History of education Books

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

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Book SynopsisThis innovative account examines the social and political impacts of Chinese teacher's schools in the early 20th century, their role in a society in transition, and their production of grassroots forces that lead to the Communist Revolution.Trade Review"A major contribution to the study of teachers' schools in Republican China. Xiaoping Cong's work helps us understand why China's rural society and lasting feudal structure were transformed and dismantled during the Republican period and also what led to the success of the Chinese Communist Party in 1949. - George Wei, author of Sino-American Economic Relations, 1944-49"Table of ContentsIntroduction 1 The Imperial School System and Education Reform in the Second Halfof the Nineteenth Century: A Historical Review 2 Education and Society in Transition: The Rise of Teachers’Schools, 1897-1911 3 Pursuing Modernization in Trying Times: Teachers’ Schoolsfrom 1912-22 4 Modernity and the Village: The Emergence of VillageTeachers’ Schools, 1922-30 5 Nationalizing the Local: Teachers’ Schools in RuralReconstruction, 1930-37 6 Transforming the Revolution: Social and Political Aspects ofTeachers’ Schools, 1930-37 Conclusion Notes Bibliography Index

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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

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Book SynopsisBringing together the world’s leading scholars on the subject, Military Education and the British Empire explores distinct national narratives within a comparative context to expose the role of military education in maintaining empire.Trade Review"[T]his important, timely, and authoritative volume brings the history of military education to bear on matters of contemporary and continuing relevance." -- Aimée Fox * History of Education *This collection makes important contributions to on-going historiography by centring military education as a point of analysis rather than treating it as an aside and by placing it within transnational context. -- Mary Chaktiris * Historical Studies in Education *Table of ContentsIntroduction / Douglas E. Delaney and Robert C. Engen1 Ubique: The Royal Engineers Establishment, 1815–69 / Claire Cookson-Hills2 Fashioning Imperial Canadians: The Royal Military College, 1874–1900 / E. Jane Errington3 “Doctrine, the Soul of Warfare”: Sir Julian Corbett and the Teaching of Strategy in the Royal Navy before 1914 / Andrew Lambert4 Australian Military Education, 1901–18 / John Connor5 South Africa and the Making of Military Officers, 1902–48 / Ian van der Waag6 The Spirit of an Air Force: Learning about Air Power, 1919–49 / Randall Wakelam7 Preparing for a Better War: The Admiralty’s Challenge of Educating Naval Officers, 1919–39 / Joseph Moretz8 The British and Indian Army Staff Colleges in the Interwar Years / Mark Frost9 Education in the Indian Army, 1920–46 / Alan Jeffreys10 “Necessarily of an Experimental Character”: The Interwar Period and the Imperial Defence College / Andrew Stewart11 From Imperial to Nationalist Canadians: The Impact of the Second World War on Canadian Army Staff Education / Howard G. CoombsConcluding Remarks / Douglas E. Delaney and Meghan FitzpatrickSelect Bibliography; List of Contributors; Index

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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 *

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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 *

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Book SynopsisThink you know your Civil War History? No matter how well-versed you think you are in Civil War facts and trivia, this book will enlighten and entertain you with little-known details of one of the most important events in American history.Civil War Trivia and Fact Book is your ultimate resource for mastering the minutia of America’s War Between the States. Compiled by Civil War expert Webb Garrison, this book is packed with more than 2,000 fascinating facts about the war, its prelude, and its aftermath.This treasure trove of trivia and information includes: events that happened in both the North and South between 1861 and 1865 the distinguished military and political leaders of the day key issues that defined the Union and the Confederacy famous first events of the war, and more This wealth of information is presented in simple question-and-answer format and is a perfect book for a history b

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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

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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

