History of education Books
Princeton University Press Keep the Damned Women Out
Book SynopsisTrade Review"Winner of the 2017 PROSE Award in Education Practice, Association of American Publishers""One of Times Higher Education’s Books of the Year 2017 (chosen by John Bowers)""An important work of cultural history. . . . Malkiel writes with an insider's knowledge of her own institution and from a historian's meticulous reconstruction of what happened at the others."---Linda Greenhouse, New York Review of Books"Malkiel presents an absorbing, richly textured landscape of the experience of thousands of women who found themselves in elite universities that were bastions run by men for men who felt anything on a scale of muddled incomprehension to active aggression at the notion of gender equality."---Rachel Holmes, Times Literary Supplement"In an age when student activists at campuses across the country are focused on microaggressions and safe spaces, it's a bit surreal to read Nancy Weiss Malkiel's history of gender desegregation at elite American and British colleges. Fifty years ago, same-sex schooling in higher education had ended for many public colleges and universities in the United States and Britain, but it remained the norm at most elite universities. . . . How and why, between 1969 and 1974, these prestigious institutions decided to go coed--or not--is the fascinating story Ms. Malkiel tells. And although her narrow focus is gender admission practices, there are clues . . . about the obstacles that continue to prevent the harmony between the many diverse groups of students on campus today."---Lenore Tiefer, Wall Street Journal"One of the most thorough accounts ever written of the determination of highly educated and powerful men to keep women away from the places that endorse exclusive forms of power. . . . A superb, richly documented study."---Mary Evans, Times Higher Education"As well as examining the interplay of interests, egos and bureaucratic structures, Malkiel also shows that sexual politics gave a heightened charge to proceedings. For many people, the character – even the soul – of these institutions seemed to be at stake."---Helen McCarthy, London Review of Books"Fascinating. . . . [This] book offers a compelling study of institutional change that came not because it was demanded, and not because the motives of its agents were pure. More simply, it was about damned time."---Carlos Lozada, Washington Post"A carefully researched and compelling narrative. . . . This highly recommended history presents a major cultural change in which coeducation both reflected and stimulated a transformation in women's social and professional status in America." * Library Journal *"Lest we forget, a professor of history emerita at Princeton and past dean of its college delivers an authoritative history of the coeducation of elite institutions in the United States and the United Kingdom between 1969 and 1974. Invaluable history, beginning with Harvard, Yale, and Princeton, and enlivened with such vivid illustrations as Jim Berry's 1967 cartoon of two clubmen conferring from their wing chairs: 'Confused--of course, I'm confused! I have a son at Vassar and a daughter at Yale!'" * -Harvard Magazine *"In the late 1960s, several prestigious universities in the United States-- including Princeton--decided to admit women for the first time. The reasons it happened at this particular moment are surprising and largely unexplored. In her new book, "Keep the Damned Women Out": The Struggle for Coeducation, professor emerita of history and former Dean of the College Nancy Weiss Malkiel illuminates the forces that prompted a small group of powerful men to implement this pivotal change."---Amelia Thompson-Deveaux, Princeton Alumni Weekly"It may be hard for today's undergraduates at elite colleges and universities to imagine that many of their institutions--as recently as the 1960s and 1970s--would not admit female students. These days when coeducation is in the news, it is typically a women's college deciding to admit men. But the reality is that coeducation at elite institutions that were once all male did not happen overnight--and didn't happen without considerable backlash from alumni and others. Nancy Weiss Malkiel tells the story in "Keep the Damned Women Out": The Struggle for Coeducation."---Scott Jaschik, Inside Higher Ed"'Keep the Damned Women Out'. . . . Or in some cases, the damned men." * Smith Alumni Quarterly *"This book captures the tumultuous five-year period when several elite universities in the US and UK first enrolled women as undergraduates. . . . [A] lively account."---Jill Wrenn, Financial Times"[A] rich and compelling story"---Maggie Doherty, Chronicle Review"A magisterial history about the admission of women to the most prestigious and sheltered of men's colleges in the United States and Great Britain . . . [Malkiel] is a lucid, excellent scholar."---Kate Stimpson, Public Books"Malkiel pursued a prodigious and impressive amount of research to produce this volume. . . . This study makes a major contribution to our understanding of how administrative personnel and structures interacted with trustee, alumni, faculty, and student constituents at American universities."---Mary Ann Dzuback, History of Education Quarterly"A magisterial study of the 1960s move towards coeducation on both sides of the Atlantic."---John Bowers, Times Higher Education"A passionate investigation of the process of integrating women into Ivy League education. . . . The book will be indispensable to those who in the future pursue research on higher education or on these specific institutions. It is an epic book on an epic topic that is well worth studying."---Christine D. Myers, Historical Studies in Education
£23.75
Princeton University Press American Higher Education since World War II
Book Synopsis
£20.90
Princeton University Press College
Book SynopsisTrade Review"At a time when many are trying to reduce the college years to a training period for economic competition, Delbanco reminds readers of the ideal of democratic education. . . . The American college is too important 'to be permitted to give up on its own ideals,' Delbanco writes. He has underscored these ideals by tracing their history. Like a great teacher, he has inspired us to try to live up to them."---Michael S. Roth, New York Times Book Review"The book does have a thesis, but it is not thesis-ridden. It seeks to persuade not by driving a stake into the opponent's position or even paying much attention to it, but by offering us examples of the experience it celebrates. Delbanco's is not an argument for, but a display of, the value of a liberal arts education."---Stanley Fish, New York Times"A lucid, fair, and well-informed account of the problems, and it offers a full-throated defense of the idea that you don't go to college just to get a job. Delbanco's brevity, wit, and curiosity about the past and its lessons for the present give his book a humanity all too rare in the literature on universities."---Anthony Grafton, New York Review of Books"[I]nsightful and rewarding. . . . Delbanco's evocation of these nineteenth-century precedents is of central importance, for they allow him to demonstrate that liberal education, far from being an elite indulgence, is inseparable from our nation's most cherished and deeply rooted democratic precepts. In the face of today's hyper-accelerated, ultra-competitive global society, the preservation of opportunities for self-development and autonomous reflection is a value we underestimate at our peril."---Richard Wolin, The Nation"Has the democratic ideal of a classical education, open to rich and poor alike, become a thing of the past? That's the scenario proposed by esteemed literary scholar Delbanco in this engaging assessment of how American higher education has lost its way. . . . He makes a strong case that the purely materialist approach to education assures that the disparity between rich and poor students only widens, with 'merit-based' financial aid and scholarships all going disproportionately to students from families with money. . . . This is an impassioned call for a corrupt system to heal itself." * Kirkus Reviews *"To renew higher education in an age of secular pluralism, Delbanco summons his colleagues to a defense of the university's role in fostering humane and democratic impulses. . . . Delbanco's agenda for reform--curricular, pedagogical, financial, and technological--will stimulate a much-needed national dialogue."---Bryce Christensen, Booklist"Delbanco explores American higher education in a manner befitting a scholar of Melville and the Puritans, with a humanist's belief in lessons from history and in asking what the right thing is to do. . . . College has always been a microcosm of society, so a book about it is also about how we're doing as a country."---Clare Malone, American Prospect"A thoughtful and insightful look at American college's exceptionalism and pitfalls. . . . Whether you're in college, thinking about college or just paying for it, it's a good read to help better understand one of America's oldest and finest institutions. And if we want it to stay that way, we all better get schooled about it."---Kacie Flynn, Vox Magazine, Missourian"The 'Was' part is an illuminating reminder of the Puritan origin of early colleges, such as Harvard and Princeton, where only wealthy males needed apply and where religion, literature and philosophy dominated the curricula. The 'Is' section considers the prohibitive cost, the woefully underprepared applicants, the self-centered teachers and the dominance of research over instruction of undergraduates at today's colleges. Obviously the 'Should Be' is Delbanco's motive in this effort. . . . He dreams of the day when college teachers are back in the classrooms, working collaboratively to bring their youngsters into this new century."---Kathleen Daley, Newark Star Ledger"Recommended for academic and general audiences as a thoughtful, literate, and gracefully written reminder of what higher education needs to be."---Elizabeth R. Hayford, Library Journal"[College] will give a lot of pleasure to anyone who cares about undergraduate education. It offers a fascinating history of the creation and growth of US colleges and universities, some sombre reflections on the tension between the desire of many universities to be known as great research institutions and the needs of their undergraduates, and some angry thoughts about the way in which elite education reinforces economic inequality. . . . Delbanco writes with the exasperated energy of a radical assistant professor half his age, and displays an unforced affection for undergraduate students that is deeply engaging and permeates the book with an infectious optimism about the possibilities of liberal education in spite of all the obstacles that he lists."---Alan Ryan, Times Higher Education"Refreshingly, Delbanco's examination of what college was doesn't turn into a longing backward look. . . . This book is a result of what Delbanco says is two decades of visiting more than 100 colleges of all types, from community colleges to the undergraduate divisions of research universities. It is also the product of extensive reading: He seems to have digested every self-flagellating and self-congratulating essay, every cri de coeur and jeremiad about higher ed that has been produced since scholars sat down together in collegium."---Sebastian Stockman, Kansas City Star"This is a brief, well-researched book, and an insightful account of the factors that shape the current higher educational landscape."---Dennis O'Brien, Commonweal"[An] eloquent book--a combination of jeremiad, elegy and call to arms."---Alan Cate, Cleveland Plain Dealer"In College, [Delbanco] looks to the lengthy and dynamic history of higher education in America as a lens through which to examine its current crises and unsettled future."---Serena Golden, Inside Higher Ed"'Every year the teacher gets older while the students stay the same age.' This has always been true, but Delbanco's observation has a poignant weight today when college is always justified as being for something, whether for the economy, or for democracy, or for social mobility, and not as a place that exists as a community asking questions together, trying to unify knowledge to make sense of our lives--in short, as a place where we pursue the truth."---Angus Kennedy, Spiked Review of Books"Andrew Delbanco does a marvelous job tracing the evolution of one of the most treasured institutions in the United States, 'college,' in terms of the ideal of such an institution and the challenges it is facing. . . . Delbanco's book would be a great one for students and scholars in the fields of educational philosophy, history of education, educational policy, and other related fields. It would also be a good read for anyone who is interested in the development of higher education in the United States."---Shouping Hu, Teachers College Record"What commends [t]his book is its richness of reference and its willingness to charge colleges and universities with lapses that should sow insomnia among administrators."---James Morris, Wilson Quarterly"College: What It Was, Is, and Should Be gives a clear picture of all the forces, both within and outside the university, working against the liberal arts."---Joseph Epstein, Weekly Standard"Andrew Delbanco's recent book is to be praised, for it reminds us that college should be about character formation and not a surrender to a customer service mentality that inflates accomplishments to please future employers, placate doting parents and repair fragile egos. . . . Enlightening."