School and Society: Historical and Contemporary Perspectives

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9780073378374: School and Society: Historical and Contemporary Perspectives

Through the use of a consistent analytic framework, this text shows how and why certain school-society issues first arose in this country and how they have changed over time. Introduced and explained in detail in the first chapter, the text’s analytic framework focuses on the political economy, the dominant ideology, and existing educational practices that are prevalent in any given historical era. Readings at the end of each chapter are designed for the student to critique using the same analytic framework that the authors employ in the text. In its examination of the evolution of education in the United States, this book tells an engaging historical story.

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From the Publisher:

New coverage includes: the role of technology in the literacy chapter, current data on education and schools in the United States today, the treatment of women in education, legal and extra-legal issues like school law, and extended case discussion of contemporary American Indian education.
The text is known for its very balanced, equal representation of historical and contemporary education.
An analytical framework focuses on the political economy, the dominant ideology, and existing educational practices that are prevalent in any one historical era.
The text encourages critical thinking skills through end of chapter readings and cross-disciplinary analytical questions.
The text thoroughly explores the educational history of underserved groups in America.
New coverage includes: the role of technology in the literacy chapter, current data on education and schools in the United States today, the treatment of women in education, legal and extra-legal issues like school law, and extended case discussion of contemporary American Indian education.
Equal representation of historical and contem-porary education.
An analytical framework that focuses on the political economy, the dominant ideology, and existing educational practices that are prevalent in any one historical era
End of chapter readings and cross-disciplinary analytical questions
Thoroughly explores the educational history of underserved groups in America

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.

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Steven Tozer; Guy Senese; Paul Violas
Published by McGraw-Hill Humanities/Social Sciences/Languages (2008)
ISBN 10: 0073378372 ISBN 13: 9780073378374
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