Curriculum History (E-Journal)
Not a member yet
175 research outputs found
Sort by
Curriculum and the 1970s Culture Wars: Man a Course of Study
No full textConservatives have come to dominate what we teach our pre-college age children. One way education historians can assist teachers and scholars is to revisit examples of progressive curriculum. In response, this paper provides a brief review of the historical context and content of Man: A Course of Study. Next, it describes the content, explores the controversies that removed this curriculum from elementary schools, and then speculates on what lessons might be learned
History and the Public Good: American Historical Association Presidential Addresses and the Evolving Understanding of History Education
No full textThis article examines a sampling of AHA presidential addresses that collectively concern the purposes of studying history. As individual artifacts, they document the particular anxieties of each outgoing president. Together, they note the relevance of history to one’s own life and to the life of the state even as they express concern for the diminished role of the discipline as a transformative force in society. This concern is also a contemporary one as history educators have continued to express concern for the place of history in the public sphere and in the formal curriculum of schools.Â
A LONGSTANDING COMMITMENT TO LAB SCHOOLS AND CONSTRUCTIVIST-BASED CURRICULUM: ONE UNIVERSITY’S STORY
No full textAbstract            Stephen F. Austin State University, a small regional educational institution located in East Texas, has a long tradition of dedication to education. Since the inception of the university in 1923, laboratory schools were a critical component of the College of Education. This historical case study documents the history of the development of the lab schools and identifies the curriculum practices demonstrated by those schools that led to academic success
The Making of a Progressive Educator: Flora White’s Letters from Africa (1885-87)
No full textThis paper explores factors contributing to Flora White’s transition from teaching in a public school to founding a private, child-centered school during the progressive era. Letters White wrote from southern Africa in 1885-87 suggest her transition was encouraged by the following:Â normal school training, the liberating effect of overseas travel, a restrictive environment that intensified her focus on students, and an organizational structure that provided leadership opportunities she might have been denied at home
Curricula for the Country: Farmers’ Institutes in Indiana, 1890-1910
No full textWhat are farmers’ institutes? Why do they matter? Co-organized by the experiment stations of land-grant universities and local farmers’ associations, farmers’ institutes were widespread nationally, from the 1880s to the 1910s. Today, they are almost forgotten. Through a case study of Indiana, this paper reveals farmers’ institutes’ formation, institutional design, and curricula; in doing so, it offers sightlines into significant aspects of education and learning in the Progressive Era
Unraveling Conflicting Interpretations of the 1916 Report on Social Studies
No full textThis article explores the numerous, divergent interpretations of the 1916 Report on Social Studies. Upon close examination of the trilogy of reports and the various interpretations, it argues that the 1916 Committee as a group overcame the multiple influences of social movements and critical issues of the era by directly applying John Dewey’s educational philosophy and principles in the final recommendations for social studies to a degree not yet recognized by contemporary scholars
True Believer: The Progressivism of Willard Goslin
No full textAbstract Willard E. Goslin’s support for progressive education practices in American public schools was a constant theme throughout his many years as a nationally recognized leader in public education. Perhaps most well know for the turmoil surrounding his dismissal as Pasadena Superintendant of schools during the height of the Red Scare, Goslin was a true-believer in the power of education to create and protect a democratic society.no
Nature Study and the New Geography: Pre-Incarnations of Place-Based Educational Theory and Practice, ~ 1890-1920
No full textThrough an exploration of the primary works of progressive era geography educators and nature study advocates, this paper identifies two important historical antecedents of modern place-based curricular reform. In addition to systematically detailing connections between nature study, the new geography, and place-based curricular tenets, the paper discusses the ways in which deeper historical understanding might inform contemporary practice
Marketing a Sloyd Curriculum
No full textThis essay discusses a successful effort to market a woodworking curriculum to an international audience during the late nineteenth and early twentieth centuries–before “marketing† was used as a noun, much less considered an academic discipline. The curriculum, known as educational sloyd, was based on the writings of Comenius and Pestalozzi and promoted by Swedish entrepreneurs August Abramson and Otto Salomon. Its effects are still in evidence today
Schism in the Schoolhouse: The Tenuous Relationship between Social Scientists and Educationists within the AHA Commission on the Social Studies (1929-1934)
No full textFrom 1929 to 1934, the American Historical Association (AHA) led a commission of prominent scholars from the fields of education and the social sciences with the charge of comprehensively investigating the social studies in American schools. This paper investigates the relationship between the educationists and social scientists within the Commission and discusses likely causes for the differences between the two camps