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Book SynopsisThe idea that citizens' advancement should depend exclusively on merit, on qualities that deserve reward rather than on bloodlines or wire-pulling, was among the Founding ideals of the American republic, Joseph F. Kett argues in this book.Trade ReviewHistorian Kett (Univ. of Virginia) provides a wide-ranging history of the idea of merit, tracing its shaping of the US over the course of three centuries. Much has been written about the importance of 'equality' and 'consent' to the American experience; comparatively, 'merit' has been overlooked. For Kett, the US was 'born meritorious,' as advancement by merit was a pillar belief of American revolutionaries.... Summing Up: Recommended. -- M.G. Spencer * Choice *"Kett's dense and detailed history argues that the ideal of merit was vital to the founding and development of the United States... This ambitious and wide-ranging book is an apt complement to such indispensable studies of the subject... " —Darrin M. McMahon * The Journal of Interdisciplinary History *Kett's history of decision making about talent is consistently strong and readable.... The bittersweet legacy for American history is a partial triumph of meritocracy. There is a perennial tension in attempts to reconcile equality and excellence. Setting asside abuses of blatant favoritism, a typical situaion is as thus: whether in admission to an academically selective college, in selecting candidates for a judgeship or cabinet position, in being hired as a CEO, or in choosing an award-winning book, the social fact is that often most applicants are qualified, perhaps highly qualified. The corollary is that even talented people can be left out in high-stakes competition. That may not be the way of the world, but as Kett's excellent book documents, it is the American way. -- John R. Thelin * The Journal of Southern History *The young American republic seemed a nation peculiarly conducive to recognizing merit, or a 'quality deserving reward' in public life. Here Kett traces the evolution of this ideal from the revolution forward, pointing out how merit frequently clashed with other ideals such as equality.... He succeeds in a tightrope performance, tying what seem disparate phenomena together in a frequently delightful narrative..... Kett’s book has opened new historical avenues. * Library Journal *This book provides a veritable treasure trove of historical anecdotes, facts, statistics, and studies relating to American educational history and its intersections with American political history. The book is impressively researched throughout and provides a number of insightful suggestions at the intersections of American political history/theory and educational history/theory. For these reasons, Kett's book should prove valuable to a wide range of scholars of American political thought, including both historians and political scientists. -- S. Adam Seagrave * Political Science Quarterly *Table of ContentsIntroduction: The Faces of Merit1. Republic of Merit2. Merit and the Culture of Public Life3. Small Worlds: Competition in the Colleges4. Making the Grade: Managed Competition and Schooling5. The Scientific Measurement of Merit6. The "Presumption of Merit": Institutionalizing Merit7. Squeeze Play: Merit in Government8. Merit in CrisisEpilogue: Merit, Equality, ConsentNotes Index

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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

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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 *

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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.

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Book SynopsisWilson Smith and Thomas Bender have assembled an essential reference for policymakers, administrators, and all those interested in the history and sociology of higher education.Trade ReviewA thoughtfully produced, thought-provoking resource that will be of interest to anyone concerned with policy and administration in American higher education. Book News 2008 Wilson Smith and Thomas Bender offer a judicious selection of documents that highlight important transitions, ideas, and episodes from the last six decades of higher learning in the United States. Harvard Educational Review 2008 Wilson Smith and Thomas Bender's documentary history will undoubtedly serve as an extremely valuable enchiridion of a transformative period in American higher education. -- Benjamin A. Johnson and Bruce A. Kimball Journal of Higher Education 2011Table of ContentsPrefaceAcknowledgmentsPart I. The TerrainThe Harvard Reprt on General EducationScienceFaith and ModernityThe Newman ReportThe HumanitiesThe MultiversityConnectingPrimacy of American Higher EducationHorizonsPart II. Expanding and ReshapingTruman Commission ReportThe Challenge of ExpansionThe Origin of Admissions TestingCalifornia's Master PlanCommunity CollegesDiversification of Higher Education: WomenDiversification of Higher Education: Latino AmericansLifelong LearningThe Soul of the UniversityPart III. Liberal ArtsRetrospect and ProspectThe Humanities in WartimesRevising the CurriculaThe Mind of the UniversityTeaching the ConnectionThe Arts and Sciences in DeclinePart IV. Graduate StudiesGraduate Surveys and ProspectsImporving the Status of Acadmeic WomenConsequences of DemocratizationRethinking the Ph.D.Future FacultyPart V. Disciplines and InterdisciplinarityThe Work of DisciplinesArea StudiesBlack StudiesWomen's StudiesInterdisciplinarityPart VI. Academic ProfessionThe Intellectual MigrationAt Work in the AcademyWorking in Univerisities/Working in BusinessTeachers as Labor and ManagementProtocols and EthicsPart VII. Conflicts on and Beyond CampusWhat Should the University Do?Campus Free SpeechA Learning CommunityThe Franklin AffairInquiriesAcademic Commitment in Crisis TimePart VIII. Government, Foundations, CorporationsGovernmentFoundationsCorporationsPart IX. The Coutrs and Equal Educational OpportunityToward Racial EqualityAffirmative ActionAffirmative Action AttackedPart X. Academic FreedomSetting the StandardCoices of the Supreme CourtVoices from ProfessorsPart XI. Rights of StudentsDirected by the Court and the CongressPart XII. Academic AdministrationsManagementPresidents Consider Their JobsRuth Simmons Comes to Smith CollegeGreatness Retold

