History of education Books
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 The New Meaning of Educational Change
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
£999.99
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
£34.58
Johns Hopkins University Press Making Schools American
Book SynopsisHow school reformers in the Progressive Erawho envisioned the public school as the quintessential American institutionlaid the groundwork for contemporary battles over the structure and curriculum of public schools. Around the turn of the twentieth century, a generation of school reformers began touting public education's unique capacity to unite a diverse and diffuse citizenry while curing a broad swath of social and political ills. They claimed that investing in education would equalize social and economic relations, strengthen democracy, and create high-caliber citizens equipped for the twentieth century, all while preserving the nation's sacred traditions. More than anything, they pitched the public school as a quintessentially American institution, a patriotic symbol in its own rightand the key to perfecting the American experiment. In Making Schools American, Cody Dodge Ewert makes clear that nationalism was the leading argument for schooling during the Progressive Era. BringTable of ContentsAcknowledgmentsIntroduction. The Main Hope of the Nation1. Spreading "the Spirit of Patriotism": Recasting Public Education in Late-Nineteenth-Century New York State2. Schools on Parade: Building a National School Reform Movement in the 1890s3. Americanizing Zion: Public Education and the Mormon Question, 1887–19004. Building a "Purer, Better, Braver Citizenship": Civics in Progressive Era Utah5. Heroic Past, Shameful Present: Progress, Tradition, and School Reform in Texas, 1907–1923EpilogueNotesIndex
£29.70
Johns Hopkins University Press Craft Class
Book SynopsisThe hidden history of the creative writing workshop and the socioeconomic consequences of the craft labor metaphor. In a letter dated September 1, 1912, drama professor George Pierce Baker recommended the term workshop for an experimental course in playwriting he had been planning with former students at Harvard and Radcliffe. This was the first time that term, now ubiquitous, was used in the context of creative writing pedagogy. Today, the MFA (master of fine arts) industry is a booming one, with more than 200 programs and thousands of residencies and conferences for aspiring writers nationwide. Almost all of these offerings operate on the workshop model. In Craft Class, Christopher Kempf argues that the primary institutional form of creative writing studies, the workshop, has remained invisible before our scholarly eyes. While Baker and others marshaled craft toward economic critique, craft pedagogies consolidated the authority of elite educational institutions as the MFA industrTrade ReviewWorthwhile if you're a creative writer—or reader—Lit HubWell researched, informative and...extremely interesting.—Times Literary SupplementTable of ContentsAcknowledgmentsIntroduction1. The Play's a Thing: The 47 Workshop and the Crafting of Creative Writing2. A Vast University of the Common People: Meridel Le Sueur and the 1930s Left3. Significant Craft: Robert Duncan and the Black Mountain Craft Ideal4. The Better Craftsmanship: Poetry Craft Books Then and NowCoda. A Grindstone Does Its Job; Or, What about Iowa?NotesBibliographyIndex
£70.55
Johns Hopkins University Press Craft Class
Book SynopsisThe hidden history of the creative writing workshop and the socioeconomic consequences of the craft labor metaphor. In a letter dated September 1, 1912, drama professor George Pierce Baker recommended the term workshop for an experimental course in playwriting he had been planning with former students at Harvard and Radcliffe. This was the first time that term, now ubiquitous, was used in the context of creative writing pedagogy. Today, the MFA (master of fine arts) industry is a booming one, with more than 200 programs and thousands of residencies and conferences for aspiring writers nationwide. Almost all of these offerings operate on the workshop model. In Craft Class, Christopher Kempf argues that the primary institutional form of creative writing studies, the workshop, has remained invisible before our scholarly eyes. While Baker and others marshaled craft toward economic critique, craft pedagogies consolidated the authority of elite educational institutions as the MFA industrTrade ReviewWorthwhile if you're a creative writer—or reader—Lit HubWell researched, informative and...extremely interesting.—Times Literary SupplementTable of ContentsAcknowledgmentsIntroduction1. The Play's a Thing: The 47 Workshop and the Crafting of Creative Writing2. A Vast University of the Common People: Meridel Le Sueur and the 1930s Left3. Significant Craft: Robert Duncan and the Black Mountain Craft Ideal4. The Better Craftsmanship: Poetry Craft Books Then and NowCoda. A Grindstone Does Its Job; Or, What about Iowa?NotesBibliographyIndex
£26.10
Johns Hopkins University Press Daniel Coit Gilman and the Birth of the American
