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Teachers, Leaders, and Schools
John Dewey was one of the most prominent philosophers and educational thinkers of the twentieth century, and his influence on modern education continues today. In Teachers, Leaders, and Schools: Essays by John Dewey, educators Douglas J. Simpson and Sam F. Stack Jr. have gathered some of Dewey’s most user-friendly and insightful essays concerning education with the purpose of aiding potential and practicing teachers, administrators, and policy makers to prepare students for participation in democratic society. Selected largely, but not exclusively, for their accessibility, relevance, and breadth of information, these articles are grouped into five parts—The Classroom Teacher, The School Curriculum, The Educational Leader, The Ideal School, and The Democratic Society. Each part includes an introductory essay that connects Dewey’s thoughts not only to each other but also to current educational concerns. The sections build on one another, revealing Dewey’s educational theories and interests and illustrating how his thoughts remain relevant today.
The Arthurdale Community School
This work examines the Arthurdale School, which was created during the Great Depression and dedicated to the purpose of building community and preparing students for participation in democratic society.
The Arthurdale Community School
The first of many homestead communities designed during the rollout of the New Deal, Arthurdale, West Virginia, was a bold experiment in progressive social planning. At the center of the settlement was the school, which was established to improve the curriculum offered to Appalachian students. Offering displaced and unemployed coal miners and their families new opportunities, the school also helped those in need to develop a sense of dignity during the Great Depression. The first book-length study of the well-known educational experiment, The Arthurdale Community School illuminates the institution's history, influence, and impact. Founded on American philosopher and reformer John Dewey's ide...
Elsie Ripley Clapp (1879-1965)
This biography chronicles the life and teaching practices of Elsie Ripley Clapp, one of the most significant female leaders in progressive education. Clapp's greatest contribution to American education is the community school, a place for self-realization, caring, cooperation, and cultural enrichment as well as the cornerstone of democratic society. Challenging the practices of contemporary education in her era, she envisioned pedagogy as the integration of living and learning, building upon local resources and the experiences of students and their community. Learning was more than training or the acquisition of knowledge, it was a form of communal sharing. Agreeing with her mentor John Dewey, a true education was more of a journey than arrival at a specific destination. This book explores Clapp's personal journey, her triumphs and her failures.
Learning Across the Early Childhood Curriculum
Education, according to John Dewey, should be viewed as dynamic and ongoing with direct teaching of integrated content knowledge. This volume offers readers an examination of the content areas in early childhood curriculum that honor Dewey's belief in active, integrated learning.
The Principal's Office
The first comprehensive history of principals in the United States. The Principals Office is the first historical examination of one of the most important figures in American education. Originating as a head teacher in the nineteenth century and evolving into the role of contemporary educational leader, the school principal has played a central part in the development of American public education. A local leader who not only manages the daily needs of the school but also represents district and state officials, the school principal is the connecting hinge between classroom practice and educational policy. Kate Rousmaniere explores the cultural, economic, and political pressures that have i...
Beyond the Classroom Walls
The book asks readers to adopt a critical and comprehensive view of education (pre-K to lifelong learning) as existing both within classroom walls, and in the surrounding world, including communities and workplaces. It presents an integrated view of online learning, community schools, communiversities, and learning through work. Our educational systems are organized in ways that make this integration difficult. We have elaborate systems of formal instruction––academies, schools, universities, and training institutes––all to facilitate learning within the walls. At the same time we have ample opportunities for learning in the wild. Unfortunately these systems diverge to the point that they do little to support learning that allows us to draw from both of the realms of knowledge. But it is possible to bring together learning within the walls with that beyond the walls. Moreover it is crucial to make these connections in the world of today. In order to bring together the classroom and daily life we need an educational system that does that as well.The book provides a coherent account of how schooling can and should relate to learning beyond the classroom walls.
The Arthurdale School
This book chronicles the school envisioned by Eleanor Roosevelt in 1933 to serve Arthurdale, the New Deal government-created community in north-central West Virginia. Arthurdale was founded to house unemployed miners and their families and provide them with opportunities to receive healthcare and obtain gainful employment. Roosevelt had a particular interest in the education of children, feeling that education and social life were profoundly intertwined within a community. With that in mind, in 1934, she hired Elsie Ripley Clapp—an educator and leader in the Progressive Education movement—to design and implement the school, as well as oversee the social life of Arthurdale as a whole. In addition to covering the Arthurdale School's birth, life, and dissolution, Rosenberg discusses how the lessons of the school might serve the culture of education today, especially as an element of a comprehensive approach to community revitalization.
Encyclopedia of the Social and Cultural Foundations of Education: A-H ; 2, I-Z ; 3, Biographies, visual history, index
The 'Encyclopedia' provides an introduction to the social and cultural foundations of education. The first two volumes consist of A-Z entries, featuring essays representing the major disciplines including philosophy, history, and sociology, and a third volume is made up of documentary, photographic, and visual resources.
Life Stories
Life Stories: Exploring Issues in Educational History Through Biography consists of 13 essays, each of which offers perspective on one of four key questions that have long drawn scholarly attention: What should schools teach? Who gets to decide? How should educators adapt to a changing world to provide opportunity for all students? How should educators’ experiences be interpreted for future audiences? The book is written to commemorate the thirtieth anniversary of the International Society for Educational Biography and its journal, Vitae Scholasticae. All of the essays have appeared in the journal, and they are set in a variety of educational environments that span 174 years. Taken together, the essays demonstrate the important contributions that biography can make to educational history. Life Stories would be of interest to educational biographers and historians for use in their own scholarly work. Instructors might also consider assigning Life Stories as a required text in educational history courses.
