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Author: John Dewey
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 170
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Book Description
Author: John Dewey
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 170
Get Book Here
Book Description
Author: Thurston Domina
Publisher: University of California Press
ISBN: 0520295587
Category : Social Science
Languages : en
Pages : 325
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Book Description
Drawing on current scholarship, Education and Society takes students on a journey through the many roles that education plays in contemporary societies. Addressing students’ own experience of education before expanding to larger sociological conversations, Education and Society helps readers understand and engage with such topics as peer groups, gender and identity, social class, the racialization of achievement, the treatment of immigrant children, special education, school choice, accountability, discipline, global perspectives, and schooling as a social institution. The book prompts students to evaluate how schools organize our society and how society organizes our schools. Moving from students to schooling to social forces, Education and Society provides a lively and engaging introduction to theory and research and will serve as a cornerstone for courses such as sociology of education, foundations of education, critical issues in education, and school and society.
Author: Walter Feinberg
Publisher: Teachers College Press
ISBN: 080777121X
Category : Education
Languages : en
Pages : 255
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Book Description
This widely used text has been expanded to include the most important issues in contemporary schooling, including: New end-of-chapter sections for Further Reading. New references added to the useful Additional Resources section. School and Society, Fifth Edition uses realistic case studies, dialogues, and open-ended questions designed to stimulate thinking about problems related to school and society, including curriculum reform, social justice, and competing forms of research. Written in a style that speaks directly to today’s educator, this book tackles such crucial questions as: Do schools socialize students to become productive workers? • Does schooling reproduce social class and pass on ethnic and gender biases? • Can a teacher avoid passing on dominant social and cultural values? • What besides subjects do students really learn in schools? School and Societyis one of the five books in the highly regarded Teachers College PressThinking About Education Series, now in its Fifth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice. Praise for Previous Editions! “I have been surprised and pleased by the relevance of this particular book to the lives and work of my beginning teachers.” —Teaching Education “[This series] does a masterful job of bringing together the basic issues and teaching methods that should frame social and philosophical foundations curricula.” —Educational Theory Walter Feinbergis Professor of Educational Policy Emeritus at the University of Illinois at Urbana-Champaign.Jonas F. Soltisis William Heard Kilpatrick Professor Emeritus of Philosophy and Education at Teachers College, Columbia University.
Author: Jeanne H. Ballantine
Publisher: SAGE Publications
ISBN: 1544302398
Category : Social Science
Languages : en
Pages : 528
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Book Description
The authors are proud sponsors of the 2020 SAGE Keith Roberts Teaching Innovations Award—enabling graduate students and early career faculty to attend the annual ASA pre-conference teaching and learning workshop. This comprehensive anthology features classical readings on the sociology of education, as well as current, original essays by notable contemporary scholars. Assigned as a main text or a supplement, this fully updated Sixth Edition uses the open systems approach to provide readers with a framework for understanding and analyzing the book’s range of topics. Jeanne H. Ballantine, Joan Z. Spade, and new co-editor Jenny M. Stuber, all experienced researchers and instructors in this subject, have chosen articles that are highly readable, and that represent the field’s major theoretical perspectives, methods, and issues. The Sixth Edition includes twenty new selections and five revisions of original readings and features new perspectives on some of the most contested issues in the field today, such as school funding, gender issues in schools, parent and neighborhood influences on learning, growing inequality in schools, and charter schools.
Author: Tracy L. Steffes
Publisher: University of Chicago Press
ISBN: 0226772098
Category : Education
Languages : en
Pages : 298
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Book Description
This book examines the connections between public school reform in the early twentieth century and American political development from 1890 to 1940.
Author: Michael W. Apple
Publisher: Routledge
ISBN: 0415875323
Category : Education
Languages : en
Pages : 202
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Book Description
In this groundbreaking work, Apple pushes educators toward a more substantial understanding of what schools do and what we can do to challenge the relations of dominance and subordination in the larger society.