Book SynopsisOne of the most remarkable education leaders of the late nineteenth century and the creator of the modern American research university finally gets his due. Daniel Coit Gilman, a Yale-trained geographer who first worked as librarian at his alma mater, led a truly remarkable life. He was selected as the third president of the University of California; was elected as the first president of Johns Hopkins University, where he served for twenty-five years; served as one of the original founders of the Association of American Universities; andat an age when most retiredwas hand-picked by Andrew Carnegie to head up his eponymous institution in Washington, DC. In Daniel Coit Gilman and the Birth of the American Research University, Michael T. Benson argues that Gilman's enduring legacy will always be as the father of the modern research universitya uniquely American invention that remains the envy of the entire world. In the past half-century, nothing has been written about Gilman that takTable of ContentsPrefaceAcknowledgmentsIntroduction Chapter 1. Yale and the Life-Giving Springs of New HavenChapter 2. The House of Our Expectations in CaliforniaChapter 3. The Three Great AdvisersChapter 4. Gilman the RecruiterChapter 5. Launching Our Bark upon the Patapsco Chapter 6. Advancing Knowledge Far and WideChapter 7. The Slater Fund and Attempts to Integrate HopkinsChapter 8. Allies, Not RivalsConclusionNotesWorks CitedIndex
£40.95
Johns Hopkins University Press Report Cards
Book SynopsisThe definitive history of the report card. Report cards represent more than just an account of academic standing and attendance. The report card also serves as a tool of control and as a microcosm for the shifting power dynamics among teachers, parents, school administrators, and students. In Report Cards: A Cultural History, Wade H. Morris tells the story of American education by examining the history of this unique element of student life. In the nearly two hundred-year evolution of the report card, this relic of academic bookkeeping reflected broader trends in the United States: the republican zealotry and religious fervor of the antebellum period, the failed promises of postwar Reconstruction for the formerly enslaved, the changing gender roles in newly urbanized cities, the overreach of the Progressive child-saving movement in the early twentieth century, andby the 1930sthe increasing faith in an academic meritocracy. The use of report cards expanded with the growth of school buTable of ContentsList of FiguresAcknowledgmentsIntroduction. Civil War, Pandemic, and Report CardsChapter 1. Rousing the Attention of ParentsChapter 2. Unity, Efficiency, and Freed PeopleChapter 3. Overworn Mothers and Unfed MindsChapter 4. The Eye of the Juvenile CourtChapter 5. Mobility, Anxiety, and MeritChapter 6. The Pursuit of Educational DignityConclusion. Pulling Weeds and Foucault FatigueAppendix I. Depiction of African American Parents in American Missionary, 1867–1881Appendix II. Ladies Home Journal and the Defense of TeachersNotesEssay on SourcesIndex
£26.10
Temple University Press,U.S. Campaigns of Knowledge
Book Synopsis The creation of a new school system in the Philippines in1898 and educational reforms in occupied Japan, both with stated goals of democratization, speaks to a singular vision of America as savior,following its politics of violencewith benevolent recuperation. The pedagogy of recovery—in which schooling was central and natives were forced to accept empire through education—might have shown how Americans couldbe good occupiers, but it also created projects of Orientalist racial management: Filipinos had to be educated and civilized, while the Japanese had to be reeducated and “de-civilized.” In Campaigns of Knowledge, Malini Schueller contrapuntally reads state-sanctioned proclamations, educational agendas, and school textbooks alongside political cartoons, novels, short stories, and films to demonstrate how the U.S. tutelary project was rerouted, appropriated, reinterpreted, and resisted. In doing so, she highlights how schooling was conceiv
£81.90
Temple University Press,U.S. Campaigns of Knowledge
Book Synopsis The creation of a new school system in the Philippines in1898 and educational reforms in occupied Japan, both with stated goals of democratization, speaks to a singular vision of America as savior,following its politics of violencewith benevolent recuperation. The pedagogy of recovery—in which schooling was central and natives were forced to accept empire through education—might have shown how Americans couldbe good occupiers, but it also created projects of Orientalist racial management: Filipinos had to be educated and civilized, while the Japanese had to be reeducated and “de-civilized.” In Campaigns of Knowledge, Malini Schueller contrapuntally reads state-sanctioned proclamations, educational agendas, and school textbooks alongside political cartoons, novels, short stories, and films to demonstrate how the U.S. tutelary project was rerouted, appropriated, reinterpreted, and resisted. In doing so, she highlights how schooling was conceiv
£25.19
Temple University Press,U.S. Engaging Place Engaging Practices