---Robert J. Parmach, America magazine"Well researched, succinct, and eloquently written, this little book should be in every library in every institution of higher learning. It would be an appropriate book for all new faculty members so that they can quickly come to understand the professional situation they are now in. . . . Delbanco's intention is to avoid writing a jeremiad, elegy, funeral dirge, or call to arms. He has succeeded. His realistic account of the current state of affairs is indeed sobering." * Choice *"Delbanco provides a fresh historical argument for why it's important to keep liberal learning in the picture for as many students as possible, and he offers some suggestions for how colleges might do that."---Mary Taylor Huber, Change"This isn't just a plea for the humanities to keep its place at the table, though College is certainly that. Nor is Delbanco exactly making an argument for the liberal arts as the medium through which new, socially critical ideas can take hold and be propagated, a la Dewey--despite his clear belief that an education that has not produced an accountable, critical mind has failed. Rather, he's concerned about the deeply anti-democratic implications of what is happening--the undoing of Emerson's vision of scholarship and serious discussion coming down from the ivory tower and joining the fray, rather than polishing the manners of a happy few. . . . Delbanco does a fine job at making his case for liberal education as a public good that should be preserved and fostered; his concern about how social inequality undermines democratic cultural values strikes me as utterly justified."---Scott McLemee, Democracy"[T]he book reaches its objectives. Its research base is impeccable, as is its expository form. It deserves a place in every college and university library, and not just in the U.S."---William Bruneau, CAUT Bulletin"College offers much valuable analysis, as when Delbanco lays out three common understandings of the purposes of college today. . . . [T]his fine-grained, literate argument for why teaching students 'how to think and how to choose' ought to be at the heart of a college education deserves careful thought and consideration, on and off campus."---Ben Wildavsky, Strategy Matters"Andrew Delbanco offers an eloquent and persuasive argument for the importance of a liberal arts education. At a time when others are challenging the so-called economic viability of a college diploma . . . Delbanco seeks to remind us of the enduring existential value of higher education; of its ability to enrich experience, deepen intellectual ability, and enhance one's own humanity."---Robin Tatu, Prism"Andrew Delbanco has given us a first rate account of the history and present state of the American college. . . . He comes across as a fine teacher, one of the best. I have recommended his classes, solely on the basis of this book, to a young man starting soon at Columbia. And I recommend this book to all who have been to any college or will go someday. This is a fine book."---Geoffrey M. Vaughan, Society"I strongly recommend this book if you are interested in a discussion of the history of undergraduate education in the United States."---Michael Joseph Brown, Teaching Technology and Religion"Delbanco is lovely at historical context. . . . He makes a plea for the great intangibles of a college education."---Katharine Whittemore, Boston Globe
£15.19
Princeton University Press Wisdoms Workshop The Rise of the Modern
Book SynopsisTrade Review"One of Choice's Outstanding Academic Titles for 2016""Honorable Mention for the 2017 PROSE Award in Education Theory, Association of American Publishers""In this time of anti-intellectualism--whether technocratic or populist--we don't need more smug disruptors. We need more hopeful builders. They will remind us of the democratic aspirations of pragmatic liberal education while recalling that the ambitions of our finest universities help fulfill the dreams of our best selves as a people."---Michael Roth, Wall Street Journal"Authoritative, panoramic. . . . A thoroughly researched and vigorous history of an institution that has 'gained new vigor and proliferated progeny not only in the United States but around the globe.'" * Kirkus *"At a time in which colleges and universities have come under sustained attack . . . it may well be useful to explain to those outside the academy how American institutions became preeminent and why they continue to play an essential role at the center of modernity's infrastructure. In Wisdom's Workshop, Axtell does just that. Drawing on the vast literature on higher education, he provides an informative and engaging . . . account of the evolution of the research university, from its origins in England, Italy, and France in the Middle Ages to the emergence of the ‘multiversity' in the United States in the last half century."---Glenn Altschuler, Huffington Post"This is an enjoyable and well-informed account of some of the most significant universities in the world."---David Willetts, Times Higher Education"In his new book . . . Wisdom's Workshop: The Rise of the Modern University . . . [James] Axtell traces the U.S. university system all the way back to its Medieval roots. It turns out universities have changed quite a bit in the last eight centuries, both in form and function, adapting to their times. And some shifts are just as radical as the ones we face today."---Byrd Pinkerton, NPR"No one seeking a newsy update of American higher education can ignore this book. . . . Wisdom's Workshop is readable and worthy."---Edwin Yoder, Weekly Standard"James Axtell, one of the field's most authoritative historians, provides this handsome addition to the growing literature on the U.S. university. . . . This book deserves to be read by specialists and generalists alike." * Choice *"James Axtell adds to his prodigious scholarly output with yet another outstanding publication. A pleasurable and informative guide to whatever he chooses to discuss, his latest work is true to form and is justly praised by those well-acquainted with his subject and its sources."---Sheldon Rothblatt, History of Universities
£23.75
LUP - Voltaire Foundation LId233al p233dagogique en France au XVIIIe
Book SynopsisTable of ContentsIntroductionI L’éducation chrétienne et la méthode (1715 – 1746)II Les voies de la connaissance: l’homme au coeur de l’éducation (1746 – 1762)III L’éducation nationale (1762 – 1788)Conclusion Liste des ouvrages citésIndex
£98.30
LUP - Voltaire Foundation Le Discours p233dagogique f233minin au temps des
Book SynopsisEn se fondant sur un corpus d’une vingtaine d’ouvrages, Sonia Cherrad démontre le rôle déterminant joué par le discours de ces femmes dans la réflexion sur l’éducation au XVIIIe siècle.Ce discours est formé des voix d’auteurs connues comme Mmes Le Prince de Beaumont, d’Epinay et de Genlis;Trade ReviewReviews ‘En traitant, de façon exhaustive et lucide, les divers enjeux d’ouvrages éducatifs qui visaient à améliorer le statut des femmes des élites sans pour autant boulverser le statu quo social, Cherrad met à la disposition d’étudiants et chercheurs venant d’horizons divers (lettres, histoire culturelle, histoire de l’éducation) des outils ouvrant de nouvelles voies de recherche.’ French StudiesTable of ContentsIntroduction I La naissance d’un discours pédagogique féminin1. Ecrire sur l’éducation2. Les dialogues 3. Les contes avec merveilleux insérés dans les dialogues4. Les formes brèves morales insérées dans les dialogues II Les modèles éducatifs5. La remise en cause des schémas éducatifs traditionnels 6. Une éducation des LumièresIII Les savoirs féminins des Lumières7. Les premiers apprentissages8. Contre l’oisiveté et pour l’agrément9. Le renouvellement des enseignements traditionnels10. Les sciences, des connaissances nouvellesIV Les fictions au miroir de la société des Lumières11. Le discours social12. L’éducation des princes et des princesses13. Les éducatrices et la politique14. L’économieConclusionBibliographieIndex
£98.30
Pluto Press Peaceful Resistance Building a Palestinian
Book SynopsisThe inspiring and sobering story of Palestine's oldest universityTrade Review'Gabi Baramki's tireless devotion to Birzeit University has allowed the institution to survive and even thrive against incredible odds' -- President Jimmy Carter, from the Foreword'A tribute to the humanity of Palestinians, individually and collectively, who have managed to prevail under the most dehumanising conditions of the Israeli military occupation. An authentic and powerful act of affirmation' -- Dr Hanan Ashrawi'Told with humanity, dignity and humour, Birzeit's personal story is a beacon of hope in a troubled world' -- Sir Michael Francis Atiyah, OM, FRS, FRSEAn inspiring account' -- Paolo Cotta-Ramusino Secretary General of Pugwash Conferences on Science and World AffairsTable of ContentsAcknowledgements Introduction 1. Growing Up in Palestine 2. Peace and War 3. Occupation and Education 4. Targeting Birzeit 5. Developing Birzeit 6. 'Cells of Illegal Education' 7. 'Shaking Off' and Being Shaken 8. Not Obeying Orders 10. Harassment and Hair Gel 11. Preaching to the Choir Appendix i Chronology - Birzeit University Appendix ii Deportation Statement from Hanna Nasir November 74 Appendix iii Israeli lies and half-truths 16 January 1979 Appendix iv Press release from BZU after 1979 closure Appendix v BZU press release after opening in April 1992 Appendix vi Report from 5 Hebrew University professors on order 854 - 1980 Appendix vii-a Example of Required loyalty oath. A Commitment form - 1982-3 Appendix vii-b work permit A with item 18 - 1980 Appendix vii-c work permit B without item 18 - 1980 Appendix viii Letter to Secretary Baker - March 1992 Location of Photograph and Maps Map-Photograph Captions
£22.49
John Wiley & Sons Home Feelings Liberal Citizenship and the Canadian Reading Camp Movement
Book SynopsisA history of the Canadian reading camp movement and the meanings of literacy, literature, and citizenship in the early twentieth century.Trade Review"Mason carefully surveys, astutely chooses, and concisely deploys a wide range of scholarship in sociology, history, literary criticism, and interdisciplinary theory to provide a unique window of understanding into relations between Canada’s emergence into nation-statehood and its economic and immigration history." Donna Palmateer Pennee, University of Western Ontario
£28.80
University of British Columbia Press Alex Lords British Columbia
Book SynopsisThese memoirs invite the reader to experience the British Columbia that Alex Lord knew. Through his words, we endure the difficulties of travel in this mountainous province.Trade ReviewThis book succeeds both as a slice of rural conditions in the past and as a solid contribution to the history of education in British Columbia, and as a result bears the unique attribute of appealing to the casual reader and serious scholar alike. -- Paul J. Stortz * BC Studies *Lord's strength is that he delightfully conveys a sense of rural life in B.C. and explains the problems associated with establishing an effective educational system in a sparsely settled resource-based frontier. Alex Lord's British Columbia should be of interest to educators and local history buffs; the extensive notes provide a rich source of primary and secondary references for the academic historian. -- Tim Dunn * Historical Studies in Education *Table of ContentsIllustrations Maps Acknowledgments Editor's Introduction 1. North of Fifty-Three 2. Northern Interior Episodes 3. Politics and Personalities 4. 'Dig Yourselves Out' 5. By River to Quesnel 6. Peace River Memories 7. Isolation in the Charlottes 8. Chilcotin Country 9. Kelowna Beginnings 10. The View from Headquarters 11. Losers and Winners Notes Index
£66.30
University of British Columbia Press Museums and the Past
Book SynopsisThis vibrant examination of the museum’s role as contemporary narrator of our past reveals that our perceptions of history and ourselves are shaped as much by how a museum presents information as by what information it presents.Trade ReviewViviane Gosselin and Phaedra Livingstone have created, for the first time ever, a book that looks at the relationship between museums and the concept of historical consciousness. In doing so, they are pioneering both museological and historical literature, and greatly contributing to an under-researched field. -- Cintia Velázquez Marroni * Museum Management and Curatorship *Table of Contents1 Introduction: Perspectives on Museums and Historical Consciousness in Canada / Viviane Gosselin and Phaedra LivingstonePart 1: Programming Historical Consciousness2 The Royal Ontario Museum, the Dead Sea Scrolls, and Critical Public Engagement / Susan Ashley3 The Voices of the Canoe Project: Weaving Together Indigenous and Western Historical Knowledge Traditions / Jill Baird and Damara Jacobs-Morris4 The Torrington Gopher Hole Museum: A Model Institution / Lianne McTavish5 Public Pedagogy and the Museum: The Canadian Museum of Immigration at 21, for Example / Brenda TrofanenkoPart 2: Measuring Historical Consciousness6 Changing Views? Emotional Intelligence, Registers of Engagement, and the Museum Visit / Laurajane Smith7 Using Museum Resources and Mobile Technologies to Develop Teens’ Historical Thinking: Formative Evaluation of an Innovative Educational Set-up / Marie-Claude Larouche8 Museums as In-Between Institutions: Can They Be Trusted? / Lon Dubinsky and Del Muise9 The Concept of Historical Consciousness Applied to Museums: A Case Study of the Exhibition People of Québec ... Then and Now / Pierre-Luc Collin, Claire Cousson, and Lucie DaignaultPart 3: Instrumentalizing Historical Consciousness10 Controversy as Catalyst: Administrative Framing, Public Perception, and the Late-Twentieth-Century Exhibitionary Complex in Canada / Phaedra Livingstone11 The Gift of Historical Consciousness: Museums, Art, and Poverty / Simon Knell12 Museums and the Responsibility Gap / Robert R. Janes13 Out of the Box and Into the Fold: Museums, Human Rights, and Changing Pedagogical Practices / Jennifer Carter14 Epilogue: The Blossoming of Canadian Museology and Historical Consciousness / Phaedra Livingstone and Viviane GosselinIndex