Author: Alex Moore
Publisher: Routledge
ISBN: 1134226004
Category : Education
Languages : en
Pages : 225
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Book Description
Schooling, Society and Curriculum offers a much needed reassessment and realignment of curriculum studies in the UK and international contexts. Comprising a collection of eleven original chapters by prominent, nationally and internationally known experts in the field of curriculum studies, the book leads and fosters critical, generic debates about formal education and its relationships to wider society. Focusing on key debates that have been present for as long as formal state education has been in existence, the contributors contextualise them within a future-orientated perspective that takes particular account of issues specific to life in the early years of the twenty-first century. These include globalisation and nationalism; poverty and wealth; what it means to be a good citizen; cultural pluralism and intolerance; and - centrally - what it is that young people need from a school curriculum in order to develop as happy, socially just adults in an uncertain and rapidly-changing world. The book is organized into four sections: issues and contexts values and learners school curricula in the digital age exploring the possible: globalisation, localisation and utopias.
Author: Gordon Tait
Publisher: Cambridge University Press
ISBN: 1108211127
Category : Social Science
Languages : en
Pages : 429
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Book Description
This new book is a wide-ranging, contemporary and accessible analysis of familiar and recurring myths about mass education in the United Kingdom. Looking at a variety of important issues and problems, each chapter begins by dispelling myths and assumptions about the classroom, going beyond class, race and gender, to offer analysis of topics such as discipline, youth cultures, information technology and globalisation. Utilising an interdisciplinary lens, this book offers knowledge from disciplines as diverse as sociology, philosophy, jurisprudence and cultural studies. Gordon Tait examines the strengths and weaknesses of different theoretical approaches to education, from critical theory to postmodernism, and Foucaultian governance to post-colonialism. Analysing the many assumptions about education taken for granted in British public discourse, important conclusions are drawn about which of these assumptions are fair and reasonable, and which we should challenge. This book is an essential resource for advanced undergraduate and postgraduate courses on the sociology of education, culture and education, and the philosophy of education.
Author: Randall Collins
Publisher: Columbia University Press
ISBN: 0231549784
Category : Social Science
Languages : en
Pages : 255
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Book Description
The Credential Society is a classic on the role of higher education in American society and an essential text for understanding the reproduction of inequality. Controversial at the time, Randall Collins’s claim that the expansion of American education has not increased social mobility, but rather created a cycle of credential inflation, has proven remarkably prescient. Collins shows how credential inflation stymies mass education’s promises of upward mobility. An unacknowledged spiral of the rising production of credentials and job requirements was brought about by the expansion of high school and then undergraduate education, with consequences including grade inflation, rising educational costs, and misleading job promises dangled by for-profit schools. Collins examines medicine, law, and engineering to show the ways in which credentialing closed these high-status professions to new arrivals. In an era marked by the devaluation of high school diplomas, outcry about the value of expensive undergraduate degrees, and the proliferation of new professional degrees like the MBA, The Credential Society has more than stood the test of time. In a new preface, Collins discusses recent developments, debunks claims that credentialization is driven by technological change, and points to alternative pathways for the future of education.
Author: Maris Vinovskis
Publisher: Yale University Press
ISBN: 9780300062694
Category : Education
Languages : en
Pages : 268
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Book Description
In this book, an eminent educational historian examines some important aspects of American schooling over the past centuries, illuminating the relation between education and other broad changes in American society and providing a historical perspective for contemporary efforts at school reform. Maris Vinovskis critically reviews and integrates recent work in educational history and provides new research on neglected topics. He discusses such issues as: the gradual shift from the family to the public schools in the responsibility for educating the young; the rise and fall of infant schools between 1840 and 1860; the crisis in the teaching of morality in the public schools of the mid-nineteenth century; early efforts to provide schooling for impoverished children; and the evolution of the belief that education improves individual economic and social mobility. He also studies school attendance and discovers that a much higher percentage of children may have attended public high schools in the nineteenth century than has been assumed, investigates when the practice of placing children in grades according to their age became widespread, and assesses whether different age groups in previous eras varied in their support for schooling--as they seem to be doing now.