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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

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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

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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

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Book SynopsisThis memoir is less a chronicle of the life of a leading scholar and critic of matters French than a series of differently angled fragments, each with its attendant surprise, in what one commentator has called Jeffrey Mehlman''s amour vachehis injured and occasionally injurious lovefor France and the French. The reader will encounter masters of the art of reading in these pages, the exhilaration elicited by their achievements, and the unexpected (and occasionally unsettling) resonances those achievements have had in the author''s life. With all its idiosyncrasies, Adventures in the French Trade depicts an intellectual generation in ways that will attract not only people who recall the heady days of the rise and reign of French theory but also those who do not. This provocative book should be of interest to students of intellectual history, literary criticism, Jewish studies, the history of American academia, and the genre of the memoir itself.Trade Review"This wondrous memoir draws the reader into a unique career and 'trade' that have been points of reference on the horizon of French letters since the middle 1960s. It is sensuous, engaging, of great sweep, and in its observations both cutting and entertaining. No one of his generation bears the same signature as Jeffrey Mehlman; Adventures in the French Trade tells us why."—Tom Conley, Harvard University"This highly personal, remarkably irritating, and unmistakably brilliant memoir presents an intriguing variety of academic situations interwoven with certain crucial political and cultural affairs in France over the years and their repercussions in the United States. Its unmistakable voice (so very Mehlman) is the source of its fascination."—Mary Ann Caws, Graduate School, City University of New York

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Book SynopsisTwenty completely new stories of negotiating the triumphs and challenges of being an LGBT educator in the twenty-first century For more than twenty years, the One Teacher in Ten series has served as an invaluable source of strength and inspiration for lesbian, gay, bisexual, and transgender educators. This all-new edition brings together stories from across America—and around the world—resulting in a rich tapestry of varied experiences. From a teacher who feels he must remain closeted in the comparative safety of New York City public schools to teachers who are out in places as far afield as South Africa and China, the teachers and school administrators in One Teacher in Ten in the New Millennium prove that LGBT educators are as diverse and complex as humanity itself. Voices largely absent from the first two editions—including transgender people, people of color, teachers working in rural districts, and educators from outside the Unit

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Book SynopsisAuthor, professor, and architect J. Michael Desmond traces LSU's development from its pre-Civil War origins in Pineville, Louisiana, through its two downtown Baton Rouge locations, to its move to the Williams “Gartness” Plantation south of the city in the 1920s.

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Book SynopsisProvides a detailed analysis of LSU's beginnings and early development, starting well before it first opened its doors in Pineville, Louisiana, in 1860. Paul Hoffman reveals how political and ideological contests in areas of governance, curriculum, finances, discipline, and student life influenced the early identity and development of the school.