£73.80
University of British Columbia Press Lessons in Legitimacy
Book SynopsisLessons in Legitimacy examines the relationship between settler capitalism, state schooling, and the making of British Columbia.Trade Review"Carleton’s multilayered approach offers a crucial and insightful perspective on the history of schooling – one that is sensitive to the spaces between state power and the paradoxical nature of the colonial project in Canada." -- Alex Gagne. York University * BC Studies *
£62.90
University of British Columbia Press Lessons in Legitimacy Colonialism Capitalism and
Book SynopsisLessons in Legitimacy examines the relationship between settler capitalism, state schooling, and the making of British Columbia.Trade Review"Carleton’s multilayered approach offers a crucial and insightful perspective on the history of schooling – one that is sensitive to the spaces between state power and the paradoxical nature of the colonial project in Canada." -- Alex Gagne. York University * BC Studies *
£26.99
Cornell University Press Cornell
Book SynopsisIn their history of Cornell since 1940, Glenn C. Altschuler and Isaac Kramnick examine the institution in the context of the emergence of the modern research university. The book examines Cornell during the Cold War, the civil rights movement, Vietnam, antiapartheid protests, the ups and downs of varsity athletics, the women's movement, the...Table of ContentsPreface: The "Cornell Idea"Authors' NotePart I: 1945-19631. Building a Research University2. The Death of "In Loco Parentis"3. The “Cold War” at CornellPart II: 1963-19774. The Bureaucratic University and Its Discontents5. Race at Cornell6. The Wars at HomePart III: 1977-19957. The Rhodes Years8. Academic Identity Politics9. Political Engagement, Divestment, and Cornell's Two China PolicyPart IV: 1995-201510. A Tale of Three Presidents11. West Campus, Suicide, and Student “Wellness”12. Going GlobalPostscriptNotes
£40.50
MB - Cornell University Press Mere Equals
Book SynopsisIn Mere Equals, Lucia McMahon narrates a story about how a generation of young women who enjoyed access to new educational opportunities made sense of their individual and social identities in an American nation marked by stark political inequality between the sexes. McMahon's archival research into the private documents of middling and well-to-do Americans in northern states illuminates educated women's experiences with particular life stages and relationship arcs: friendship, family, courtship, marriage, and motherhood. In their personal and social relationships, educated women attempted to live as the mere equals of men. Their often frustrated efforts reveal how early national Americans grappled with the competing issues of women's intellectual equality and sexual difference.In the new nation, a pioneering society, pushing westward and unmooring itself from established institutions, often enlisted women's labor outside the home and in areas that we would deem public. Yet, Trade ReviewBy drawing upon some forty different collections of family papers, diaries, and other documents held at libraries, historical societies, and other repositories from Massachusetts to North Carolina, McMahon has artfully pieced together the intimate textual traces of the lives lived by less-well-known women. In doing so, she productively limns the nuanced roles that both Cupid and Minerva played for American women in this crucial period of history. -- Jane Greer * The Register of the Kentucky Historical Society *In this engaging, thought-provoking book Lucia McMahon explores early national woman's education, highlighting how Americans simultaneously held notions of intellectual equality alongside belief in persistent, rigid sexual difference. They did so through their paradoxical belief that women were 'mere equals' and women's intellectual and social equality were allowed but political citizenship and participation were not. * Journal of American History *"McMahon follows the enhanced joys and unsettling challenges that learning brought to women's lives. Each chapter is built around a particularly rich body of personal materials that reveals the thoughts and actions of a pair of correspondents.... McMahon has provided an exceptionally developed picture of women’s agency during this time of socialculturaland political development. Hers is historical research and textual analysis at its bestpersuasively argued and elegantly written." —Marilyn J. Westerkamp * The Journal of Interdisciplinary History *Table of ContentsIntroduction: Between Cupid and Minerva1. "More like a Pleasure than a Study": Women's Educational Experiences2. "Various Subjects That Passed between Two Young Ladies of America": Reconstructing Female Friendship3. "The Social Family Circle": Family Matters4. "The Union of Reason and Love": Courtship Ideals and Practices5. "The Sweet Tranquility of Domestic Endearment": Companionate Marriage6. "So Material a Change": Revisiting Republican MotherhoodConclusion: Education, Equality, or DifferenceList of Archives Notes Index
£42.30
Cornell University Press French Sociology
Book SynopsisFrench Sociology offers a uniquely comprehensive view of the oldest and still one of the most vibrant national traditions in sociology. Johan Heilbron covers the development of sociology in France from its beginnings in the early nineteenth century through the discipline's expansion in the late twentieth century, tracing the careers of figures from Auguste Comte to Pierre Bourdieu. Presenting fresh interpretations of how renowned thinkers such as Émile Durkheim and his collaborators defined the contours and content of the discipline and contributed to intellectual renewals in a wide range of other human sciences, Heilbron's sophisticated book is both an innovative sociological study and a major reference work in the history of the social sciences.Heilbron recounts the halting process by which sociology evolved from a new and improbable science into a legitimate academic discipline. Having entered the academic field at the end of the nineteenth century, sociology develoTrade ReviewNo history of the discipline has ever articulated so finely the evolution of its institutions, an interpretation of the trajectories of its central actors, and the presentation of its main theoretical, methodological, and empirical results. * Contemporary Sociology *Reading Heilbron’s study affords an unusual degree of intellectual satisfaction. It is thoroughly researched, up-to-date with the latest scholarship, and, although Bourdieusian in method, appropriately detached and non-partisan in its intellectual judgments. It tells a coherent overall story, continuing the author’s fine The Rise of Social Theory, of the consolidation and subsequent reconsolidations of Comte’s projected discipline across two centuries and tells that story in a sequence of stages whose periodization is well-motivated by reference to the distinctive dynamics of each. * Theory and Society *French Sociology is a striking illustration of the relevance of an historical sociological approach to the social sciences that succeeds in articulating intellectual history and sociology of science. One can only hope that it will inspire other works of the same type. * Revue d'histoire des sciences humaines *Heilbron paints a deep sharp picture that allows new insights into the complex genealogies and institutional contexts of French sociology. His recapitulation of about two centuries of () French social science impressively demonstrates the usefulness and necessity of a historiography that consciously starts off from national scientific traditions. * Soziopolis *With French Sociology Johan Heilbron - European sociologist if ever there is one – provides further evidence of his ability to use in his work on the history of sociology, not only the whole range of research techniques, but also the most demanding conceptual tools of the discipline he has taken as his object of study. * Revue d'histoire des sciences humaines *Johan Heilbron’s erudite history of French sociology is essential reading. * Society *Heilbron’s book is a well-documented journey of more than 150 years of French sociology. Having been able to dissect the main developments in a limited number of pages is an accomplishment. The choice not to limit the analysis to authors and their theories, but to consider dominant institutions, media of publication, fluctuations in student numbers as well as the overall context, offers an original perspective. * Revue européenne des sciences sociales *An empirically very rich and at the same time concise book. * Sociologie Magazine *For every historian of sociology this is an important, compulsory reference work. * H-Soz-Kult *Vivid, innovative, and insightful.... Reading Heilbron's study affords an unusual degree of intellectual satisfaction. * THEORY AND SOCIETY *Table of ContentsIntroductionCHAPTER 1. The Establishment of Organized Social Science The Politics of Social Science Moral Science in Government Service The Invasion of the Positive Sciences Republicanism, Science, and the Research University Disciplinary Frontiers The Tripartite Division of French Social Science The Literary OppositionCHAPTER 2. An Improbable Science Reconceptualizing Social Science Comte and the Second Scientific Revolution The British Evolution of Sociology The Return of Sociology in France Positivist Politics Social Reform and Social ResearchCHAPTER 3. Sociology and Other Disciplines in the Making The Two-Front Struggle of the Professoriate University Pioneers An Emerging Subfield From Psychology to Sociology Organizing a Science of Synthesis The Durkheimian Program Antagonistic Competition The Année sociologique Defining a Specialty of GeneralistsCHAPTER 4. The Metamorphoses of Durkheimian Scholarship The Contours of Sociology The End of a Collective Enterprise Conflicting Interpretations To Profess or to Inquire? Recruitment Patterns Social Images of Sociology The Centre de documentation sociale The Durkheimian LegacyCHAPTER 5. Pioneers by Default? Between Political Commitment and Policy Expertise Sociology at the Sorbonne Fieldwork as Vocation? Research Groups No Man's Land Reconfiguring the Social SciencesCHAPTER 6. Cycles of Expansion and Field Transformations The Structuralist Boom and After Research Policy and the Research Sector Teaching Sociology Publishing Sociology Rhetoric and Reality of Professionalization ConclusionCHAPTER 7. Intellectual Styles and the Dynamics of Research Groups Beyond the Sociology of Work Social Action and Public Sociology Organizational Analysis and Policy Sociology The Methodological Imperative Reflexive SociologyConclusionEpilogue: What Is French about Sociology in France?Notes Index
£26.59
Cornell University Press Rhetoric Reclaimed
Book SynopsisThoroughly embedded in postmodern theory, this book offers a critique of traditional conceptions of the liberal arts, exploring the challenges posed by cultural diversity to the aims and methods of a humanist education. Janet M. Atwill investigates a neglected tradition of rhetoric, exemplified by Protagoras and Isocorates, and preserved in Aristotle''s Rhetoric.This tradition was rooted in the ancient sophistic and platonic conceptions of techné, or productive knowledge, that appears both in literary texts from the seventh century B.C.E. and in medical and technical treatises from the fifth century B.C.E. Atwill examines these traditions, together with sophistic and platonic conceptions, and considers the commentaries on Aristotle''s Rhetoric by E. M. Cope and William S. J. Grimaldi, where the concepts of techné and productive knowledge disappear in the modern opposition between theory and practice.Since models of knowledge are closely tiedTrade ReviewIn Rhetoric Reclaimed, Janet Atwill offers a new framework for understanding the history of Western rhetoric and a reinterpretation of Aristotle's place within that history.... She has done much to illuminate the competing forms of knowledge and subjectivity inscribed in the canonical texts of ancient rhetoric and has recovered a lost or under-appreciated dimension of these texts. In so doing, Rhetoric Reclaimed... also suggests a starting point for reassessing and renegotiating the priorities and values we have inherited from the rhetorical tradition. * Rhetorik *The publication of Janet Atwill's Rhetoric Reclaimed has served to powerfully recuperate and supplement an important conversation among the Greek sophists, one in which the notion of techné emerged not only as a rhetorical strategy, but also as a way of being and as an attitude about knowledge.... The importance of Atwill's book lies in its suggestion that attention to téchne can enlarge our understanding of rhetoric in general and the theorizing and teaching of cooperative approaches to writing in particular. * Journal of Advanced Composition *
£27.54
Cornell University Press Rhetoric Romance and Technology Studies in the
Book SynopsisThis is not a book on rhetoric in any narrow sense, but rather concerns its general ambiance and also some of its quite specific manifestations. The thirteen chapters that comprise the book move chronologically from the Renaissance up to the present time.
