At the core of the educational transformation of American rural schools in the early 1900s, there was the re-examination of the rural school curriculum, preceded by the landmark meeting of the Committee of Ten in 1893. Until 1900, formal education in most rural areas was seen by many as an unneeded luxury, not necessary for the manual labor of the farm, mill, mine, or other primary employment sources of a given locale. Curriculum and the American Rural School traces the origins of American school curriculum, and subsequently contextualizes it within the history of rural school curriculum in the United States since the mid-1800s. Doug Feldmann examines modern issues pertinent to the rural school curriculum in light of this history, and the actual solutions to these issues that rural schools have discovered. Feldmann examines curriculum in all of its procedural and documentary forms in a real-life, contemporary rural school study, whereby the history and theory of this discipline is revealed in a true-to-life form.
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About the Author
Doug Feldmann is a professor in the College of Education at Northern Kentucky University.
Table of Contents
Chapter 1 Introduction Chapter 2 Development of the American Curriculum and the Rural Response Chapter 3 A National Curriculum: William Torrey Harris and the Committee of Ten, 1893 Chapter 4 A National Imposition of Rural Curriculum: The Committee of Twelve, 1897 Chapter 5 Social-Efficiency Curriculum and the Changing Rural Landscape, 1918-1950 Chapter 6 Conant's Consolidation Push and the Modern Era of Rural Curriculum, 1951-2003 Chapter 7 Politics and Curriculum Development in the Modern Rural School Chapter 8 Athletics, Consolidation, and the Hidden Curriculum of the American Small Town Chapter 9 Rural Curriculum in Neosho, Indiana Chapter 10 The Curricular Discourse at Neosho High School Chapter 11 Prospects for the Production of a New Curriculum at Neosho Chapter 12 Summary of the Curricular Status at Neosho Chapter 13 Conclusions and Thoughts for the Future Chapter 14 Epilogue Chapter 15 Appendix Chapter 16 References Chapter 17 Index Chapter 18 About the Author