Curriculum History (E-Journal)
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From Greek/Latin To Chinese: What We Can Learn From The First Chinese Teacher At Harvard
No full textHigher education in the U.S. underwent numerous changes during the late nineteenth century. The classical education model used for teaching Latin and ancient Greek was gradually removed from university curriculum as educators began valuing modern subjects, including modern languages. Harvard’s hiring of Kunhua Ge (戈鲲化), a language teacher from China, to teach Chinese in 1879 exemplified this change. This research examines both the external and internal factors that limited Kunhua Ge’s achievements in promoting Chinese language at that time. It suggests that the external anti-China sentiments that existed in American society may have created a difficult teaching environment for Kunhua Ge. Ge’s internal understanding of his job differed from American society’s and the Harvard Administration’s expectations for Chinese language education, which valued practical language proficiency over cultural knowledge. Using Kunhua Ge as a case study, this research suggests that the development Chinese language education is tightly connected to the development and reform of the educational system in the U.S. The case of Kunhua Ge shows how the social, political, and economic environment between the U.S. and China in fact inevitably affects the rise or decline of the Chinese language education in the U.S
Creative collaboration: A phenomenological study of a science faculty curriculum project
No full textABSTRACTCreative collaborations between scientists and educators can be difficult. It is often the case that faculty members from the College of Science and College of Education resist collaboration. Is the culprit ego, agenda, busy schedules, lack of support or something else? This phenomenological study unravels the secret behind successful collaboration between scientists, a mathematician, and a science educator. This study identifies seven critical actions that are necessary for successful curriculum collaborations
Visiting the Past: Ernest Horn’s Conception of Historical Imagination for the Social Studies Classroom
No full textErnest Horn, a curriculum professor at the University of Iowa, was known within the Progressive Education movement for his work on spelling education. He was also well regarded within the community of social studies educators. Recent research has revealed Horn’s role within the American Historical Association’s Commission on the Social Studies, namely his contribution to its dialogue on the role of standardized testing in the school experience. This article focuses upon the social studies methods textbook that Horn wrote while serving within the Commission. The text had a central theme of eliciting students’ historical imagination. This theme of historical imagination is analyzed both contextually within the historical perspective as well as how Horn’s views relate with curricular adjustments made in history education throughout the twentieth century to the contemporary era
Analyzing the Past: Looking for Change. The History of Ohio Art Education Credentialing Practice
No full textThis study brings the following question to the fore: How past curriculum paradigms solved prolems? In the 1900s teaching drawing morphed into a diverse art curriculum. Then, Victor Lowenfeld found a developmental approach to understanding children\u27s art. Â However, Elliot Eisner and Manuel Barkan challenged art educators to think differently about curriculum, bringing about new standards for teacher preparation. Today, however, legislation and curricular shifts stretch the carrying capacity of art education practice
‘Students Know What They Are Doing’: The Introduction of the Simulation to Classrooms in the United States
No full textThe scholarly consensus is that simulations were introduced to classrooms in the United States during the 1960s. However, a closer examination clearly establishes classroom simulation usage much earlier. The theories of Friedrich Frobel and John and Evelyn Dewey were becoming increasingly influential in schools. The use of war games for military training purposes and as parlor games was widespread. Some pioneering teachers experimented with the simulation method in the early decades of the twentieth century.Â
The History, Rationale, and Influence of the High School Geography Project
No full textThe 1960s witnessed a significant pedagogical reform movement in social studies education known as the new social studies (NSS) movement. The purpose of this article is to briefly examine the rationale for the High School Geography Project and its influence during the NSS movement and geography education moving forward. Reevaluating foundational ideas in geography education can potentially inform the present
A Veterinary Tale of Two Buildings: Transformation to Meet the Needs of the Modern Student
No full textBuildings, like the people who occupy them, are storied. The buildings on the campus of Texas A&M University tell curricular stories as their initial construction responded to the educational needs of growing university. The Civil Engineering Building and Francis Hall, originally built as the Veterinary Hospital and the School of Veterinary Medicine, are examples of this response. Since their construction, varying degrees of edificial transformation represent the changing narrative of each building
Ruth Harris: Does Higher Education Practice What They Teach?
No full textSixty-five years prior to Ruth Harris’ appointment as president of Harris-Stowe State University it was illegal to educate African Americans in Missouri. Yet, in 1940 she became the first African American female to lead the College. This paper reports findings from a historical analysis of Harris’ tenure from 1940 to 1954. The analysis of Harris’ seven guiding principles revealed that traces of her work, such as community-based learning, exist in education today
“Towards a History of Medical Higher Education in the American South: Southern Nationalism, Racial Ethos, and the Flexner Report of 1910†
No full textDespite some literature on medical higher education in the American South, there remains no overarching subject-specific text. As such, this article provides a narrative guided by literary premises, which, in addition to archival research, has the potential to become an expansive regional history. Through an examination of relevant publications (dedicated to southern medical education or only briefly acknowledging it), three poignant themes emerged: southern nationalism, racial ethos, and the impact of the 1910 Flexner Report
THE HISTORICAL U. S. CURRICULUM FIELD’S SENSE OF THE PAST
No full textContrary to claims by curriculum historians that the historic field of curriculum development in the US was ahistorical, this analysis of curriculum writings from the period 1918 to 1964 found that, from the beginning, the US field of curriculum development manifested a persistent historical perspective. This analysis offers a view of the historic curriculum field’s perspective on the past and identifies past curriculum development initiatives that may serve as potential research topics