£28.49
University of Nebraska Press This Benevolent Experiment
Book SynopsisAnalyses the formulation of the “Indian problem” as a policy concern in the United States and Canada, and examines how the “solution” of Indigenous boarding schools was implemented in Manitoba and New Mexico through complex chains that included multiple government offices with a variety of staffs, Indigenous peoples, and even nonhuman actors such as poverty, disease, and space.Trade Review"[This Benevolent Experiment] is well written, intelligently organized, meticulously researched, and offers original content. Woolford provides an important addition to the growing and rich literature about American Indian genocide and boarding schools."—Clifford E. Trafzer, American Historical Review"This Benevolent Experiment is a must-read for the experts and students of North American history and Native Americans alike."—Arif Jamal, Washington Book Review"This important book, which students, scholars, and policy makers in the U.S. and Canada should read, is a testament to the quality of the work and the still limited understanding of its subject in both countries."—C. R. King, CHOICE"Andrew Woolford's contribution to the field of residential school studies is fascinating. . . . This important work deserves to be read and debated in both countries."—Jim Mochoruk, South Dakota State Historical Society"[This Benevolent Experiment] is a genuine contribution to the literature and will remain for years to come a major source for understanding this tragic, but nonetheless fascinating, chapter in indigenous-colonial settler relations."—David Wallace Adams, American Indian Culture and Research Journal"Scholars of indigenous boarding schools will find Woolford's book a valuable tool in analyzing and describing the destructive power of these institutions."—John Gram, Western Historical Quarterly"An excellent offering for scholars."—Roundup Magazine“Andrew Woolford’s outstanding book offers fresh contributions to the field of Indigenous and settler colonial studies. His comparison of the Indian boarding schools in the United States with their Canadian counterparts yields new insights into both. He provides a sophisticated and probing analysis of whether these schools constituted genocidal policies and practices. This is a top-notch piece of scholarship that should enrich our scholarly—and national—debates for decades to come.”—Margaret Jacobs, author of White Mother to a Dark Race and A Generation RemovedTable of ContentsList of IllustrationsPreface1. Introduction2. Settler Colonial Genocide in North America3. Framing the Indian as a Problem4. Schools, Staff, Parents, Communities, and Students5. Discipline and Desire as Assimilative Techniques6. Knowledge and Violence as Assimilative Techniques7. Local Actors and Assimilation8. Aftermaths and Redress9. Conclusion NotesReferencesIndex
£69.70
University of Nebraska Press A Scientific Way of War Antebellum Military
Book SynopsisAn analysis of West Point’s development of military science curriculum in the first half of the nineteenth century and its effect on preparations for, and conduct of, the Civil War.Trade Review"Hope has written a book that will stand the test of time as the definitive treatise of the development of a professional American army."—Robert Grandchamp, Blue & Gray Magazine"Hope has persuasively challenged the standard narrative about West Point, the "Old Army," and the evolution of American military doctrine. Scholars whose work involves these topics cannot afford to overlook this book."—Rob Andrew Jr., American Historical Review"This book is remarkably researched and cogently written, and it will make itself invaluable in the understanding of both the antebellum army and its officers' education."—Bradford Wineman, Journal of Southern History"In A Scientific Way of War: Antebellum Military Science, West Point, and the Origins of American Military Thought, Hope demonstrates that the science of military thought and theory during this period was about much more than simply preparing for and waging continental war."—Andrew J. Ziebell, Army History"A well-researched and well-written contribution to the early development of American military thought. Readers who are interested in West Point and the essential role that its graduates played in both the Mexican and Civil Wars will find the book to be especially interesting."—Roger Cunningham, Journal of America's Military Past"A Scientific Way of War will appeal to both professionals and lay persons with a serious interest in the US Army, its premier professional Academy, nineteenth-century American defense policy, the nature of a particular national approach to military theory and doctrine, and the professionalization of the American armed forces."—Richard Swain, Michigan War Studies Review“A detailed, thoughtful, and provocative explanation of the evolution of the U.S. Army’s understanding of military science and why this scientific view of war was so important in the nation’s military history and to the conduct of the Civil War.”—Brian McAllister Linn, Ralph R. Thomas Professor in Liberal Arts at Texas A&M University and author of The Echo of Battle: The Army’s Way of War“Truly original. . . . No other scholar has so successfully explained what Americans understood by the phrase ‘military science’ as taught—and modified over time—at West Point, and how that doctrine related to the nation’s geographic position, quest for internal development, and preparation for and perceptions of war.”—Peter Maslowski, professor emeritus of history at the University of Nebraska–Lincoln and author of Looking for a Hero: Joe Ronnie Hooper and the Vietnam War "Highly recommended to any reader interested in the early development of the U.S. army."—Civil War Books and Authors“[Ian Hope’s] keen insights and original interpretations come through clearly in his new book, A Scientific Way of War. His penetrating analyses revolutionize our understanding of American military thinking in the antebellum era. This book is required reading for anyone who would understand generalship and high command in the American Civil War.”—Richard J. Sommers, senior historian emeritus, U.S. Army Heritage and Education Center, U.S. Army War CollegeTable of ContentsList of IllustrationsAcknowledgmentsIntroduction1. Colonial and Early National Military Science2. Army Reforms, 1815–18203. West Point’s Scientific Curriculum4. Internal Improvements5. Jacksonian Military Science6. Military Science during and after the Mexican War7. Antebellum Military Science8. Military Science in the Civil WarConclusionAppendix A. West Point CurriculaAppendix B. Antebellum and Civil War Officer StatisticsNotesBibliographyIndex
£40.50
University of Nebraska Press Contesting French West Africa Battles over
Book SynopsisHarry Gamble examines the controversies of political and educational reform in French West Africa from the early to mid-twentieth century. Trade Review"This informative, accessible, and well-written book highlights the centrality of schools in matters of power and governance and offers new insights into the political views of Senghor. It will appeal to readers who have an interest in the history of modern France, the French Empire, West Africa, and colonial schooling."—Kelly M. Duke Bryant, Journal of Interdisciplinary History"In this compelling, well-written study, Harry Gamble . . . shows that battles over schooling, either within the French colonial state or between Africans and French officials, encapsulated broader debates about the nature, purpose, and future of French rule in West Africa. . . . Gamble's periodization, eschewing the typical dividing points of 1914 and 1940, allows him to construct a nuanced picture of the ebbs and flows of French policy and African activism over time. . . . He consistently shows how colonial officials on the spot evaded or mitigated direction from the center and/or how Africans shaped the outcome of a particular policy."—Elizabeth A. Foster, International Journal of African Historical Studies"Contesting French West Africa provides critical insight into colonial policy and practice. It will be essential reading for colonial historians, and provides critical context for readers of accounts such as the one written by Camara Laye."—Kathleen Keller, H-France Review"This monograph does much to illuminate the connections between education and imperial politics in French West Africa, adding to a growing English language literature on the topic. Covering significant chronological reach and political depth, Contesting French West Africa suggests that those working on education in the region today would do well to examine this history."—Rachel Kantrowitz, French Politics, Culture and Society“Contesting French West Africa . . . . [will prove] extremely valuable to scholars and students of colonial history, including those working on other regions of Africa. Gamble’s work will also be of interest to those working on postindependence constructions of language, race, education, and belonging and wishing to understand the historical context of these dynamics.”—Camille Jacob, Journal of African History"This timely book offers readers a much-needed analysis of the role schools and schooling played in the colonial politics of French West Africa. . . . The result is a remarkably good read, where specialists gain insights from the attention paid to both sides of the colonial project, while nonspecialists are introduced to the broader context of French colonization."—Rebecca Rogers, History of Education Quarterly"Ce livre vient à point nommé car, comme l’indique son titre . . . ce sont bien ces luttes, les controverses, les contestations, qu’il restitue avec prudence et finesse . . . Pour qui ne serait pas encore convaincu de la nécessité de dépasser l’idée qu’il a existé un (unique) « modèle républicain » de colonisation, trop souvent encore pensé sous une forme réifiée et abstraite, la lecture de Harry Gamble sera très certainement salutaire."—Marie Salaün, Genèses"For anyone interested in the genesis and development of Western education in French West Africa, this book answers multiple questions about the rationale and articulation of colonial policies as well as the attitudes and reactions of local populations. . . . Contesting French West Africa is a must-read for Africanists and scholars of the French empire in West Africa."—Harrouna Malgoubri, H-Africa“In his well-documented and enlightening study, Contesting French West Africa, Harry Gamble homes in on educational policy to explore the attempts to guide the federation’s development. . . . Through a focus on the struggles over education, Gamble makes visible the dynamic relationship between different power brokers in the French empire. He shows that the division between subject and citizen was not clear-cut.”—Pehr Englén, Itinerario“Gamble’s study has many strengths. He demonstrates how . . . debates over education during the colonial period can be used as a focal point from which to understand the mechanisms of state-building, as well as contested narratives of citizenship and belonging. Another of the study’s strengths is that it explores in detail African agency, showing how Africans both engaged with and challenged the colonial government’s education plans, while also seeking to reshape them.”—Tony Chafer, HistorianTable of ContentsList of Illustrations Acknowledgments Introduction 1. Conflicting Visions: Framing French West Africa 2. The Lessons of War: Rethinking the Originaires 3. Toward the Interior: Rural Schools and Colonial Reform 4. Reorienting African Schoolteachers: Agents of the Future 5. Léopold Sédar Senghor and the Popular Front: New Possibilities for Reform 6. The National Revolution in AOF: Debating the Future during the War Years 7. Gaullist Hesitations: From the Brazzaville Conference to the Liberation 8. The Education of African “Citizens”: Struggles over Integration Epilogue Notes Bibliography Index
£35.10
MK - Stanford University Press Why Literary Periods Mattered Historical
Book SynopsisThis book explains how period survey courses became central to literary study in the nineteenth century, why they remained central in the twentieth, and why, in the digital age, they may now be giving ground to alternate models of literary history.Trade Review"Ted Underwood's Why Literary Periods Mattered considers the ways periodization has been an 'organizing principle' of 'Anglo-American literary culture since the early nineteenth century' (2–3), showing persuasively how the literary studies curriculum has been intertwined with intellectual models of romantic historicism . . . [I]t does expertly recover the specific ways literary curricula became consolidated in higher education, while outlining plausible reasons for an increasing skepticism toward ossified period categories."—Paul Giles, American Literature"[R]equired reading for anyone who loves literature . . . Why Literary Periods Mattered is an outstanding study and one that was needed. All academic libraries should own a copy and anyone interested in such topics as intellectual history, graduate students in literature, and those interested in specific figures as Sir Walter Scott and the lesser known figures Frederick Denison Maurice and Sydney Owenson, Lady Morgan (all of whom Underwood discusses at length and interestingly) will want to read it. Certainly, members of English Department hiring committees and heads of departments should read it."—Hope Leman, Critical Margins"A scholar of 18th- and 19th-century British literature, literary concepts, and machine learning, Underwood extends his scholarship on the quantitative approach to language with an examination of the history of the discipline of literary studies . . . This is a study for those serious about the discipline . . . Recommended."—M. Cole, CHOICE"Why Literary Periods Mattered is the best work on the discipline of English literary study that I've read since Gerald Graff's Professing Literature. Underwood offers fresh historical insight into the way English departments are now organized and invites us to imagine the ways in which they, and the research and scholarship they support, might be organized differently, in part through the qualitative possibilities of digital humanities and the 'gradualist' models of literary history they make possible."—Adam Potkay, The College of William and Mary"Blending case studies with broader judgments about the trajectories of British and American literature, Underwood's account of the relations between models of seamless evolution and those proposing a disruptive sequence of historical periods is a timely contribution to the current discussion of what periodization does and does not do, about whether we can imagine doing without it, and about what might take its place as an organizing principle of literary and cultural studies."—David Simpson, University of California at Davis"With a rising reputation in the digital humanities as well as some impressive print scholarship in Romanticism and the sciences, Underwood seems less discontented with the older ways of periodizing than he is eager to advance an aggressive new thesis wrapped in a well-mannered, often ingratiating style: the argument that the digital humanities make periodization, at long last, effectively a thing of the past."—Jon Klancher, Modern Language Quarterly"Perhaps the most fascinating section of this wonderfully surprising and unpredictable book is the treatment of the curricular development of the literature survey in mid-nineteenth century British universities."—Amanda Anderson, Victorian Studies
£21.59
John Wiley & Sons Enacting Praxis How Educators Embody Curriculum
