School and Society: Historical and Contemporary Perspectives / Edition 3

School and Society: Historical and Contemporary Perspectives / Edition 3

ISBN-10:
0070653313
ISBN-13:
9780070653313
Pub. Date:
10/28/1997
Publisher:
McGraw-Hill Higher Education

Paperback

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Overview

School and Society: Historical and Contemporary Perspectives / Edition 3

A core text for the Social Foundations course,this book provides an analytic framework that shows how and why certain school-society issues first arose in this country and changed over time. It also contains readings at the end of each chapter,which the student critiques using the same analytic framework as the authors employ in the text. This edition will expand the treatment of educational minorities and women,and will further refine the section on the the professionalism of teaching. The third edition will also include contemporary issues such as school choice,charter schools and privitization. Other new coverage includes: the role of technology in the literacy chapter,current data on education and schools in the United States today,legal and extra-legal issues like school law,and extended case discussion of contemporary American Indian education.

Product Details

ISBN-13: 9780070653313
Publisher: McGraw-Hill Higher Education
Publication date: 10/28/1997
Edition description: Older Edition
Pages: 544
Product dimensions: 8.27(w) x 10.24(h) x (d)

About the Author

Steven E. Tozer is Professor of Philosophy of Education at The University of Illinois, Chicago. At The University of Illinois, Urbana-Champaign, he was Head of The Department of Curriculum and Instruction from 1990 to 1994. He has been Chair of The Committee on Academic Standards and Accreditation in The American Education Studies Association and a member of The Board of Examiners for The National Council on Accreditation of Teacher Education. He has written regularly for numerous journals. Professor Tozer completed his Ph.D. at The University of Illinois, Urbana-Champaign. He has taught at the early childhood, elementary and secondary levels.

Guy Senese is Associate Professor at Northern Arizona University where he teaches Social Foundations of Education and Philosophy of Education. He received his Ph.D. in Education at The University of Illinois, Urbana-Champaign. He taught school in Champaign Illinois, and at the Rough Rock Demonstration School on the Navajo Reservation in Arizona.

Paul C. Violas (deceased) was formerly Professor of History of Education in The College of Education at The University of Illinois, Urbana-Champaign. He has received the College of Education Award for Excellence in Undergraduate Teaching, The College Career Teaching Award, and The University’s Luckman Award for Undergraduate Teaching. Professor Violas received his Ed.D. degree at The University of Rochester. He taught secondary school social studies for six years. He has been a regular contributor to journals.

Table of Contents

PART I: EDUCATIONAL AIMS IN HISTORICAL PERSPECTIVE

Chapter 1: Introduction: Understanding School and Society

Chapter 2: Liberty and Literacy: The Jeffersonian Era

Chapter 3: School as a Public Institution: The Common-School Era

Chapter 4: Diversity and Equity: Schooling and African Americans

Chapter 5: Social Diversity and Differentiated Schooling: The Progressive Era

Chapter 6: Diversity and Equity: Schooling and American Indians

Chapter 7: National School Reform: The Early Cold War Era

Chapter 8: Diversity and Equity: Schooling Girls and Women

PART II: EDUCATIONAL AIMS IN CONTEMPORARY SOCIETY

Chapter 9: Liberty and Literacy Today: Contemporary Perspectives

Chapter 10: Teaching in a Public Institution: The Professionalization Movement

Chapter 11: Differentiated Schooling, Labor Market Preparation and Contemporary School Reform

Chapter 12: Diversity and Equity Today: Defining the Challenge

Chapter 13: Diversity and Equity Today: Meeting the Challenge

Chapter 14: School and Society: Teaching and Teacher Leadership

Notes

Glossary

Photo Credits

Index

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