Curriculum History (E-Journal)
Not a member yet
175 research outputs found
Sort by
The Cleveland Schools Incorporate Their Ethnic Students: Early Multicultural Pathways
No full textThe difficulties associated with school placement for immigrant and culturally diverse children are not a recent phenomena. During the period 1910 to 1920 two factors combined to produce a veritable explosion in the school population. One was the increased number of students staying in school to elementary graduation and, in many cases, secondary school graduation. This phenomenon was promoted by schools somewhat out of self interest, but much more so, out of the altruistic belief that more schooling would benefit students and, ultimately, produce a better society. American business joined in this support of longer school attendance since better educated citizen meant easier to train, better prepared workers.
Economically, then, this was a great boon for American businesses. It also reinforced the popular practice of efficiency in industry and supported the commensurate linkage in education. The third factor supporting the enormous growth in school population was the recognition by a number of recently arrived immigrant groups of the direct and swift advantages to those citizens with more schooling
Early 20th Century Changes in New Mexico Curriculum and the Emergence of One Progressive Educator
No full textThis paper focuses upon Ms. Hughes\u27 efforts in New Mexico education from her arrival in the mining village of Tyrone in the summer of 1920 to her departure from Albuquerque in July of 1939. The story of this one teacher\u27s contributions opens a passageway to the growth of "progressive\u27" teaching practices in New Mexico. During this nineteen-year span, Hughes\u27 ideas spread to all comers of the "Land of Enchantment".\u27 This investigation of Hughes\u27 career elicits the changes in New Mexico curriculum, uncovers the influence that Hughes exhibited, and highlights the importance of her work. A more complete grasp of Hughes\u27 contributions and the changes in curriculum must first be understood in the historical context of education in New Mexico
Toward a Time Line for American Curriculum History: A Preliminary Plan of Work
No full textIn this exploratory piece, the authors recount the need for a curriculum history time line and suggest items for inclusion and possible ways of representing and categorizing the items. Difficulties in defining the bounds of the field are also presented
Special Education for Exceptional Children: The History of the Special Education Program at the Science Academy of South Texas 1957-2003
No full textAbstract Neede
Reconsidering the Report of the Committee on Secondary School Studies: Pedagogy, Assessment, and the Silent Voices of Females
No full textThe emphases of the Coalition of Essential Schools on exhibitions of learning based on larger and significant human problems and on the teacher as generalist, the assumption of accelerated schools that curriculum which is the best for some few honor students is the best for all students, the efforts in many quarters to make the curriculum which girls experience more rigorous, particularly in science and mathematics, and the efforts of the Educational Testing Service to develop tests which require greater writing skill and which measure more important learning-all of these are more in keeping with the intent of the Committee of Ten as expressed in its report. Obviously, no causal relationship can be assumed here--although Sizer has done an extensive study of the Committee\u27s work, its reception, and its impact--it is interesting to note movements in education which, if they had occurred a century ago, would have been assumed to have reflected the influence of the Committee\u27s work
The Curious Recent History of the Official Social Studies Curriculum in Arizona
No full textThe rapid (and largely unanticipated) advance of national standards projects in various content fields over the past decade has led to a reexamination of those fields\u27 development over time, particularly at the state and national levels. Arizona offers an interesting case of how a state\u27s educational bureaucracy and government have responded to varied influences in recent decades in modifying its official curriculum documents related to the content field of the social studies. This paper proposes to examine that recent history and to suggest future possibilities emerging from it
