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Curriculum, Accreditation and Coming of Age of Higher Education
This latest volume in Roger Geiger's distinguished series on the history of higher education begins with a rare glimpse into the minds of mid-nineteenth century collegians. Timothy J. Williams mines the diaries of students at the University of North Carolina to unearth a not unexpected preoccupation with sex, but also a complex psychological context for those feelings. Marc A. VanOverbeke continues the topic in an essay shedding new light on a fundamental change ushering in the university era: the transition from high schools to college.The secularization of the curriculum is a fundamental feature of the emergence of the modern university. Katherine V. Sedgwick explores a distinctive manifes...
Off the Mark
Amid widespread concern that our approach to testing and grading undermines education, two experts explain how schools can use assessment to support, rather than compromise, learning. Anyone who has ever crammed for a test, capitulated to a grade-grubbing student, or fretted over a child’s report card knows that the way we assess student learning in American schools is freighted with unintended consequences. But that’s not all. As experts agree, our primary assessment technologies—grading, rating, and ranking—don’t actually provide an accurate picture of how students are doing in school. Worse, they distort student and educator behavior in ways that undermine learning and exacerbat...
Rethinking Campus Life
This edited volume explores the history of student life throughout the nineteenth and twentieth centuries. Chapter authors examine the expanding reach of scholarship on the history of college students; the history of underrepresented students, including black, Latino, and LGBTQ students; and student life at state normal schools and their successors, regional colleges and universities, and at community colleges and evangelical institutions. The book also includes research on drag and gender and on student labor activism, and offers new interpretations of fraternity and sorority life. Collectively, these chapters deepen scholarly understanding of students, the diversity of their experiences at an array of institutions, and the campus lives they built.
Race-Class Relations and Integration in Secondary Education
Eick explores the history of a comprehensive high school from the world views of its assorted student body, confronting issues of race, ethnicity, class, gender, nationality, and religion. Her case study examines the continuities and differences in student relationships over five decades.
Science as Service
Science as Service is a collection of essays that traces the development of the land-grant colleges established by the Morrill Act of 1862, and documents how their faith and efforts in science and technology gave credibility and power to these institutions and their scientists.
Performing Math
Performing Math tells the history of expectations for math communication—and the conversations about math hatred and math anxiety that occurred in response. Focusing on nineteenth-century American colleges, this book analyzes foundational tools and techniques of math communication: the textbooks that supported reading aloud, the burnings that mimicked pedagogical speech, the blackboards that accompanied oral presentations, the plays that proclaimed performers’ identities as math students, and the written tests that redefined “student performance.” Math communication and math anxiety went hand in hand as new rules for oral communication at the blackboard inspired student revolt and as frameworks for testing student performance inspired performance anxiety. With unusual primary sources from over a dozen educational archives, Performing Math argues for a new, performance-oriented history of American math education, one that can explain contemporary math attitudes and provide a way forward to reframing the problem of math anxiety.
An Unseen Unheard Minority
As they were not underrepresented, Asian American students at the University of Illinois Urbana-Champaign were denied minority student services. Over many decades, Asian American students fought to be seen and heard, challenging the university's narrow view of minority students, and changing campus resources for Asian Americans.
School, Society, and State
“Democracy has to be born anew every generation, and education is its midwife,” wrote John Dewey in his classic work The School and Society. In School, Society, and State, Tracy Steffes places that idea at the center of her exploration of the connections between public school reform in the early twentieth century and American political development from 1890 to 1940. American public schooling, Steffes shows, was not merely another reform project of the Progressive Era, but a central one. She addresses why Americans invested in public education and explains how an array of reformers subtly transformed schooling into a tool of social governance to address the consequences of industrialization and urbanization. By extending the reach of schools, broadening their mandate, and expanding their authority over the well-being of children, the state assumed a defining role in the education—and in the lives—of American families. In School, Society, and State, Steffes returns the state to the study of the history of education and brings the schools back into our discussion of state power during a pivotal moment in American political development.
The University and the People
The University and the People chronicles the influence of Populism—a powerful agrarian movement—on public higher education in the late nineteenth century. Revisiting this pivotal era in the history of the American state university, Scott Gelber demonstrates that Populists expressed a surprising degree of enthusiasm for institutions of higher learning. More fundamentally, he argues that the mission of the state university, as we understand it today, evolved from a fractious but productive relationship between public demands and academic authority. Populists attacked a variety of elites—professionals, executives, scholars—and seemed to confirm academia’s fear of anti-intellectual pub...
Inciting Change in Secondary English Language Programs
This book follows a group of teachers who worked to create a program that supported their students' native languages and funds of knowledge, finding that structures within the school and discourses from other teachers, administrators, and the nation/community both constrained/enabled the teachers to create an equitable learning environment.