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Book SynopsisNow in its fifth edition, Michael Fullan’s The New Meaning of Educational Change is the definitive textbook on the study of educational change. Based on practical and fundamental work with education systems in several countries, the text captures the dilemmas and leading ideas for successful large-scale systemic reform.Trade ReviewIn The New Meaning of Educational Change, Fullan makes clear his meanings for collaboration, partnership, deep learning, educational changes, and the changes necessary for whole system improvements." —Teachers College Record"In the First Edition of this classic work, Michael Fullan helped educators come to greater understanding of the complexity and dynamics of change in the educational system. In this Fifth Edition he shares the wisdom that he has accumulated over more than 3 decades as to the specific actions that can be taken at the school, district, state, and national levels for overcoming those challenges. It should be required reading for all educators." —Richard DuFour, educational author and consultant"In 1982 The Meaning of Educational Change transformed the way in which we thought about and practiced school improvement. In subsequent editions Michael Fullan continued to deepen his analysis with increasing precision, insight, and relevance. In this Fifth Edition of the The New Meaning he offers practitioners, policymakers, and researchers secure guidelines for the next decade. Fullan once again proves that he is the doyen of education change workers." —David Hopkins, professor emeritus, Institute of Education, University of London

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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

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Book SynopsisTrade Review"Richard M. Freeland tells a compelling story about one of the most truly remarkable transformations of an American university at the turn of the twenty-first century. Given Northeastern's amazing surge in reputation-reflected especially in its U.S. News ranking but also in applications, among other things-this is a story that is of interest to practically every higher educational professional in the country." * Richardson Dilworth, Drexel University *"An excellent institutional history written by an acute inside analyst, Transforming the Urban University evaluates the experiences of Northeastern over almost a half century of dramatic change in the context of developments in Boston, in Massachusetts, and in the United States during an important period in American higher education." * Philip Altbach, Boston College *

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Book SynopsisThe Roots of Educational Inequality chronicles the transformation of one American high school over the course of the twentieth century to explore the larger political, economic, and social factors that have contributed to the escalation of educational inequality in modern America. In 1914, when Germantown High School officially opened, Martin G. Brumbaugh, the superintendent of the School District of Philadelphia, told residents that they had one of the finest high schools in the nation. Located in a suburban neighborhood in Philadelphia's northwest corner, the school provided Germantown youth with a first-rate education and the necessary credentials to secure a prosperous future. In 2013, almost a century later, William Hite, the city's superintendent, announced that Germantown High was one of thirty-seven schools slated for closure due to low academic achievement. How is it that the school, like so many others that serve low-income students of color, transformed in this way?Erika MTrade ReviewThe Roots of Educational Inequality is a compelling account of how public policy, segregation, and racial attitudes have intersected historically to produce profoundly unequal educational outcomes for American children. Highlighting the inherent injustice resulting from overreliance on the beneficence of private philanthropy to support public institutions, Kitzmiller’s deep examination of the historical experience of one school and one district serves as an impassioned reminder of the importance of prioritizing equity in educational policy and funding decisions. Historians, social scientists, educators, and activists interested in understanding and remedying the structural inequalities that persist across the nation’s urban schools will find in this book a useful resource that will inform research and progressive practice for years to come. * Journal of Urban Affairs *Kitzmiller deftly weaves ethnography, history, and geographical analyses...This book is excellent. It is especially essential reading for those who ask the question of public schools and their reforms, 'How is that racist?' While many who ask that question seek to disprove the possibility of racism, for those who can be convinced with data, this book provides multiple types of evidence to support racism, classism, and governmental neglect of the very schools that should typify American democracy. * Teachers College Record *In The Roots of Educational Inequality, Erika M. Kitzmiller provides a clear and meticulously researched inquiry into the racial and economic inequality which has plagued America’s public high schools for over a hundred years. In her groundbreaking study, Kitzmiller brilliantly utilizes both ethnographic and quantitative methods to expose ‘how these institutions were founded to provide different opportunities and resources to Black and white children.’ Readable and thought-provoking, this volume is of interest not only to educational specialists but to everyone who cares about equality in public education. * Henry Louis Gates, Jr., Harvard University *Table of ContentsContents Prologue Introduction Chapter 1. The Campaign for an Elite Public High School in Philadelphia's Suburban Sanctuary, 1907-1914 Chapter 2. Philanthropy Sustains Philadelphia's Expanding Public School System, 1914-1920 Chapter 3. Philadelphia's Reliance on Philanthropy Begins to Crack, 1929-1940 Chapter 4. Philadelphia Mobilizes for War, Inequality on the Homefront Escalates, 1941-1957 Chapter 5. Urban Renewal, Urban Unrest, and the Threat of a "Poverty-Stricken Negro Ghetto," 1958-1967 Chapter 6. The Emergence of an "Urban" School System: Fiscal Shortages, Labor Strikes, and Stalled Desegregation, 1968-1981 Chapter 7. Philadelphia School Leaders Fight to Restore and Control Philadelphia's Public Schools, 1982-2000 Chapter 8. Philadelphia Implements the "Largest and Boldest Experiment" in Urban Public Education, 2002-2011 Chapter 9. School Officials Close Schools to "Save" Philadelphia's Public School System Appendix Notes Bibliography Index Acknowledgments

