers interested in acquiring new techniques or greater expertise in a given methodology will find this an indispensable reference volume. This handbook is appropriate for any of the following audiences: faculty teaching and graduate students studying education research, education researchers and other scholars seeking an accessible overview of state-of-the-art knowledge about specific methods, policy analysts and other professionals needing to better understand research methods, and academic and research libraries serving these groups.
Using analytical methods borrowed from the humanities and social sciences, this book provides critical, interdisciplinary perspectives of teaching and school practices. It provides traditional and emerging theoretical perspectives (or lens) that can be used to view and analyze any educational phenomena.
Presenting a historic and contemporary look at curriculum's journey–from its conceptualization in 1947 to present–this innovative work combines intellectual commentary, impressionistic portraiture, parallel tales, interviews, and excerpted scholarly materials to create a living history of the curriculum field. Unique in approach, it uses rich narrative, primary sources and thoughtful discussion to reveal the complex issues and dynamic conversations that have shaped majorTurning Points in American curriculum. It is a book that chronicles contemporary curriculum and invites readers to identify with and ultimately participate in this important field of intellectual study.
This collection of chapters presents research focused on emerging strategies, paradigms, and theories on the sources, experiences, and consequences of stress, coping, and prevention pertaining to students, teachers and administrators. Studies analyze data collected through action research, program evaluation, surveys, qualitative interviewing, auto ethnography, and mixed methods gathered from students and educators in the United States, Italy, Holland, Turkey, and Australia.
Presents a collection of more than 150 letters written by women--mostly young, single, and Union supporters--to Ohio soldier Lewis Lybarger during the Civil War in response to his advertisement for correspondents.
If the 1960s was the decade of peace, love and understanding, the 1970s was the decade of glitter and glam rock. Or was it? Gerard DeGroot peels away the polyester to examine what really happened in a decade that began with the death of Jimi Hendrix and ended with Ronald Reagan in the White House and Margaret Thatcher in 10 Downing Street. Some commentators have written off the Seventies as a period in which nothing happened, yet politically it was a time of great hope. Dictatorial regimes ended in Portugal, Spain, Nicaragua, Rhodesia and Greece. Accord between nations was established at Camp David, Peking, Moscow, Geneva and Brussels. For feminists, environmentalists and homosexuals, the Seventies was thedecade of hope. In cultural terms, it brought the Sydney Opera House, Monty Python, Annie Hall, David Hockney and M.A.S.H. The music, with or without ABBA, was simply brilliant. But it was also a time of quite extraordinary violence and as the decade continued, the bloodshed and the hate came to dominate, whether in Jonestown, Belfast, Palestine or Cambodia. And while the violence of nations is a constant throughout history, in the 1970s ordinary people seemed to surrender to violence with frightening ease. As the Sixties chickens came home to roost, the Seventies became an era when dreams died, hope was thwarted, problems long ignored finally exploded, and optimism repeatedly crushed gave way to frustration. Incisive, iconoclastic and hugely entertaining The Seventies Unpluggedis popular history at its best.
The SAGE Encyclopedia of Educational Leadership and Administration presents the most recent theories, research, terms, concepts, ideas, and histories on educational leadership and school administration as taught in preparation programs and practiced in schools and colleges today. With more than 600 entries, written by more than 200 professors, graduate students, practitioners, and association officials, the two volumes of this encyclopedia represent the most comprehensive knowledge base of educational leadership and school administration that has, as yet, been compiled.