Book SynopsisHow public history can be a catalyst for stronger relationships between universities and their communitiesTrade Review“Through a collection of compelling scholarship, Bachin and Howard have shown the importance of universities for correcting discrimination and its legacies. Consider this book more than a compendium of inventive campus-community partnerships; it’s an indispensable guide for the future of urban justice.”—N.D.B. Connolly, Herbert Baxter Adams Associate Professor of History at Johns Hopkins University, and author of A World More Concrete: Real Estate and the Remaking of Jim Crow South Florida“Robin Bachin and Amy Howard have compiled a powerful case for publicly engaged scholarship not only as a vitally important modus operandi for urban historians but also for universities writ large. The composite picture they have pieced together from public history case studies drawn from cities across the nation compellingly illustrates how the ‘lens of the past’ provides a foundation for reciprocal engagement between universities and their communities. Engaging Place, Engaging Practices vividly demonstrates the value of urban universities collaborating with local partners to heal historical wounds, co-create knowledge of who we are today, and put our universities and communities jointly on a path to racial equity and justice.”—Nancy Cantor, Chancellor and Distinguished Professor at Rutgers University–Newark, and coeditor of Our Compelling Interests: The Value of Diversity for Democracy and a Prosperous Society"A real strength of this collection is the range of university–community partnerships highlighted.... Engaging Place, Engaging Practices is an excellent addition to the literature on public history, public humanities, and university–community partnerships. The range of projects included in the book make it an appealing read for anyone already doing university–community partnership work and for those who want to join in it.... [T]he volume is convincing in its call for historians and the broader university to truly partner with surrounding communities in order to collectively analyze and engage in pressing social, economic, and environmental problems." —Teachers College Record"In nearly all the chapters, the authors demonstrate that sustained collaboration and committed university leadership are essential to ensure that the potential and power of urban universities can be leveraged to promote positive change.... [C]hapters demonstrate how instructors and individual courses can make a difference in the lives of students and residents. As such, the collection provides examples at a variety of scales—from the block, neighborhood, city, and regional school-of '...colleges and universities [striving] to matter'. In doing so, the editors make the case that the engaged university can and should do more to shape 'inclusive, equitable, and sustainable' communities—and that universities need to assume a heightened leadership role in a post-COVID-19 world."—Economic Development Quarterly
£73.10
University of Toronto Press Teachers of the Foothills Province
Book SynopsisIn 1967 the Alberta Teachers' Association published, in honour of Canada's Centennial, a history of the public school system in Alberta entitled Schools of the Foothills Province. This informative book published for the Association by University of Toronto Press is now followed by a companion volume written by the same author, which tells the story of the Association itself, and its long and sturdy efforts to improve the position of teachers and the quality of education in the province. After providing the background to the formation of the ATA (which officially began on July 24, 1918) the author goes on to describe the growth of the organization from its beginnings as a spare-time activity for teachers to a strong influential union. From its earliest years it was affiliated with the labour movements of the Twenties, and fought with increasing strength for the rights of Alberta teachers. Throughout this study, the ATA's concern is evident not only for the economic aspect
£31.50
The University of North Carolina Press Charlotte and UNC Charlotte
Book SynopsisBy the end of World War II when thousands of returning veterans sought an education on the GI Bill, Charlotte found itself without a public institution to accommodate them. This is the story of visionary citizens and their valiant effort to fill that void. It is the story of Bonnie Cone and the other community leaders who shared her dream.
£19.16
University of Texas Press As We Saw It
Book SynopsisIn 2016, the University of Texas at Austin celebrated two important milestones: the thirtieth anniversary of the Heman Sweatt Symposium on Civil Rights and the sixtieth anniversary of the first black undergraduate students to enter the university. These historic moments aren't just special; they are relevant to current conversations and experiences on college campuses across the country. The story of integration at UT against the backdrop of the Jim Crow South is complex and momentousa story that necessitates understanding and sharing. Likewise, this narrative is inextricably linked to current conversations about students' negotiations of identity and place in higher education.