Book SynopsisIn this collection of writing and reflection, readers are invited to reclaim the connection between curriculum studies and the work of educators in schools and society. The book focuses on curriculum theory's power to assist practitioners in creating positive change.Table of Contents Contents (Tentative) PART I: Introduction and Context 1. Introduction Kelly P. Vaughan and Isabel Nuñez 2. Understanding the Field Kelly P. Vaughan and Isabel Nuñez PART II: The Curriculum of William Schubert 3. The Recurring Roles of the Guest Speakers: Bill Schubert's Influence on My Work in Curriculum Isabel Nuñez 4. Questions of Worth as a Guide for Curriculum Development Nozomi Inukai 5. Essential Questions Asked of Curriculum: Enduring Understandings of Bill Schubert's Influence on my Roles Elizabeth Álvarez PART III: The Curriculum of William Watkins 6. How Shall We Live Together? William H. Watkins Theorizing the Past, Willing the Future with William H. Watkins M. Francyne Huckaby 7. Centering Justice: What Watkins Taught Me About Teaching, Learning, and Building a More Just World Asif Wilson 8. Educating Tomorrow's Architects and Builders: Lessons from William H. Watkins Kelly P. Vaughan and Guadalupe Ramirez PART IV: The Curriculum of Maxine Greene 9. Counter-Imagining: Wide-Awakeness, Problem-Posing Education, Counter-Storying, and Critical Asset-Based Community Mapping Arlo Kempf 10. Encounters, Landscapes, and Possibility Kathleen Tieri Ton 11. Maxine Greene's Invitation to Never Know Who You Are (Yet) Avi Desai Lessing Part V: The Curriculum of William Pinar 12. In Search of My/Our Selves: Tracing a Past, Present, and Future of CurrereNichole Guillory 13. William Pinar's Currere Process: Supporting Purposeful Pedagogy and Meaningful Educational Outcomes Leslie Palmer 14. In Search of Generative Experience Clyde Gaw Part VI: The Curriculum of Gloria Ladson-Billings 15. Lens Repair by Dr. Ladson-Billings: Teacher Educator and Optometrist Michael Thomas and Aisha El-Amin 16. Knowing Oneself and Others: Gloria Ladson-Billings and the Continued Relevance of Critical Race Theory in Education Asilia Franklin-Phipps Chapter 17: Dr. Gloria Ladson-Billings's Mission to Move Theory into Practice Kawanya Benjamin PART VII: The Curriculum of Janet Miller 18. The Flows of Transnationalism, Shifting Identities, and Relationships In-the-Making Seungho Moon 19. Teaching Through the Physical and Ideological Imposition of a Cordon Sanitaire: A Conversational Memory with Janet Miller Joyce Maxwell 20. Script for Curricular Chit-Chat from a Mothered Road: Exploring Janet Miller's Influence on Practice Maya Pindyck PART VIII: The Curriculum of Carter G. Woodson 21. Me and Carter G. Woodson: A Personal Journey Anthony L. Brown 22. Mission and Vision in Curriculum Studies: Activating and Leveraging Woodsonian Philopraxis Lasana Kazembe 23. Using the Essays of Carter G. Woodson to Work With my Students to Right Their Mis-education Mary E. Negley PART IX: Concluding Thoughts 24. Conclusion Isabel Nuñez and Kelly P. Vaughan Afterword, Isabel Nuñez and Kelly P. Vaughan Endnotes Index About the Authors
£36.90
Rutgers University Press Eating to Learn Learning to Eat The Origins of
Book SynopsisHistorian A. R. Ruis explores the origins of American school meal initiatives to explain why it has been so difficult to establish meal programs that satisfy the often competing interests of children, parents, schools, health authorities, politicians, and the food industry. Trade Review?"Exceedingly well-written, Eating to Learn, Learning to Eat is an excellent piece of scholarship that fills an important gap in the literature on school lunches." -- Ian Mosby * author of Food Will Win the War *"A valuable, engaging volume for anyone interested in the interconnected histories of scientific research and US policy. Eating to Learn, Learning to Eat is an important historical work that is relevant to many contemporary policy debates around health, education, poverty, and nutrition." -- Deborah Levine * Providence College *"Over the course of about 70 years, school lunches grew from local experiments to a federal entitlement. Eating to Learn, Learning to Eat charts this process masterfully, in fascinating detail. Ruis dissects broad historical movements and events, including first-person accounts that anchor matters of policy in tangible reality." * The Lancet *"Chronicling in rich detail the origins, composition and challenges these early school food programmes faced, Ruis offers a history that deepens our understanding of mid-century federal legislation and informs present day policy decisions." * Social History of Medicine *"Eating to Learn, Learning to Eat succeeds in bringing a larger historical perspective to the problems of today’s school lunches. By reaching back to the Progressive Era, Ruis reveals a history that rhymes with our own state of affairs." * Nursing Clio *"In Eating to Learn, Learning to Eat, A. R. Ruis, a historian of medicine and public health and an education researcher at the University of Wisconsin–Madison, provides a thorough overview of the history of school lunch policy." * Health Affairs *"This is a deeply researched, well-written book, which provides a compelling and nuanced historical perspective on current debates about school lunch. By doing so, it illuminates broader historical (and contemporary) social and political questions, such as the responsibilities of government, the separation of the public and the private realm, and the moral imperatives constituted by want." * The Journal of the History of Medicine and Allied Sciences *"This book fills a gap in the literature on school lunch by exploring three models for lunch programs that predate the 1946 establishment of the National School Lunch Program (NSLP)." * The Bulletin of the History of Medicine *"A worthwhile and engaging read that is a meaningful addition to the literature." * The Journal of the History of Childhood and Youth *"Eating to Learn, Learning to Eat is a worthwhile and engaging read that is a meaningful addition to the literature." * Journal of the History of Childhood and Youth *"Exceedingly well-written, Eating to Learn, Learning to Eat is an excellent piece of scholarship that fills an important gap in the literature on school lunches." -- Ian Mosby * author of Food Will Win the War *"A valuable, engaging volume for anyone interested in the interconnected histories of scientific research and US policy. Eating to Learn, Learning to Eat is an important historical work that is relevant to many contemporary policy debates around health, education, poverty, and nutrition." -- Deborah Levine * Providence College *"Over the course of about 70 years, school lunches grew from local experiments to a federal entitlement. Eating to Learn, Learning to Eat charts this process masterfully, in fascinating detail. Ruis dissects broad historical movements and events, including first-person accounts that anchor matters of policy in tangible reality." * The Lancet *"Chronicling in rich detail the origins, composition and challenges these early school food programmes faced, Ruis offers a history that deepens our understanding of mid-century federal legislation and informs present day policy decisions." * Social History of Medicine *"Eating to Learn, Learning to Eat succeeds in bringing a larger historical perspective to the problems of today’s school lunches. By reaching back to the Progressive Era, Ruis reveals a history that rhymes with our own state of affairs." * Nursing Clio *"In Eating to Learn, Learning to Eat, A. R. Ruis, a historian of medicine and public health and an education researcher at the University of Wisconsin–Madison, provides a thorough overview of the history of school lunch policy." * Health Affairs *"This is a deeply researched, well-written book, which provides a compelling and nuanced historical perspective on current debates about school lunch. By doing so, it illuminates broader historical (and contemporary) social and political questions, such as the responsibilities of government, the separation of the public and the private realm, and the moral imperatives constituted by want." * The Journal of the History of Medicine and Allied Sciences *"This book fills a gap in the literature on school lunch by exploring three models for lunch programs that predate the 1946 establishment of the National School Lunch Program (NSLP)." * The Bulletin of the History of Medicine *"A worthwhile and engaging read that is a meaningful addition to the literature." * The Journal of the History of Childhood and Youth *"Eating to Learn, Learning to Eat is a worthwhile and engaging read that is a meaningful addition to the literature." * Journal of the History of Childhood and Youth *Table of ContentsList of Abbreviations Introduction1 “The Old-Fashioned Lunch Box . . . Seems Likely to Be Extinct”: The Promise of School Meals in the United States2 (Il)Legal Lunches: School Meals in Chicago3 Menus for the Melting Pot: School Meals in New York City4 Food for the Farm Belt: School Meals in Rural America5 “A Nation Ill-Housed, Ill-Clad, Ill-Nourished”: School Meals under Federal Relief Programs6 From Aid to Entitlement: Creation of the National School Lunch Program EpilogueAcknowledgmentsNotesIndex
£28.80
Rutgers University Press The Douglass Century Transformation of the
Book SynopsisThe Douglass Century tells a powerful tale of the creativity and determination of successive generations of women who have claimed intellectual space, devised educational programs, and sustained an academic project, Douglass Residential College that has reshaped the worlds available to women in the twentieth and twenty-first centuries. Trade Review"100-Year Journey At Douglass: From Early Technical Courses To STEM-Oriented Programs" by Tom Wilk * Inside Jersey *"100 Years--and Counting" interview feature * Rutgers Magazine *"100 years of Douglass College" by Tom Wilk * NJ.com *"The Rutgers Century" by Mary Snead * Rutgers Today *"The Douglass Century: A new book by Rutgers faculty and staff examines the history and diversity of Douglass Residential College in celebration of its 100th anniversary" by Merrie Snead * Rutgers Today *Rutgers Magazine (Spring 2018 issue) mention of The Douglass Century in the "Letters" section * Rutgers Magazine *"This well-researched book honors the impact of Douglass on the history of New Jersey and on the many young women who attended the institution over the last one hundred years. More significantly, The Douglass Century provides a thoughtful sense of the struggle women faced as they sought access to higher education and, as important as ever, the continuing challenges women face achieving leadership roles and equity in today’s society." * New Jersey Studies *Table of ContentsForeword by Carol T. Christ, DC ’66 . . . . . . . . . . . . vii Deans of the College, 1918–2018 . . . . . . . . . . . . . . . ix A ssociate Alumnae of Douglass College: Presidents and Executive Directors . . . . . . . . . . xi 1 Inventing Douglass: The Challenge of Women’s Higher Education . . . . . . . . . . . . . . . . . . .1 2 New Jersey College for Women: Establishing a Tradition, 1918–1933 . . . . . . . . . . . . .23 3 Challenges of the 1930s . . . . . . . . . . . . . . . . . . . . 51 4 World War II and Its Aftermath: New Jersey College For Women, 1940–1950 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 5 From New Jersey College for Women to Douglass College . . . . . . . . . . . 93 6 Preserving Douglass’s Special Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 7 Douglass in Two Turbulent Decades: Student Activism and Institutional Transformation . . . . . . . . . . . . .143 8 Creating Knowledge about, by, and for Women . . . . . . . . . . . . . . . . . . . . . . . . . . 171 9 R einventing Douglass: From University Reorganization to the Transformation of Undergraduate Education . . . . . . . . . . . . . . . . . . . .199 10 Diversifying Douglass . . . . . . . . . . . . . . . . . . . 225 11 Douglass Residential College: Revitalizing Women’s Education in the Twenty-First Century . . . . . . . . . . . . . . . . . . 243 12 The Douglass Difference . . . . . . . . . . . . . . . . 259 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .271 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
£45.00
Rutgers University Press A Professor at the End of Time The Work and
Book SynopsisTells one professor’s story in the context of the rapid reconfiguration of higher education going on now, and analyses what the job included before the supernova of technological innovation, the general influx of less-well-prepared students, and the diminution of state and federal support wrought wholesale changes on the profession.Trade Review“For those wondering what typical professors do, A Professor at the End of Time offers a carefully documented look under the hood. And for those wondering about the road ahead for higher education, it invites us to retain the best of yesterday’s world while harnessing the potential of tomorrow’s digital, cost-conscious world.” -- David G. Myers * Professor of Psychology, Hope College *“Best provides a unique perspective of a life in academia in his verbal documentary. His story within a story juxtaposes a faculty career amidst a time of change in higher education.” -- Pamela L. Eddy * Professor of Higher Education, The College of William and Mary *"A Professor at the End of Time is an engaging read that should interest current academics as they contemplate the future of their chosen profession. It will also be valuable to historians looking for an archive of data regarding the Golden Age of higher education by providing specific data to analyze. It paints a realistic model of what challenges faced Professor Best in his 34-year career and contains numerous narratives from his teaching. It also serves as a warning to professors everywhere that remaining complacent and believing that academia is monolithic and unchanging in the ivory tower is dangerous." * Review of Higher Education *Table of ContentsPreface Part I Blocking the ActionChapter 1 Standing at the Edge of Time Part II A Professor at WorkChapter 2 The Work of the Teaching College Professor: In (and Out of) the ClassroomChapter 3 Technology Changing Courses, Changing Students, Changing ProfessorsChapter 4 Research: The Barren VictoryChapter 5 Where Service Leads Part III The Professoriate’s Imperiled FutureChapter 6 What Happens after the End of Time?: Vectors on a Collision CourseChapter 7 Some Time Traveling for Me Appendix: The Materials and the MethodNotesReferencesIndex
£28.80
Rutgers University Press A Professor at the End of Time The Work and
Book SynopsisTells one professor’s story in the context of the rapid reconfiguration of higher education going on now, and analyses what the job included before the supernova of technological innovation, the general influx of less-well-prepared students, and the diminution of state and federal support wrought wholesale changes on the profession.Trade Review“For those wondering what typical professors do, A Professor at the End of Time offers a carefully documented look under the hood. And for those wondering about the road ahead for higher education, it invites us to retain the best of yesterday’s world while harnessing the potential of tomorrow’s digital, cost-conscious world.” -- David G. Myers * Professor of Psychology, Hope College *“Best provides a unique perspective of a life in academia in his verbal documentary. His story within a story juxtaposes a faculty career amidst a time of change in higher education.” -- Pamela L. Eddy * Professor of Higher Education, The College of William and Mary *"A Professor at the End of Time is an engaging read that should interest current academics as they contemplate the future of their chosen profession. It will also be valuable to historians looking for an archive of data regarding the Golden Age of higher education by providing specific data to analyze. It paints a realistic model of what challenges faced Professor Best in his 34-year career and contains numerous narratives from his teaching. It also serves as a warning to professors everywhere that remaining complacent and believing that academia is monolithic and unchanging in the ivory tower is dangerous." * Review of Higher Education *Table of ContentsPreface Part I Blocking the ActionChapter 1 Standing at the Edge of Time Part II A Professor at WorkChapter 2 The Work of the Teaching College Professor: In (and Out of) the ClassroomChapter 3 Technology Changing Courses, Changing Students, Changing ProfessorsChapter 4 Research: The Barren VictoryChapter 5 Where Service Leads Part III The Professoriate’s Imperiled FutureChapter 6 What Happens after the End of Time?: Vectors on a Collision CourseChapter 7 Some Time Traveling for Me Appendix: The Materials and the MethodNotesReferencesIndex
£105.40
MW - Rutgers University Press Eating to Learn Learning to Eat The Origins of School Lunch in the United States Critical Issues in Health and Medicine
a huge range and FREE tracked UK delivery on ALL orders.
