Bücher der Reihe History of Schools and Schooling

Lucy Maynard Salmon was a pioneer educator with a progressive spirit. Having earned a bachelor¿s and master¿s degree from the University of Michigan in 1876 and 1883, Salmon continued her studies under Bryn Mawr professor and future U.S. President, Woodrow Wilson. Thereafter, Salmon began her forty-year Vassar College career and earned a reputation as a nationally prominent historian, suffrage advocate, author, and teacher. She helped found the American Association of University Women, the American Association of University Professors, and the Middle States Council for the Social Studies. She was the only woman to serve on the American Historical Association¿s Committee of Seven and the first woman to be elected to its Executive Council. An advocate of the new social history, Salmon¿s teaching methods were novel at the time and continue to be relevant today. Indeed, Salmon advised students to «go to the sources».

William Frantz Public School: A Story of Race, Resistance, Resiliency, and Recovery in New Orleans provides an examination of education in New Orleans and its intersections with race, resiliency, resistance, and recovery.

Coordinate Colleges for American Women explores the history of coordinate colleges-a separate school of higher learning for women connected to an older, all-male institution. Using examples in the Midwest and New York, the author shows they were created to meet the founding institution's converging interests-not to improve the education of women.

This book describes the emergence of a varied collection of higher education institutionsing New York's Capital District, the cities of Albany, Troy, and Schenectady, primarily during the period from 1790 to the 1850s.

This book describes the emergence of a varied collection of higher education institutionsing New York's Capital District, the cities of Albany, Troy, and Schenectady, primarily during the period from 1790 to the 1850s.

Laboratory of Learning illuminates the strategies, challenges, and successes of providing secondary education to Southern Black citizens during the Jim Crow era and provides evidence that HBCU laboratory schools and Lab High should be added to our histories as an example of distinctive, progressive schooling.

Eighth Sister No More

Brings together chapters by researchers from South Africa, Portugal, the United Kingdom, United States, and Australia, to build on the theoretical concepts developed by Bernstein to explore issues of access and acquisition to school knowledge.

Demonstrates how the educational exhibits functioned as critical transfer points for exchange of educational ideas and innovations between Europe, Asia, and United States. In this book, the author examines how many of the exhibits reflected a dominant Western hegemony and racist assumptions about the superiority of Western culture and education.

The Shifting Landscape of the American School District offers a new perspective on the American school district.

The Shifting Landscape of the American School District offers a new perspective on the American school district.

The second edition of "Schools of Tomorrow," Schools of Today: Progressive Education in the 21st Century documents a new collection of child-centered progressive schools founded in the first half of the twentieth century and provides histories of some contemporary examples of progressive practices.

Within months of the magazine's first issue it came under attack by right-wing political groups, particularly the Hurst newspaper chain. This book provides a selection of the interesting and historically important articles from the magazine with a comprehensive introduction and critical commentaries on the selected articles.

A History of Elementary Social Studies: Romance and Reality recounts the history of elementary social studies in the United States, beginning with its mid-nineteenth century antecedents. The book reflects on the global and national issues that influenced the origins and development of elementary social studies.

Explores the battle to desegregate public school teachers in the South. This book demonstrates that the legal struggle to desegregate teachers and other school personnel is critical to understanding the politics of school desegregation in the South and perhaps elsewhere.