£20.69
New York University Press In Pursuit of Knowledge
Book SynopsisWinner, 2021 AERA Outstanding Book AwardWinner, 2021 AERA Division F New Scholar''s Book AwardWinner, 2020 Mary Kelley Book Prize, given by the Society for Historians of the Early American RepublicWinner, 2020 Outstanding Book Award, given by the History of Education SocietyUncovers the hidden role of girls and women in the desegregation of American education The story of school desegregation in the United States often begins in the mid-twentieth-century South. Drawing on archival sources and genealogical records, Kabria Baumgartner uncovers the story's origins in the nineteenth-century Northeast and identifies a previously overlooked group of activists: African American girls and women.In their quest for education, African American girls and women faced numerous obstaclesfrom threats and harassment to violence. For them, education was a daring undertaking that put them in harm'sTrade ReviewBecause of Baumgartner, we rediscover the names and stories of many African American women and children: the missing activists.This book should be read by historians; political scientists, women’s studies, public policy and legal scholars; and educators for its in-depth understanding of African Americans’ educational strivings and its insights into how African American women and girls sought for themselves and their communities access to equal education despite institutional structures that were designed to prevent it. * The New England Quarterly *Through painstaking research and meticulous narration, Kabria Baumgartner has uncovered black women's "purposeful" educational activism in antebellum America. This book is an invaluable contribution to African American and women's history as well as the histories of abolition and education. -- Manisha Sinha, author of The Slave's Cause: A History of AbolitionOur understanding of the antebellum legacy of the black struggle for education has taken a giant step forward with Baumgartner’s important study of black women’s schooling. This is high quality scholarship: a solid grounding in secondary source material and exhaustive primary research, delivered through clear argument and well-tempered writing. -- Ronald E. Butchart, University of Georgia Distinguished Research Professor, Emeritus
£66.60
New York University Press A Pledge with Purpose
Book SynopsisReveals the historical and political significance of The Divine Ninethe Black Greek Letter OrganizationsIn 1905, Henry Arthur Callis began his studies at Cornell University. Despite their academic pedigrees, Callis and his fellow African American students were ostracized by the majority-white student body, and so in 1906, Callis and some of his peers started the first, intercollegiate Black Greek Letter Organization (BGLO), Alpha Phi Alpha. Since their founding, BGLOs have not only served to solidify bonds among many African American college students, they have also imbued them with a sense of purpose and a commitment to racial upliftthe endeavor to help Black Americans reach socio-economic equality. A Pledge with Purpose explores the arc of these unique, important, and relevant social institutions. Gregory S. Parks and Matthew W. Hughey uncover how BGLOs were shaped by, and labored to transform, the changing social, political, and cultural landscape of Black America from the era of thTrade ReviewParks and Hughey offer a detailed, intriguing portrait of the history of BGLOs, making this a good introductory read for anyone interested in US racial history, particularly following the protests against the atrocious killing of George Floyd in Minneapolis. * Choice *Gregory S. Parks and Matthew W. Hughey have expanded the fascinating history of Black Greek Letter Organizations by delving into the fraternities and sororities’ role as social welfare safety nets and as organizations on the cutting edge of social reform, civic education, and civil rights. In examining the racial uplift the organizations provide, they discuss the achievements of notable fraternity members like W. E. B. Du Bois, Thurgood Marshall, Leon Ransom, Hayzel B. Daniels, and others who emerged as renowned leaders in education and civil rights. Importantly, Parks and Hughey also scrutinize the state of today’s BGLOs and their current decline in commitment to racial uplift, which must be changed through leadership. -- Grand Sire Archon Gregory J. Vincent, Sigma Pi PhiWhen we talk about scholarship, and our continued understanding of the Black fraternal movement, Dr. Gregory Parks and Dr. Matthew Hughey have contributed an important addition to our knowledge with their new book, A Pledge with Purpose: Black Sororities and Fraternities and the Fight for Equality. Black fraternities and sororities have long touted their contributions to the community beyond college campuses, but Parks and Hughey diligently record the hows and whys these organizations made that commitment to civil and human rights. A Pledge with Purpose is a must read for anyone interested in how Black Greek Letter Organizations impact the lives of Black people specifically, and America writ large. -- Lawrence C. Ross, Jr., author of The Divine Nine: The History of African American Fraternities and SororitiesGregory S. Parks and Matthew W. Hughey’s new book on BGLOs, A Pledge with Purpose: Black Sororities and Fraternities and the Fight for Equality, provides a narrative of racial uplift that runs through the twentieth century in BGLOs…Parks and Hughey contend that the legacy of activism and the praxis of racial uplift has waned in recent years and argue for a conscious and focused shift moving forward. * The Journal of African American History *