£105.40
New York University Press Educating the Whole Child for the Whole World
Book SynopsisExamines best practices in schools education in the context of an increasingly interconnected worldTrade ReviewCourtney Ross has devoted her life to holistic education for young people. Educating the Whole Child for the Whole World tells the marvelous story of how one day they will be our future leaders and help create a peaceful, just, sustainable and healthy society. -- Deepak ChopraFor more than two decades, everything that carries Courtney Ross’ imprint has symbolized international, out-of-the-box originality, especially through her efforts in education. One extraordinary example of this was the 2001 Sonic Convergence: A Glimpse Into the Global Classroom project. I was involved, both in person and through the use of cutting edge media, mentoring students and faculty participating in the USA, China, and Sweden; then we came together and made beautiful music as I conducted their final, global composition. -- Quincy JonesIve always believed that education is freedom. It opens the door to greater possibilities. In my lifes work in education, Ive turned to Courtney Ross to provide insight and inspiration. The Ross School is an exemplary model of what is attainable for global education in the 21st Century. -- Oprah WinfreyCourtney Ross and I are co-workers in the vineyard of the education of the young. I was inspired when I visited the Ross School years ago. In my own work in founding the now 20-years-old Illinois Math and Science Academy (IMSA), I appreciated the unique qualities of Ross. The Ross School model is clearly a profound example of what the nation and the world needs so desperately. -- Leon M. Lederman,Nobel Laureate in PhysicsWhen I visited the Long Island Ross School I was struck by the way Courtney Ross and her team successfully brought together the elements of an effective school: reflective teachers, innovative curriculum, and student-centered instruction. It is no wonder that the school has been a magnet for some of the most influential education thinkers of our time. In Educating the Whole Child for the Whole World, Suarez-Orozco and Sattin-Bajaj have created a multi-faceted meditation on the ever-evolving Ross model of education, with relevant lessons for educators everywhere. -- Kathleen McCartney,Dean, Harvard Graduate School of EducationTable of ContentsForeword Nick Appelbaum Acknowledgments Introduction Marcelo M. Suarez-Orozco, Carolyn Sattin-Bajaj, and Carola Suarez-OrozcoPart I 1 Education in an Era of Specialized Knowledge Vartan Gregorian 2 The Case for Global Education John Sexton 3 A Tangled Web Howard GardnerPart II 4 Mind, Brain, and Education Antonio Damasio and Hanna Damasio 5 Research Schools Christina Hinton and Kurt W. Fischer 6 Toward a New Educational Philosophy Hideaki KoizumiPart III 7 Multimedia Literacy Elizabeth M. Daley with Holly Willis 8 Object Lessons Sherry Turkle 9 The Trouble with Math Ralph AbrahamPart IV 10 Choreographing the Curriculum Debra McCall 11 Mathematics and Culture William Irwin Thompson 12 The Butterflies of the Soul Antonio M. Battro 13 Educating the Whole Child for the Whole World Sally Booth with Michele Claeys Epilogue Pedro Noguera Conclusion Marcelo M. Suarez-Orozco and Carolyn Sattin-Bajaj About the Contributors Index
£17.09
University of Arizona Press A History of Navajo Nation Education
£80.25
The University of Alabama Press More Than Science and Sputnik
Book SynopsisSparked by dramatic Soviet achievements, particularly in nuclear technology and the development of the Sputnik space orbiter, the United States responded in the late 1950s with an extraordinary federal investment in education. This book offers a behind-the-scenes look at the creation of the National Defense Education Act.Trade ReviewIf the National Defense Education Act of 1958 (NDEA) were a food, it would be Spam. Like that iconic Cold War–era tin of fallout shelter fare, the NDEA story that we serve up in our history books has been processed so many times we have no idea what ingredients actually went into making it. Although no one may ever know what really goes into Spam, thanks to Wayne J. Urban’s first-rate new history, More than Science and Sputnik, we now know more about the history of the NDEA than ever before. Well written and rigorously researched, Urban’s book is an important addition to the historical literature. . . . Urban’s meticulous examination of the act’s key architects marks the book’s most important contribution."" - History of Education Quarterly""This is a powerful history; its integration with ongoing policy issues makes it outstanding. This is Wayne Urban at his best."" - Historical Studies in Education""The National Defense Education Act broke a log-jam of opposition to federal aid to elementary and secondary education in 1958. Many believe that the launch of the Soviet’s Sputnik satellite enabled the bill’s proponents to get it through Congress. But historians have pointed out that the scientific community’s pressure for science and math education started long before Sputnik. Now Wayne Urban’s exciting new book takes that argument a big step farther. He argues that we must see this in the more general context of the agendas of politicians like Congressman Carl Elliott and Senator Lister Hill, white liberals from Alabama, to achieve federal education aid in any form, for whatever reason. They allied with President Eisenhower and the young Assistant Secretary of Health, Education and Welfare, Elliott Richardson, to move the NDEA through Congress, each for his own reasons. Urban’s assessment is loaded with fresh insights about the meaning and legacy of this act for the various players, including also the scientific community and the National Education Association. Bravo."" - Carl Kaestle, Professor Emeritus of Education, History and Public Policy at Brown University and coeditor of Print in Motion: The Expansion of Publishing and Reading in the United States, 1880-1945""The passage of the National Defense Education Act broke the dam of a hundred years of federal inaction in American education; its passage was an essential precursor to the landmark legislation of the 1960s and transformed the federal role in education in America."" - Mary Allen Jolley, Legislative Clerk, House of Representatives Subcommittee on Special Education, 1957–58
£23.36
Fordham University Press Bad Faith Teachers Liberalism and the Origins of
Book SynopsisBad Faith recounts the history of the Rapp-Coudert investigation into communist subversion in the public schools and municipal colleges of New York City, lasting from 1940 to 1942. This study explores how prominent depression-era liberals, as they joined in accusing Communists of “bad faith” and branded them enemies of American democracy, anticipated and made McCarthyism possible.Table of ContentsIntroduction 1 PART I: The Hearings 1 The Threshold 21 2 The Stooge Grebanier 36 3 Coudertism 54 4 Vichy’s Lawyer? 70 PART II: Class War 5 The Dewey Trial 85 6 The Educational Front 108 7 Far from the Ivory Tower 129 PART III: The Mortal Storm 8 Bad Faith 149 9 CCNY 174 10 Flirting with the Right 195 11 Communism on Trial 212 12 Aftermath 227 Conclusion: The Coudert Legacy 241 Acknowledgments 255 Abbreviations Used in the Endnotes 259 Notes 265 Index 317
£27.90
Fordham University Press Bad Faith Teachers Liberalism and the Origins of
Book SynopsisBad Faith recounts the history of the Rapp-Coudert investigation into communist subversion in the public schools and municipal colleges of New York City, lasting from 1940 to 1942. This study explores how prominent depression-era liberals, as they joined in accusing Communists of “bad faith” and branded them enemies of American democracy, anticipated and made McCarthyism possible.Table of ContentsIntroduction 1 PART I: The Hearings 1 The Threshold 21 2 The Stooge Grebanier 36 3 Coudertism 54 4 Vichy’s Lawyer? 70 PART II: Class War 5 The Dewey Trial 85 6 The Educational Front 108 7 Far from the Ivory Tower 129 PART III: The Mortal Storm 8 Bad Faith 149 9 CCNY 174 10 Flirting with the Right 195 11 Communism on Trial 212 12 Aftermath 227 Conclusion: The Coudert Legacy 241 Acknowledgments 255 Abbreviations Used in the Endnotes 259 Notes 265 Index 317
£111.60
University of Manitoba Press Did You See Us Reunion Remembrance and
Book SynopsisStitching together memories of arrival at, day-to-day life within, and departure from the Assiniboia school with a socio-historical reconstruction of the school and its position in both Winnipeg and the larger residential school system, Did You See Us? offers a glimpse of Assiniboia that is not available in the archival recordsTable of Contents Dedication Land Acknowledgement Statement Theodore Fontaine Preface Theodore FontaineSection One: The Residential Years (1958-1967) Section Two: The Hostel Years (1967-1973) Section Three: Assiniboia and the Archives Section Four: Staff Remembrances Section Five: Neighbours Section Six: Winnipeg Remembers Section Seven: Reunion and Remembrance
£18.86
Stanford University Press Stanfords Wallace Sterling Portrait of a
Book Synopsis
£35.10
John Wiley & Sons Inc Make History
Book SynopsisMake History with Your Students From bestselling author Paul Bambrick-Santoyo and Art Worrell, Uncommon Schools' Director of History Instruction, comes Make History, an inspiring book on how educators can take history instruction to the next level. History teachers face unique challenges in introducing history lessons to students, and they are under increasing pressure to get it right in an age of social progress and social divisiveness. This book is a guide to bring the past to life while teaching students how to make sense of history. Use the ideas and techniques to turn your history students into writers, readers, and thinkers who are ready not only to succeed in college, but also to become leaders and change agents. By showing how to teach rigorous, engaging lessons that center student thinking and voice, Make History turns history class into the most exciting part of a student's day. Reimagine history education to help students build their owTable of ContentsOnline Content xiii Print- Ready Materials xiii Videos xiv Acknowledgments xix About the Authors xxiii Introduction: Make History 1 Art’s Story 5 Paul’s Story 6 Our Story 7 A “Practical Guide”: What You’ll Find in This Book 8 Turning on the Light: Making Good Teaching Visible 8 See It: Videos and Work Samples 9 Name It: Core Ideas and One- Pagers 10 Do It: Materials to Make It Happen 11 Who Should Use This Book and How? 13 Making History— Starting the Journey 15 1 Define the Destination 17 Learn More— Enrich Your History Map 21 Craft Initial Questions 21 Seek Sources with Multiple Perspectives 23 Finalize the Destination 28 Craft a Class Prompt 28 Create Exemplar Responses 32 Chart the Path 33 Choose Your Sources 33 Identify the Historical Thinking Skills 38 “Source” Your Sources 39 Put It All Together—Know-Show 47 Conclusion 51 Key Takeaways 51 Planning Template— Intellectual Preparation for Instruction 52 Self- Assessment 53 Planning for Action 53 2 Build Knowledge 55 Activate Knowledge 58 Do Nows 60 Class Oral Review 65 Supply (or Create) a Resource 68 Frontload Knowledge— Tell a Story 72 Hook Them 75 Tell the Story— Make It Memorable 82 Hold onto the Story— Solidify the Understanding 84 Conclusion 88 Key Takeaways 89 Build Knowledge Lesson— One- Pager 90 Self- Assessment 92 Planning for Action 92 3 Grapple with Evidence 93 Plan for Productive Struggle 96 Set the Stage— Activate What They Need 100 Build Skill with Guided Practice 100 Activate Skill— Break Down the Prompt 102 Activate Knowledge 104 Let Them Grapple— Guide Sensemaking 106 Monitor Reading and Address the Trend 106 Conclusion 114 Key Takeaways 115 Grapple with Evidence— One- Pager 115 Self- Assessment 118 Planning for Action 119 4 Make Sense of It Through Discourse 121 Give Students Habits 124 Name the Desired Habits 124 Build and Maintain Habits 128 Set the Stage for Discourse 132 Launch the Discourse Cycle 135 Facilitate Large- Group Discourse 137 Deepen Discourse 143 Conclusion 149 Key Takeaways 149 Inquiry Lesson One- Pager 150 Self- Assessment 151 Planning for Action 152 5 Stamp and Measure the Learning 153 Stamp in Student Voice 155 Stamp in Writing 157 Stamp the Thinking (Go Meta) 159 Apply It— Assess 160 Conclusion 162 Key Takeaways 163 Self- Assessment 163 Planning for Action 163 6 Put It All Together 165 Implementation Rubric— Make History 166 Sample Lesson Plans— Reconstruction (AP US History) 168 Build Knowledge Lesson Plan 170 Grapple with Evidence and Inquiry Lesson Plans 176 Sample Lesson Plans— Westernization or Southernization? (AP World History) 187 Build Knowledge Lesson 188 Grapple with Evidence and Inquiry Lessons 196 Conclusion 205 Notes 209 Index 215
£21.24
Palgrave Macmillan Italian Academies and their Networks 15251700
Book SynopsisItalian Academies have typically been studied individually or in the context of specific cities, leaving an important lacuna in the scholarship on Italian culture and early modernity. Cutting across various disciplines, this volume traces the relationships of these Academies and explains how they prefigured networks like the République des letters.Trade Review“Testa’s book is not only a stimulating read but also a vast source of information, confronting readers with different fields that they may not have considered before. The notes to the main text fill almost one-quarter of the entire book, which, combined with the rich bibliography and index, make it a ‘database on paper’—though this database is wisely restricted to some aspects of the Italian academies project.” (Bernd Kulawik, Accademia de lo Studio de L’Architetture, accademia-vitruviana.net, July 22, 2018)“The work is easy to navigate, thanks to the useful index of all academies discussed. … Testa’s book, itself the product of a collaborative network of scholars, offers a wealth of information on early modern intellectual networks in Italy. Together with the Italian Academies Database, it will be a valuable tool for any scholar interested in this phenomenon, as it makes visible the complex academic network across the Italian peninsula, connecting books, people, and cities.” (Anna-Luise Wagner, Modern Language Review, Vol. 113, April, 2018)“The book itself aims to explore, in greater depth, particular individuals and their networks in the circulation of knowledge. … This book contains much useful information. Anyone studying one or more Italian academies will want to look at it and certainly will want to use the database on which it is based.” (Pamela O. Long, ISIS, Vol. 108 (4), 2017)“The book is interesting, has a good deal of information, and makes its case. The author provides the original for translated passages and full bibliographical citations including pagination for articles in collective volumes. … it is a useful book with much information about Italian academies.” (Paul F. Grendler, Renaissance Quarterly, Vol. 70 (1), 2017)Table of Contents1. Introduction.- 2. Representing Italian Academies (1569–2006).- 3. Politics, Geography, and Diplomacy in Venetian Academies.- 4. Italian Academies and Their Facebooks.- 5. The Italian Academic Movement and the Republic of Letters.- 6. Conclusion.