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Book SynopsisProvids a narrative case study of the ‘Heresy’ Affair at the University of Dayton, a series of events predominantly in the philosophy department that occurred when tensions between the Thomists and proponents of new philosophies reached crisis stage in fall 1966.

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Book Synopsis In the 1940s, Rutgers was a small liberal arts college for men. Today, it is a major public research university, a member of the Big Ten and of the prestigious Association of American Universities. In Rutgers since 1945, historian Paul G. E. Clemens chronicles this remarkable transition, with emphasis on the eras from the cold war, to the student protests of the 1960s and 1970s, to the growth of political identity on campus, and to the increasing commitment to big-time athletics, all just a few of the innumerable newsworthy elements that have driven Rutgers’s evolution. After exploring major events in Rutgers’s history from World War II to the present, Clemens moves to specific themes, including athletics, popular culture, student life, and campus dissent. Other chapters provide snapshots of campus life and activism, the school’s growing strength as a research institution, the impact of Title IX on opportunities for women student Trade Review"Rutgers since 1945 achieves two high purposes with distinction and eloquence: it richly recounts how an institution whose origins were private and pre-Revolutionary emerged in the late twentieth century as one of America’s best public research universities, and it deepens our understanding of the momentous developments that shaped and propelled all of higher education in the modern era. Professors and presidents are well represented in Paul Clemens’s book, but its distinguishing feature is an extensive, insightful portrait of students and student life, topics that are often neglected in college and university histories." -- Richard L. McCormick * President Emeritus-Rutgers University *Rutgers at 250: Professor chronicles university's triumphs and scandals [http://goo.gl/1drxxa] * The Star-Ledger *Scarlet Stories: Two new books present insider perspectives and previously unpublished photography in celebration of Rutgers’ 250 anniversary [http://goo.gl/uQL09P] * Rutgers Today *‘Rutgers since 1945’ book chronicles pivotal events in recent University history [http://goo.gl/5AgMTN] * The Daily Targum *Table of ContentsPreface Acknowledgments 1 Becoming a State University: The Presidencies of Robert Clothier, Lewis Webster Jones, and Mason Gross 2 Rutgers Becomes a Research University: The Presidency of Edward J. Bloustein 3 Negotiating Excellence: The Presidencies of Francis L. Lawrence and Richard L. McCormick 4 Student Life 5 Residence Hall Architecture at Rutgers: Quadrangles, High-Rises, and the Changing Shape of Student Life, by Carla Yanni 6 Student Protest 7 Research at Rutgers 8 A Place Called Rutgers: Glee Club, Student Newspaper, Libraries, University Press, Art Galleries 9 Women’s Basketball 10 Athletic Policy 11 Epilogue Notes Index

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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

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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

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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

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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

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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

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