£15.19
New York University Press Middle East Studies for the New Millennium
Book SynopsisFew world regions today are of more pressing social and political interest than the Middle East: hardly a day has passed in the last decade without events there making global news. Understanding the region has never been more important, yet the field of Middle East studies in the United States is in flux, enmeshed in ongoing controversies about the relationship between knowledge and power, the role of the federal government at universities, and ways of knowing other cultures and places. Assembling a wide range of scholars immersed in the transformations of their disciplines and the study of this world region, Middle East Studies for the New Millennium explores the big-picture issues affecting the field, from the geopolitics of knowledge production to structural changes in the university to broader political and public contexts. Tracing the development of the field from the early days of the American university to the Islamophobia of the present day, this book explores Middle East studiTrade ReviewAssembling an exceptional cast of scholars in Middle East studies and beyond, Seteney Shami and Cynthia Miller-Idriss not only produce a volume everyone in that area of study needs to read, but one that every university actor concerned for the globalization of knowledge must engage. How one addresses this region in intellectual life illuminates priorities, alliances, and comforts like no other region will. Consequently, for anyone who seeks exemplary reflexivity and articulations of intellectual and institutional responsibility in an age of increasing belligerence, Middle East Studies for the New Millennium is a critical start for a field in the making. -- Michael D. Kennedy,author of Globalizing Knowledge: Intellectuals, Universities, and Publics in TransformationThe essays in this impressive volume, empirically rich and analytically insightful, explore key dimensions of the field of Middle East studies, including its relationship to the traditional disciplines, its place in American higher education, and the political assaults to which it has been subjected over the years. It is a worthwhile read for anyone who seeks a fuller understanding of how this academic field has evolved, the challenges it faces today, and its future prospects. -- Zachary Lockman,author of Field Notes: The Making of Middle East Studies in the United States
£40.50
New York University Press Youth Activism in an Era of Education Inequality
Book SynopsisWinner, 2016 Best Authored Book presented by the Society for Research on AdolescenceDiverse case studies on how youth build political power during an era of racial and educational inequality in AmericaThis is what democracy looks like: Youth organizers in Colorado negotiate new school discipline policies to end the school to jail track. Latino and African American students march to district headquarters to protest high school closure. Young immigration rights activists persuade state legislators to pass a bill to make in-state tuition available to undocumented state residents. Students in an ESL class collect survey data revealing the prevalence of racism and xenophobia. These examples, based on ten years of research by youth development scholar Ben Kirshner, show young people building political power during an era of racial inequality, diminished educational opportunity, and an atrophied public square. The book's case studies analyze what thesTrade ReviewKirshner provides a well-organized, thought provoking analysis of the effects of sociopolitical development on youth in a time of inequality. The purpose of his book is to provide the reader with insight as to how youth development effects societal change. Kirshner expresses the dire need to provide youth with a voice and how this voice becomes a catalyst for change. The text provides narratives of students who participated in youth led organizations that began to make societal changes in their schools. In addition to these narratives, the reader gets the privilege of learning about many different youth led campaigns that came about from the inability of youth to have a voice. The book particularly examines ways in which fostering sociopolitical development in youth brings about societal change. This text delivers exactly what it is supposed to. -- Journal of Youth and Adolescence[A]ll facets of youth activism are meticulously studied, analyzed, and interpreted using qualitative psychology research, with its case studies intertwined throughout...