£29.99
John Wiley & Sons Inc The American Community College
Book SynopsisA comprehensive analysis of community colleges in the United Statesupdated with the latest research The revised seventh edition of The American Community College is an essential resource for practitioners and graduate students in the field of higher education. This book has been providing up-to-date information and statistics about community colleges for four decades and is a trusted and revered reference. Covering community college students, faculty, curriculum, assessment, finance, governance, and more, this book provide a thorough understanding of the role community colleges play in the American educational system. For educators, policymakers, and philanthropists alike, community colleges are important as the nexus of national efforts to prepare a highly skilled workforce and as the lynchpin of the K-20 education pipeline. This book delivers the facts and context readers need to make informed decisions in the community college space. Written by leading researchers in the field, The Table of ContentsPreface vii Acknowledgments xvii About the Authors xix 1. Background: Evolving Priorities and Expectations of the Community College 1 2. Students: Diverse Backgrounds and Purposes 47 3. Faculty: Building a Professional Identity 87 4. Governance, Organization, and Administration: Managing the Contemporary College 119 5. Finances: Generating, Sustaining, and Allocating Resources 163 6. Teaching and Learning: Methods, Media, and Effects 201 7. Student Services: Supporting Educational Objectives 231 8. Developmental Education: Enhancing Literacy and the Likelihood of Success in College 265 9. Integrative Education: General Education for the Twenty- First Century 297 10. Liberal Arts and the Transfer Function: Preparation for the University 319 11. Occupational Education: Growth and Change in Workforce Preparation 345 12. Serving the Community: Extending College Services and Training 387 13. Student Progress and Outcomes: A Focus on Equity and Accountability 415 14. Scholarship and Commentary: Perspectives of the Community College 459 15. Toward the Future: Trends, Challenges, and Opportunities 481 Appendix: For- Profit Institutions 511 References 537 Name Index 611 Subject Index 621
£61.75
Johns Hopkins University Press Americas Public Schools
Book SynopsisInformed 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.Trade Review"A very good introductory survey for anyone who wants to learn more about American education." (Sunday Times) "A superb history of our public schools, one that is clearly and colorfully written." (Journal of American History) "Reese has delivered in one volume an analysis as synthetic, intelligent, and importantly, deeply engaged with the most enduring issues in popular education as we are likely to encounter for some time." (Journal of Social History)"Table of ContentsSeries Editor's ForewordAcknowledgmentsIntroduction1. The Origins of the Common School2. Postbellum America and the Common School3. The "New Education"4. Democracy, Efficiency, and School Expansion5. A Democracy of Differences6. The People's College7. Rising Expectations and Raising Standards8. Guardians of Tradition9. The Fate of the High SchoolEpilogueEssay on SourcesIndex
£47.18
Johns Hopkins University Press The Higher Learning in America The Annotated
Book SynopsisWith a detailed chronology, suggested readings, and comprehensive notes identifying events, individuals, and institutions to which Veblen alludes, this volume is sure to become the standard teaching text for Veblen's classic work and an invaluable resource for students of both the history and the current workings of the American university.Trade ReviewRichard F. Teichgraeber III (a professor of history at Tulane University), has prepared what's bound to remain the standard edition of the text for a long time to come. His extensive yet unobtrusive notes 'identify-when identification proved possible-events, institutions, persons and publications alluded to or mentioned,' and he glosses the literary quotations and biblical references embedded in Veblen's wild and sometimes woolly prose. The timeline of Veblen's life and the recommended-readings list benefit from the past three decades of Veblen scholarship. -- Scott McLemee Inside Higher Ed A coherent and bracing critique of higher education at the dawn of the twentieth century. -- Siva Vaidhyanathan The Baffler A must read for any student of higher education... The book is 100 years old, but the arguments made are regularly heard on 21st century college campuses. Teichgraeber and Johns Hopkins are to be congratulated for bringing this book back to people's attention, and every academic library should have a copy. Choice The introduction and annotations by Teichgraeber (Tulane Univ.)are likely to ensure that this will be the standard edition of Veblen going forward; given the degree to which it presages modern criticisms of academic institutions, it is a must read for any student of higher education. In addition, it is affordable enough to sit on the bookshelf of anyone with administrative responsibility on a college campus. The book is 100 years old, but the arguments made are regularly heard on 21st-century college campuses. Teichgraeber and Johns Hopkins are to be congratulated for bringing this book back to people's attention, and every academic library should have a copy. American Library AssociationTable of ContentsList of IllustrationsEditor's NoteSuggested ReadingsThorstein Veblen ChronologyIntroductionVeblen in Historical ContextThe Composition of The Higher Learning in AmericaThe Professors' Literature of ProtestVeblen and the Professors' Literature of ProtestWhat Set Veblen Apart? Why Read Veblen Today?The Higher Learning in AmericaPrefaceI. IntroductoryII. The Governing BoardsIII. The Academic Administration and PolicyIV. Academic Prestige and the Material EquipmentV. The Academic PersonnelVI. The Portion of the ScientistVII. Vocational TrainingVIII. Summary and Trial BalanceIndex
£23.85
Johns Hopkins University Press Sage on the Screen
Book SynopsisAccessibly written and full of explanatory art, Sage on the Screen offers fresh insight into the current and future uses of instructional technology, from K-12 through non-institutionally-based learning.Trade ReviewThe book is easy to read, with great illustrations and personal stories. The changes in hardware and software are also well explained and made friendly for non-experts... Helpful for producing more nuanced and complex arguments about how media and technology have contributed to schooling and learning.—Inés Dussel, Center for Advanced Research and Studies, Mexico, History of EducationTable of ContentsPrefaceAcknowledgments1. Traditional media2. Interactive media3. Hyper media4. Cloud media5. Immersive media6. Making sense of media for learning NotesIndex
£27.45
Johns Hopkins University Press Going to College in the Sixties
Book SynopsisThe 1960s was the most transformative decade in the history of American higher educationbut not for the reasons you might think.Picture going to college in the sixties: the protests and marches, the teach-ins and sit-ins, the drugs, sex, and rock ''n'' rollhip, electric, psychedelic. Not so fast, says bestselling historian John R. Thelin. Even at radicalized campuses, volatile student demonstrations coexisted with the business as usual of a flagship state university: athletics, fraternities and sororities, and student government.In Going to College in the Sixties, Thelin reinterprets the campus world shaped during one of the most dramatic decades in American history. Reconstructing all phases of the college experience, Thelin explores how students competed for admission, paid for college in an era before Pell Grants, dealt with crowded classes and dormitories, voiced concerns about the curriculum, grappled with new tensions in big-time college sports, andTrade ReviewJohn Thelin tells this story of rising enrollments and growing administrations in his new book, Going to College in the Sixties. In doing so, he joins an ever-expanding list of historians who urge us to abjure the hippie nostalgia that so often still defines the 1960s. He lifts campus protest out of its purple haze and relocates it amid the emerging trends of shifting undergraduate demographics and the data-driven expansion of university bureaucracy. This approach makes sense of our present far better than the more familiar tale of a student revolution that failed. Instead, he shows that '60s students of all political stripes and demographic backgrounds participated in a historical shift that replaced one set of contradictions with another.—LA Review of BooksIn order to cover an entire decade of student experience, Thelin impressively draws upon oral histories, national and local newspapers, campus publications, student memoirs, and institutional archives. Going to College in the Sixties thus offers some unique insights and breaks ground in the proposal that the decade was not all that it has been made out to be.—History of Education QuarterlyTable of ContentsList of IllustrationsForeword by Michael A. OlivasPrefaceAcknowledgements1. Rediscovering American Higher Education in the 1960s2. College Prep3. "The Knowledge Industry"4. Student Activities and Activism5. Colleges and Curriculum6. College Sports7. ConclusionIndexAbout the Author
£27.45
Johns Hopkins University Press Students and Society in Early Modern Spain
Book SynopsisOriginally published in 1974. The close connection between universities and bureaucratic institutions such as church and state was perhaps first noticed by Max Weber. Such institutions, he observed, require a dependable source of cadres to run them. Thus, the size and composition of university enrollments are often a function of bureaucratic needs. Richard Kagan examines the dynamics of this relationship historically by racing the growth and decline of the university system in Castile, the heart of the Spanish monarchy, between 1500 and 1809. This period marked the emergence of a strong Habsburg state and a militant Catholic church, both of which looked to the universities for educated men. Accordingly, the universities grew rapidly, and by 1600 Castile was perhaps the best-educated kingdom in Europe. But this did not last. Jobs were increasingly filled through nepotism, causing students to abandon the universities in search of other careers. By 1700, the universities were small, backwTable of ContentsAbbreviationsPrefaceIntroductionPart I. The Educational System of Habsburg SpainChapter 1. Early EducationChapter 2. Latin and LIberal ArtsChapter 3. The UniversitiesPart II. Office and HonorChapter 4. Incentives to StudyChapter 5. The Letrado HierarchyChapter 6. Recruitment to OfficePart III. The Universities of CastileChapter 7. The Colegios MayoresChapter 8. Teachers and StudentsChapter 9. Change and DecayChapter 10. ConclusionAppendix A. Additional TablesAppendix B. University Matriculation Books in SpainBibliographical EssayIndex
£35.10
Johns Hopkins University Press Grading the College
Book SynopsisA comprehensive history of evaluation in American higher education. In Grading the College, Scott M. Gelber offers a comprehensive history of evaluating teaching and learning in higher education. He complicates the conventional narrative that portrays evaluation as a newfangled assault on the integrity of higher education while acknowledging that there are many compelling reasons to oppose those practices. The evaluation of teaching and learning, Gelber argues, presented genuine dilemmas that have attracted the attention of faculty members and academic leaders since the 1920s. Especially during the peak era of faculty authority that followed the end of the Second World War, significant numbers of professors and administrators believed that evaluation might improve institutional performance, reduce the bias inherent in traditional methods of supervision, strengthen communication with laypersons, and encourage a more deliberate focus on the distinctive goals of college. Gelber revealTrade ReviewNo reader can walk away from Gelber's study without a curious mix of respect and exasperation.—Daniel A. Clark, Indiana State University, History of Education QuarterlyTable of ContentsAcknowledgmentsIntroduction. Grading the CollegePart I. TeachingChapter 1. Teacher EvaluationChapter 2. Student Course EvaluationsPart II. LearningChapter 3. TestingChapter 4. Rubrics, Surveys, and RankingsChapter 5. AccreditationPart III. AccountabilityChapter 6. The Evaluation of Teaching and Learning since 1980Conclusion. How Should Colleges Be Evaluated?NotesIndex
£35.10
Johns Hopkins University Press The Amateur Hour
Book SynopsisThe first full-length history of college teaching in the United States from the nineteenth century to the present, this book sheds new light on the ongoing tension between the modern scholarly idealscientific, objective, and dispassionateand the inevitably subjective nature of day-to-day instruction.American college teaching is in crisis, or so we are told. But we''ve heard that complaint for the past 150 years, as critics have denounced the poor quality of instruction in undergraduate classrooms. Students daydream in gigantic lecture halls while a professor drones on, or they meet with a teaching assistant for an hour of aimless discussion. The modern university does not reward teaching, so faculty members at every level neglect it in favor of research and publication. In the first book-length history of American college teaching, Jonathan Zimmerman confirms but also contradicts these perennial complaints. Drawing upon a wide range of previously unexamined sourTrade ReviewIn his provocative new book, The Amateur Hour: A History of College Teaching in America, historian Jonathan Zimmerman chronicles more than 200 years of the quality of instruction in higher education. It's a history filled with noble but failed efforts to improve and reform college teaching, marked by student-led protests and solitary campaigns led by individual professors or administrators.—The Association of College and University EducatorsHis story is not for pollyannas, but rather for those who relish absurdity, black humor, irony, and, I fear, dashed dreams and heartbreak.—Inside Higher EdThe Amateur Hour is the book to read now as we ponder our post-COVID higher education future.—Joshua KimZimmerman excels in discussing the stories of great lecturers and efforts for reform.—Daniel A. Clark, Indiana State University, History of Education QuarterlyThis is a great book and a worthy read for those interested in college teaching.—Bookmarked ReadsTable of ContentsPreface AcknowledgmentsIntroduction. Personality over Bureaucracy: The Paradox of College Teaching in AmericaChapter One. Between the Two Ends of the Log: Teaching and Learning in the Nineteenth CenturyChapter Two. Scholarship and Its Discontents: Teaching and Learning in the Progressive EraChapter Three. The Curse of Gigantism: Mass-Produced Education and Its Critics in Interwar AmericaChapter Four. "Teaching Made Personal": Reform and Its Limits in Interwar College TeachingChapter Five. Expansion and Repression: Cold War Challenges for College TeachingChapter Six. TV or Not TV? Reforming Cold War College TeachingChapter Seven. The University under Attack: College Teaching in the 1960s and 1970sChapter Eight. Experimentation and Improvement: Reforming Teaching in the 1960s and 1970sEpilogue. The Decade of the Undergraduate? College Teaching in the 1990s and BeyondAppendix. Archives of College TeachingNotesIndex
