Educational Research, The National Agenda, and Educational Reform

Author: Theresa R. Richardson

Publisher: IAP

ISBN: 9781607526056

Category: Education

Page: 521

View: 514

Educational Research, The National Agenda, and Educational Reform examines the origins, history, nature, purposes, and status of educational research by focusing on the relationships among educational research, the national agenda, educational reform, and the social and behavioral sciences. Its major claim is that the history of educational research is embedded in the nation’s social, political, intellectual, and economic histories. Attention is given to three significant periods: the Progressive Era when modern educational research began to assume its present form; the Post-World-War-II-Era when educators and educational researchers were directed to return to or turn to the academic disciplines; and the Civil Rights Era after the Supreme Court in Brown ended legal racial segregation and raised questions about equality of educational opportunity that are still with us. These were significant periods when there was a clear national agenda shaped by both public and private agencies. Educators and educational researchers adopted policies and strategies in response to concerns and interests expressed by the public, by government officials, and by philanthropies. Researchers’ responses have had long-term consequences as seen in the reaction to The Coleman Report, debates about the merits of quantitative research as opposed to qualitative research, the ongoing discussion about the merits of No Child Left Behind, the achievement gap, the creation of the Institute of Education Sciences, and the emphasis now placed on “scientifically-based research.” The origins of the common school, the work of the philosopher Johann Friedrich Herbart and his followers, and the revolution in scientific method brought about by Charles Darwin’s work are included because they serve as the foundation for educational research. Educational researchers’ identification with and interest in individual performance and ability and their measurement is related to the close relationship educational researchers have had with psychology, a discipline that typically does not focus on social context. The significance of educational researchers’ borrowing from the behavioral sciences, especially psychology, is examined through a discussion of the mental hygiene movement, as supported by private philanthropy, and through consideration of contributors such as G. Stanley Hall, Arnold Gesell, Lewis M. Terman, Daniel Starch, and Stuart A. Courtis.
Changing American Education

Author: Kathryn M. Borman

Publisher: State University of New York Press

ISBN: 9780791497159

Category: Education

Page: 448

View: 970

School change and educational reform are discussed constantly by the media. Despite a decade of frenzied interest, there is little consensus on the most fundamental issues. The terminology of school reform remains unclear, obscured by ideological rhetoric. What is meant by terms such as “school restructuring,” “site-based management,” and “teacher education reform?” This book examines social changes affecting education; amplifies case studies of school change; and analyzes the gap between the rhetoric and reality of educational reform. Changing American Education examines both the nature of comprehensive, large-scale historical and social changes that contextualize educational reform, and amplifies the meaning of lessons learned by those who have assisted in change efforts. The authors draw upon rich case material that documents the possibilities and hazards awaiting those who undertake reform of educational practice and structures. They also examine how the rhetoric of educational change may fall short of the reality, as translated to processes and practices at different levels of the enterprise.
Mindly Twists and Turns

Author: Yusef Waghid

Publisher: African Sun Media

ISBN: 9781991201638

Category: Biography & Autobiography

Page: 154

View: 910

My familiarity with Professor Yusef Waghid’s scholarship and our collaboration span more than two decades. Therefore, a few words cannot appropriately encompass my account of the magnitude of his academic profile coupled with his personal qualities and engagement. He is a global thinker who has made significant contributions to scholarship in South Africa, the broader African world in the continent and the Diaspora, and the international community. Professor Waghid is an exceptionally prolific writer with consistent academic excellence on topics of critical importance to education and other social institutions, and the struggle for justice and social transformation. He has developed critical insights articulating the importance and necessity of epistemic equality with particular reference to indigenous knowledge system, especially uBuntu. He is a creative scholar with significant and original contributions to knowledge and transformative curriculum and pedagogy. As a public intellectual, he emulates a dialectical relationship between theory and social realities with a consistent engagement for equality and quality educational opportunity, and social progress. He is one of the foremost intellectuals hailing from South Africa with a global stature. In addition to his prominence as a scholar, Professor Waghid has personal and enviable qualities as reflected in his collegiality, trustworthiness, responsiveness, reliability, and unfailing compassion. Professor N’Dri Assie-Lumumba, Cornell University, Ithaca, New York, President of Comparative and International Education Society
The rebirth of the American city

Author: United States. Congress. House. Committee on Banking, Currency, and Housing


ISBN: STANFORD:36105119605629

Category: Cities and towns

Page: 1616

View: 848

Record is based on bibliographic data in ProQuest Congressional Hearings Digital Collection. Reuse except for individual research requires license from ProQuest, LLC. Includes bibliographical references. Access is available to the Yale community.