[I]ts solid research base seems essential for those seeking current analyses and data regarding student activism before beginning similar programs. * VOYA *[M]any of the ideas are worth reiterating to a new generation of teachers and researchers. Educating youth to be active participants in social change and proactively engaging them in exploring and defining their own values are inherently valuable regardless of the era or the political climate. * PsycCRITIQUES *Persuades us that schools would improve and societies benefit if we heard the voices of youth, who are typically left out of public conversations. Listen closely as they explain why they are organizing for equal education.- -- Connie Flanagan,University of Wisconsin-MadisonProvides a powerfully rich analysis of youth activism, and youth participatory research across a variety of settings. Kirshners brilliant analysis sheds light into the dark and complicated corners of youth engagement and political action. This book is a must read for researchers and practitioners searching for fresh analysis and innovative insights into youth civic activism and engagement. -- Shawn A. Ginwright,San Francisco State UniversityTable of ContentsContents Acknowledgments ix Introduction 1 Part I. How Activism Contributes to Human Development and Democratic Renewal 1. Critique and Collective Agency in Youth Development 23 2. Millennial Youth and the Fight for Opportunity 53 3. "Not Down with the Shut Down": Student Activism against School Closure 83 Part II. learning ecologies of youth activism 4. Teaching without Teaching 107 5. Schools as Sites of Struggle: Critical Civic Inquiry 134 Conclusion: Activism, Dignity, and Human Development 163 Methodological Appendix 185 Notes 201 Bibliography 213 Index 233 About the Author 237
£22.79
University of Toronto Press Varsitys Soldiers
Book SynopsisBased on the rich fund of documents housed in the University of Toronto archives, Varsity's Soldiers offers the first full-length history of military training in Toronto.Table of ContentsAcknowledgments List of Abbreviations Commanding Officers Introduction 1. "Old K": The University Rifle Company and Its Legacy, 1861-1914 2. Born and Raised in War: The University of Toronto Contingent, 1914-1919 3. Soldiering on in Peacetime: The University of Toronto Contingent, 1919-1939 4. "The Child of The Last War": The University of Toronto Contingent, 1939-1945 5. A Vital Link: The University of Toronto Contingent, 1945-1968 Notes Bibliography Index
£47.60
University of Toronto Press Making a Grade
Book SynopsisMaking a Grade takes historiographic and sociological perspectives developed to understand large-scale scientific and technical systems and uses them to highlight the standardization that went into standardized testing.Trade Review"This is a book which is committed, from the outset, to the reconstruction and analysis of numerous aspects of the rise of examinations. It involves some excellent detailed recovery of individual cases from a range of archives, and the author is to be congratulated on his nose for a good source." -- Roy Lowe * British Journal of Educational Studies *"Making a Grade makes an important contribution to the world of science and educational assessment research. Elwick’s thorough review of Victorian examinations helps to historicize key stakeholders’ perspectives in the science of measurement (i.e., standardized testing) in recent educational history." -- Peiyu Wang and Liying Cheng, Queen’s University * Historical Studies in Education/Revue d’histoire de l’éducation *Table of ContentsList of Figures Preface and Acknowledgments Introduction Part One: Examinations 1 “The Age of Examinations”: A Historical Sketch 2 Monetizing Marks: The Political Economy of Examinations 3 An Epistemology of the Mundane: Dissecting One Examination Part Two: Examiners 4 Daguerreotypes of the Mind: Paper, Partition, and Specialization 5 Machining Minds: Commensuration, Tabulation, and Standardization 6 Thin Descriptions: Credentials and Other Signals Part Three: Examinees 7 Learning and Earning: Coaching or Cramming? 8 Immoral Economies: How to Cheat on a Victorian Exam 9 Economies, Remoralized: Examinations as Technologies of Inclusion Conclusion Appendix A: Important Dates Appendix B: Biographical List Notes Bibliography Index List of Figures Preface and Acknowledgments Introduction Part One: Examinations 1. “The Age of Examinations”: A Historical Sketch 2. Monetizing Marks: The Political Economy of Examinations 3. An Epistemology of the Mundane: Dissecting One Examination Part Two: Examiners 4. Daguerreotypes of the Mind: Paper, Partition, and Specialization 5. Machining Minds: Commensuration, Tabulation, and Standardization 6. Thin Descriptions: Credentials and Other Signals Part Three: Examinees 7. Learning and Earning: Coaching or Cramming? 8. Immoral Economies: How to Cheat on a Victorian Exam 9. Economies, Remoralized: Examinations as Technologies of Inclusion Conclusion Appendix A: Important Dates Appendix B: Biographical List Notes Bibliography
£41.65