£27.45
Johns Hopkins University Press The New PhD
Book SynopsisThis book examines the failed graduate school reforms of the past and presents a plan for a practical and sustainable PhD. For too many students, today's PhD is a bridge to nowhere. Imagine an entering cohort of eight doctoral students. By current statistics, four of the eight50%!will not complete the degree. Of the other four, two will never secure full-time academic positions. The remaining pair will find full-time teaching jobs, likely at teaching-intensive institutions. And maybe, just maybe, one of them will garner a position at a research university like the one where those eight students began graduate school. But all eight members of that original group will be trained according to the needs of that single one of them who might snag a job at a research university. Graduate school has been preparing students for jobs that don't existand preparing them to want those jobs above all others. In The New PhD, Leonard Cassuto and Robert Weisbuch argue that universities need to ready Trade ReviewJust in time comes a new book that suggests a set of reforms and innovations meant to transform doctoral education into a more student-centered, career-diverse, socially engaged enterprise that enlarges the possibilities for students and expands the benefits for society.—ForbesTable of ContentsIntroduction. Why We Need a New PhD and How We Can Create One Chapter 1. Then and Now: Two Recent Eras of ReformChapter 2. Purpose, Then Path: A Practical Guide to Starting the ConversationChapter 3. Career Diversity: A Liberal Arts Approach to the PhDChapter 4. Admissions and AttritionChapter 5. Student Support and Time to DegreeChapter 6. Curing the Curriculum and Examining the ExamChapter 7. AdvisingChapter 8. Students as TeachersChapter 9. Degrees: What Should They Look Like? What Should They Do?Chapter 10. Public Scholarship: What It Is, Where It Came From, and What It RequiresConclusion. From Words to ActionsPostscriptAcknowledgments NotesIndex
£26.10
Johns Hopkins University Press Going to College in the Sixties
Book SynopsisThe 1960s was the most transformative decade in the history of American higher educationbut not for the reasons you might think. Picture going to college in the sixties: the protests and marches, the teach-ins and sit-ins, the drugs, sex, and rock 'n' rollhip, electric, psychedelic. Not so fast, says bestselling historian John R. Thelin. Even at radicalized campuses, volatile student demonstrations coexisted with the business as usual of a flagship state university: athletics, fraternities and sororities, and student government. In Going to College in the Sixties, Thelin reinterprets the campus world shaped during one of the most dramatic decades in American history. Reconstructing all phases of the college experience, Thelin explores how students competed for admission, paid for college in an era before Pell Grants, dealt with crowded classes and dormitories, voiced concerns about the curriculum, grappled with new tensions in big-time college sports, and overcame discrimination. TTrade ReviewJohn Thelin tells this story of rising enrollments and growing administrations in his new book, Going to College in the Sixties. In doing so, he joins an ever-expanding list of historians who urge us to abjure the hippie nostalgia that so often still defines the 1960s. He lifts campus protest out of its purple haze and relocates it amid the emerging trends of shifting undergraduate demographics and the data-driven expansion of university bureaucracy. This approach makes sense of our present far better than the more familiar tale of a student revolution that failed. Instead, he shows that '60s students of all political stripes and demographic backgrounds participated in a historical shift that replaced one set of contradictions with another.—LA Review of BooksIn order to cover an entire decade of student experience, Thelin impressively draws upon oral histories, national and local newspapers, campus publications, student memoirs, and institutional archives. Going to College in the Sixties thus offers some unique insights and breaks ground in the proposal that the decade was not all that it has been made out to be.—History of Education QuarterlyTable of ContentsList of IllustrationsForeword by Michael A. OlivasPrefaceAcknowledgements1. Rediscovering American Higher Education in the 1960s2. College Prep3. "The Knowledge Industry"4. Student Activities and Activism5. Colleges and Curriculum6. College Sports7. ConclusionIndexAbout the Author
£19.95
Johns Hopkins University Press Unwelcome Guests
Book SynopsisA comprehensive history of the barriers faced by students from marginalized racial, ethnic, and religious groups to gain access to predominantly white colleges and universitiesand how these students responded to these barriers. Affirmative action in college admission is one of the most contested initiatives in contemporary federal policy, from its beginnings in the 1960s through the 2014 lawsuit alleging that Harvard discriminates against Asian American applicants. Supporters point out that using race and ethnicity as a criterion for admission helps remediate some of the effects of racist practices on minorities, including restrictions on college admissions. Opponents insist that the practice violates civil rights laws that prohibit racial discrimination and that it reenacts the historic racial bias of colleges. In Unwelcome Guests, Harold S. Wechsler and Steven J. Diner argue that discrimination in college admissions has a long and troubling history in the United States. InstitutionTable of ContentsPrefaceAcknowledgmentsIntroductionChapter 1. African AmericansChapter 2. Ethnic MinoritiesChapter 3. Streetcar CollegeChapter 4. Minority Student ExperiencesChapter 5. Lowering the BarriersConclusionNotesIndex
£42.50
Johns Hopkins University Press Essential Documents in the History of American
Book SynopsisThe thoroughly updated second edition of this dynamic and thoughtful collection focuses on the issues that have shaped American higher education in the past decade. Essential Documents in the History of American Higher Education, designed to be used alongside John R. Thelin's A History of American Higher Education or on its own, presents a rich collection of primary sources that chart the social, intellectual, political, and cultural history of American colleges and universities from the seventeenth century to the present. The documents are organized in sections that parallel the chapters in A History both chronologically and thematically, and sections are introduced with brief headnotes establishing the context for each source. This updated edition of Essential Documents focuses on the issues that have shaped American higher education in the past decade, from congressional investigations into endowments and court cases about paying student-athletes to accounts of campus protests over racial discrimination and adjuncts struggling in the gig economy. From the successful fund-raising campaigns of 2014 to the closing of campuses because of the COVID-19 pandemic of 2020, the book also includes a new tenth chapter, Prominence and Problems: American Higher Education since 2010, and an updated introduction; a number of landmark documents, including the charter for the College of Rhode Island (1764), the Morrill Land Grand Act (1862), the GI Bill (1944), and the Knight Commission Report on College Sports (2010); and lively firsthand accounts by students and teachers that tell what it was like to be a Harvard student in the 1700s, to participate in the campus riots of the 1960s, to be a female college athlete in the 1970s, or to enroll at UCLA as an economically disadvantaged Latina in the 1990s. Thelin even stretches the usual bounds of documentary sources, incorporating popular pieces by Robert Benchley and James Thurber on their own college days as well as an excerpt from Groucho Marx's screwball film Horse Feathers. What emerges is a complex and nuanced collection that reflects the richness of more than three centuries of American higher education.Table of ContentsAcknowledgments for First Edition Acknowledgments for Second EditionIntroduction to First EditionIntroduction to Second Edition1. Colleges in the Colonial Era1.1. Town and Gown: Anthony Wood's "Riot at Oxford" 1.2. A College Charter in the Colonial Era: The College of Rhode Island (1764) 1.3. A College's Laws and Code of Conduct1.4. Finances of the Colonial Colleges2. Creating the "American Way" in Higher Education: College Building, 1785 to 1860 2.1. A Charter for a New State University: The University of Georgia Charter (1785) 2.2. Founding State Universities: The Great Bicentennial Debate, 1785 to 1985 2.3. Philanthropy and Student Financial Aid: The American Education Society (1815) 2.4. Higher Education for Women: Charter for Mount-Holyoke Female Seminary (1836) 2.5. College Presidents and Their Students: Thomas R. Dew's Address before the Students of the College of William and Mary (1836)3. Diversity of Adversity: Resilience in American Higher Education, 1860 to 1890 3.1. Federal Land Grant Legislation: The Morrill Act of 18623.2. Student Memoir: Lyman C. Bagg's Four Years at Yale (1871)3.3. Federal Land Grant Legislation: The Second Morrill Act of 18903.4. Stephen J. Wright on the Historical Background and Future Prospects of Black Colleges and Universities (1987)3.5. College Admissions and Student Consumerism: "The Oldest and Cheapest College in the South" (1892)4. Captains of Industry and Erudition: University Builders, 1880 to 19104.1. Edwin Slosson on Great American Universities in 19104.2. Reforming Medical Education: Abraham Flexner's 1910 Report for the Carnegie Foundation for the Advancement of Teaching4.3. A College Professor's Wife (1905)4.4. Jesse Brundage Sears's Report on Endowed Universities (1922)5. Alma Mater: American Goes to College, 1890 to 19205.1. Student Memoir: Robert Benchley's "What College Did to Me" (1927) 5.2. The Popular Press and Women's Colleges: Smith College in 18975.3. Student Memoir: James Thurber's "University Days" (1933) 5.4. Real Estate Promotion and Colleges: "A College among the Orange Groves" (1920) 5.5. College Sports Reform: Howard J. Savage's 1929 Report for the Carnegie Foundation for the Advancement of Teaching6. Success and Exces: Expansion and Reforms in Higher Education, 1920 to 1945 6.1. Hollywood and Higher Education: The Marx Brothers Go to College (1932)6.2. Student Memoir: John Kenneth Galbraith on Graduate School at Berkeley in the 1930s (1968)6.3. Federal Student Financial Aid: The GI Bill of 19446.4. The Federal Government and Sponsored Research: Vannevar Bush's 1945 Report, Science: The Endless Frontier6.5. Higher Education for American Democracy: The 1947 Truman Commission Report7. Gilt by Assocation: Higher Education's "Golden Age," 1945 to 19707.1. Coeducation and Student Life: Rules and Regulations for Women in Higher Education in 1955–567.2. The 1960 California Master Plan for Postsecondary Education 7.3. Racial Desegregation at State Universities: Commemorative Plaque at the University of Mississippi7.4. Student Memoir: Jackie Jensen as the "Student-Athlete" following World War II (1970)7.5. Campus Unrest and Student Protest: Mario Savio's "Put Your Bodies upon the Gears" Speech at Sproul Plaza, University of California, Berkeley (1964)7.6. Student Memoir: Steven Kelman on Political Activism at Harvard from 1966 to 1970 (1982)8. Coming of Age in America: Higher Education as a Trouble Giant, 1970 to 20008.1. The Campus Condition: The 1971 Newman Report on Higher Education8.2. Federal Student Financial Aid: Basic Educational Opportunity Grants Program (Pell Grants) from the 1972 Reauthorization of the Higher Education Act of 19658.3. Missions and Functions of Community Colleges: The 1981 Report of the California Postsecondary Education Commission8.4. The Changing Profile of College Students in the 1980s8.5. Student Memoir: Rosa Maria Pegueros, "Todos Vuelven: From Potrero Hill to UCLA" (1995)8.6. College Sports Reform: The 1991 Knight Commission Report9. A New Life Begins? Reconfigured Higher Education in the Twenty-First Centry9.1. College Spending in a Turbulent Decade: Findings from the Delta Cost Project, 2000–20109.2. Curriculum and the Culture of a Campus: A Clash between Students and the President at the University of Chicago (1999)9.3. Faculty Memoir: A Conversation with Professor Laura Nader (2000)9.4. College Sports Reform: The Problems of Presidents and Rising Expenses in the Knight Commission Report of 20109.5. European Expansion of Higher Education: The Bologna Process (1999)9.6. Higher Education: A New Life Begins10. Prominence and Problems: American Higher Education since 201010.1. Philanthropy and Prestige: Stanford University Sets a Record with Its Five-Year Fund-Raising Campaign (2012)10.2. Paying for College: Student Federal Loan Debt Reaches $1.5 Trillion (2019)10.3. The Changing Academic Workforce: Professors in the Gig Economy (2018)10.4. Colleges and Congress: Federal Legislation on Taxing College Endowments (2017)10.5. Campus Monuments and Memorials: Recognizing Race and the Dedication of the Richard T. Greener Statue at the University of South Carolina (2018) 10.6. Commercialism and College Sports on Trial: Intercollegiate Athletics as a Business (2015)10.7. Higher Education and the Courts: The Rise of Purposive Organizations (2013)10.8. Equity and Inclusion: Title IX and Sex Discrimination since 1972 (2015)10.9. Campus Crises: Institutions Respond to the Coronavirus Pandemic of 2020CreditsIndex
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