Curriculum History (E-Journal)
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The Quest for a Unitary Curriculum
No full textContemporary educators are rediscovering the need for a more unitary curriculum, often without cognizance of the long struggle for curriculum synthesis as evidenced in the curriculum literature. In the face of increasing knowledge specialism and fragmentation and an increasingly multicultural society, the need for a more unitary curriculum as exemplified in the unit of work is examined.Â
Forty Years of Service-Learning in the United States, 1969-2009
No full textThis article reviews the relatively brief history of service/service-learning in the United States. Distinctions are offered between service, service learning, and service-learning (hyphenated) with emphasis on the latter terms during this period. A summary of service and service-learning ventures by public and private groups during the past ten years is also highlighted; and, the connection between service (and/or service-learning) and citizenship education is emphasized as well
Monasticism: Its Influence on Education in Ireland and the Continent in the Early Centuries
No full textOne of the reasons we study the past
is to gain knowledge for our present and
wisdom for our future. By standing on the
shoulders of what others have written, we
not only get a better view but we give
ourselves the opportunity to reflect on the
greatness of heritage . In this paper, I
hope to ignite a spark of reflection of the
role that monasticism has played in the
annals of education. This paper will not
create a religious conversion as much as it
will create a respect for the journey of
monasticism and the role its discipline
played in bringing some interesting
highlights to education during the early
centuries. It will create a picture in the
minds of the reader of the monks, as
scholars and Patrick as preacher of
Christianity in Ireland. The respect and
the picture will bring a scholarly
inquisitiveness to the minds of the reader
to ponder what it was that enabled them to
become a beneficent influence in the lives
of so many of their contemporaries
Developing Social Consciousness in Gifted Students: Leta Stetter Hollingworth
No full textThis paper focuses on the influence of Leta Hollingworth on curriculum for the rapid learners at the Speyer School between 1936 and 1940. Hollingworth, the university liaison to the New York City Board of Education was responsible for overseeing the program for rapid learners at the Speyer School from 1935 until her untimely death in 1939 at the age of 52
Nationwide Cooperation to Revise Local Curricula: American Superintendents and Their 1920s Commission on the Curriculum
No full textCharles H. Judd\u27s address set the stage and called for action. The occasion, less than auspicious, was a general session labeled simply, "The Curriculum," at the 1923 meeting of the Department of Superintendence in Cleveland. Indeed, Judd\u27s speech was the fourth of five presented at the session, but it was the one that captured the attention of the nation\u27s superintendents. For years, the school curriculum had been a ubiquitous topic at many annual meetings of the Department of Superintendence. So, also, had been topics such as finance, school organization, public relations, and supervision. Indeed, since the Committee of Ten thirty years earlier, curriculum concerns had attracted prominent if routine discussion, advocacy, and criticism. On this occasion, Judd delivered a different kind of convention address. He not only signaled an obvious need; he offered a practical suggestion for action as a substitute for continued talk
The Campus School at New Paltz: A Preliminary Study in the Different Experiences of Campus Schools and Child Development Laboratories
No full textAbstract Neede
The Comprehensive High School Revisited: Issues of Development and Dissemination
No full textIn this paper an attempt is made to revisit the formative years of the comprehensive high school, roughly the period 1905 to 1930, focusing on four issues pertaining to its development and dissemination: (1) the debate over a dual versus unified system of secondary education; (2) the social efficiency interpretation of the comprehensive model; (3) George Counts and the comprehensive high school; and (4) dissemination of the model as documented in surveys of offerings and enrollments
The 1921 Tulsa Race Riot: Two Histories
No full textThis paper suggests Tulsa\u27s worst period has been identified by both African American and Euroamerican historians for different reasons. Therefore, a significant part of this paper is intended to review what is known about the Riot, identify the Euroamerican (written) history and compare it with the African American (oral) history. Conclusions will center on what happened that night and the next several days, and what Euroamerican and African American students learn that is common to both
Secularism and Phrenology: Horace Mann, George Combe, and James Simpson
No full textWhile recognizing Horace Mann\u27s commitment to phrenology, historians of American education have not explored the way ID which Mann utilized physiological laws of brain structure and development to justify its his many reform efforts. This paper traces Mann\u27s conversion to phrenology and the allied doctrine of secularism, as spelled out in George Combe\u27s Constitution of Man, and shows how he drew on the educational philosophy and pedagogic practices popularized by Combe\u27s co-worker, James Simpson, in his popular lectures and annual reports
