Curriculum History (E-Journal)
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Comparative Study of the Development of the Mathematics Curriculum in the United States and China
No full textThe present study examined differences in the development of the mathematics curriculum between the U.S. and China from philosophical and historical perspectives. Furthermore, this study addressed the characteristics of Chinese mathematics education and the reform of a national curriculum from a globalization perspective. This study suggests that the practices of each country may be partially adapted to help overcome deficiencies in the other, but wholesale transplantation of curriculum & instruction without regard to the cultural environment and cultural tradition is not applicable and even harmful to each other mathematics education development
The Expanding Environments Curriculum in America\u27s First Primary Schools
No full textThis paper shows how America\u27s first educators rejected traditional biblical and classical material and introduced a citizenship curriculum that emphasized more personal and current topics. Similar to today\u27s Expanding Environment curriculum, reading, geography and history texts of the new republic shared themes dealing with an individual\u27s place in the community
Trends in the Liberal Arts Core: A FIPSE Study of Cycles of Change in General Education Curricula of 66 Colleges and Universities in the United States: 1978-1998, preliminary results.
No full textAbstract Neede
Forty Years of Teacher Certification – the de facto Social Studies Curriculum: Colorado County Tests, 1880-1920
No full textBecoming a teacher in Colorado in the late 1800 was not a simple matter. This paper reports on the exams and performance of teachers on the county certification exams and how the content of those exams became the content of the social studies program for Colorado school children
Civics, Declamation, Basketball, and community: One Tall Texan\u27s School Leadership in Hard Times
No full text[O. L.] Davis\u27 school leadership during the trials of depression and World War II included progressive and traditional impulses alike. More progressive endeavors of school construction and consolidation and curriculum expansion were joined to reasonable but admittedly traditional classroom practices. The complexity of this snapshot of Davis\u27 superintendency, the eighteenth in Lometa\u27s educational history," enables a purchase into the often neglected and marginalized history of rural schooling. Too, as suggested by others, a look into hard times of the past can be useful in realizing a path out of presently difficult times." This continuing endeavor, thus, can be aided with the richness of additional stories like this account of O.L. Davis and his educational leadership in Lometa, Texas
Social Studies and Curriculum History: An Assessment of Alice Miel\u27s Contributions to the Field
No full textMiel became a leading figure in the curriculum field largely on the basis of her progressive-era advocacy and practice of democratic social learning as a primary goal of schooling in the United States. This study explores major influences on her ideas, her understandings of democratic concepts and principles, and her application of these concepts and principles both in her own college classroom and in her research on childhood education. It also
explores Miel\u27s notions of the elementary school social studies curriculum and situates those notions within the context of the "conventional wisdom" of her day regarding a discipline-centered curriculum
Walkouts at Johnston High: Student Activism Revived
No full textThis paper describes a student protest at one high school in Austin, Texas, and briefly compares the outcomes and the impulses that lead to the protest with student strikes in East Los Angeles, California in 1968
To Secure the Safety and Progress of Society Curriculum and the Politics of Literacy in the Gilded Age
No full textDuring the last half of the nineteenth century the nature and purpose of public education were redefined. "Education by the State," became in the words of one Superintendent, "simply the determination of the State to protect itself. and secure the safety and progress of society." During the 1880s social improvement provided much of the social justification for education and transformed the school curriculum. Political agitation by the "American" party and the Women\u27s Christian Temperance Union had a discernible and lasting impact on school curriculum. State Legislatures added courses in civics, hygiene, and temperance to the approved curriculum and ordered textbooks prepared on the new subjects. By the mid 1880s increasingly universal schooling and the resulting literacy attained by native-born American children, combined with a fear of illiterate immigrant voters, generated demands for a literacy qualification for voting