• 0. Introduction: History, Social Change, And Education
• 1. Colonial America: Religion, Inequality And Revolution
• 2. Emergence Of A Modern School System: The Nineteenth Century
• 3. Ethnicity, Gender, And Race: Contours Of Social Change In The 19th Century
• 4. Growth, Reform And Differentiation: The Progressive Era
• 5. Education, Equity And Social Policy: Postwar America To The 1970s
• 6. Globalization And Human Capital: From "A Nation At Risk" To Neo-Liberal Reform
• 7. Epilogue: Education And Social Change In Perspective.
• (source: Nielsen Book Data)

This brief, interpretive history of American schooling focuses on the evolving relationship between education and social change. Like its predecessors, this new edition investigates the impact of social forces such as industrialization, urbanization, immigration, and cultural conflict on the development of schools and other educational institutions. It also examines the various ways that schools have contributed to social change, particularly in enhancing the status and accomplishments of certain social groups and not others. Detailed accounts of the experiences of women and minority groups in American history consider how their lives have been affected by education at key points in the past. Updates to this edition A revised final chapter updated to include recent changes in educational politics, finance, policy, and a shifting federal policy context Enhanced coverage and new conceptual frames for understanding the experiences of women and people of color in the midst of social change Edited throughout to update information and sources regarding the history of American education and related processes of social transformation in the nation's past.
(source: Nielsen Book Data)

• List of Illustrations ixList of Tables xiPreface xiiiIntroduction 11 The Magic of Education 92 The Puzzle Is Real: The Ubiquity of Useless Education 313 The Puzzle Is Real: The Handsome Rewards of Useless Education 694 The Signs of Signaling: In Case You're Still Not Convinced 965 Who Cares If It's Signaling? The Selfish Return to Education 1246 We Care If It's Signaling: The Social Return to Education 1657 The White Elephant in the Room: We Need Lots Less Education 1958 1 >
• 0: We Need More Vocational Education 2259 Nourishing Mother: Is Education Good for the Soul? 23810 Five Chats on Education and Enlightenment 262Conclusion 285Technical Appendix: Completion Probability and Student Quality 291Notes 295References 337Index 381.
• (source: Nielsen Book Data)

Why we need to stop wasting public funds on educationDespite being immensely popular--and immensely lucrative-education is grossly overrated. In this explosive book, Bryan Caplan argues that the primary function of education is not to enhance students' skill but to certify their intelligence, work ethic, and conformity-in other words, to signal the qualities of a good employee. Learn why students hunt for easy As and casually forget most of what they learn after the final exam, why decades of growing access to education have not resulted in better jobs for the average worker but instead in runaway credential inflation, how employers reward workers for costly schooling they rarely if ever use, and why cutting education spending is the best remedy.Caplan draws on the latest social science to show how the labor market values grades over knowledge, and why the more education your rivals have, the more you need to impress employers. He explains why graduation is our society's top conformity signal, and why even the most useless degrees can certify employability. He advocates two major policy responses. The first is educational austerity. Government needs to sharply cut education funding to curb this wasteful rat race. The second is more vocational education, because practical skills are more socially valuable than teaching students how to outshine their peers.Romantic notions about education being "good for the soul" must yield to careful research and common sense-The Case against Education points the way.
(source: Nielsen Book Data)

• 1 Citizen, Interrupted 2 Education and Conflict in Guatemala 3 International Academy: The No-Blame Generation and the Post-Postwar 4 Paulo Freire Institute: The All-or-Nothing Generation and the Spiral of the Ongoing Past 5 Sun and Moon: The No-Future Generation and the Struggle to Escape 6 Tzolok Ochoch: The Lucha Generation and the Struggle to Overcome 7 What Stands in the Way 8 Waiting Afterword Acknowledgments Notes References Index.
• (source: Nielsen Book Data)

In the aftermath of armed conflict, how do new generations of young people learn about peace, justice, and democracy? Michelle J. Bellino describes how, following Guatemala's civil war, adolescents at four schools in urban and rural communities learn about their country's history of authoritarianism and develop civic identities within a fragile postwar democracy. Through rich ethnographic accounts, Youth in Postwar Guatemala, traces youth experiences in schools, homes, and communities, to examine how knowledge and attitudes toward historical injustice traverse public and private spaces, as well as generations. Bellino documents the ways that young people critically examine injustice while shaping an evolving sense of themselves as civic actors. In a country still marked by the legacies of war and division, young people navigate between the perilous work of critiquing the flawed democracy they inherited, and safely waiting for the one they were promised.
(source: Nielsen Book Data)

• 1. Transnationalism: Reconfigurations of past and present
• 2. Education and Transnationalism
• 3. The British Empire: An imaginary of dualities and contradictions
• 4. Education in Pre-Colonial Sri Lanka: Pre-conceptions and suppositions
• 5. Colonial Sri Lanka: Religion, sovereignty and the education of Empire
• 6. Movements of Mind and Body: A transnationalist story
• 7. Re-imagining Transnationalism: Trans-spatiality and implications for teaching, learning and beyond.
• (source: Nielsen Book Data)

Transnationalism, Education and Empowerment challenges the prevailing notion that transnationalism is concerned fundamentally with the process of enhanced global population movement that has been allied with modern globalisation. Instead, it argues that transnationalism is a state of mind, disassociated from the notion of 'place, ' that can be observed equally in societies of the past. Drawing on the context of colonial Sri Lanka and the British Empire, the book discusses how education in the British Empire was the means by which some marginalised groups in colonised societies were able to activate their transnational dispositions. Far from being a universal oppressor of colonised people, as argued by postcolonial scholarship, colonial education was capable of creating pathways to life improvement that did not exist before the European colonial period, providing agency to those who did not possess it prior to colonial rule. The book begins by exploring the meaning of transnationalism, arguing that it needs to be redefined to meet the realities of past and current global societies. It then moves on to examine the ways education was used within the period of 18th and 19th century European colonialism, with a particular emphasis on Sri Lanka and other parts of the former British Empire. Drawing from examples of his own family's ancestry, Casinader then discusses how some marginalised groups in parts of the British Empire were able to use education as the key to unlocking their pre-existing transnational dispositions in order to create pathways for more prosperous futures. Rather than being subjugated by colonial education, they harnessed the educational aspects of British colonial education for their own goals. This book is one of the first to contest and critically evaluate the contemporary conceptualisation of transnationalism, particularly in the educational context. It will be of key interest to academics, researchers and postgraduate students in the fields of education, the history of education, imperial and colonial history, cultural studies and geography.
(source: Nielsen Book Data)

• PART I: INTRODUCTION
• 1. Balancing New and Old PART II: INVESTIGATING WISDOM AND KNOWLEDGE IN THE UNIVERSITY
• 2. Wisdom and Knowledge
• 3. The University PART III: KNOWLEDGE, "OUTSIDERS, " AND THE MARKET
• 4. Old and New Exchange: Transitioning to a Modernity and Beyond
• 5. The Impact of Global Education Services Markets
• 6. The Influence of "Outsider" Knowledge on Thai Knowledge
• 7. Balancing Knowledge, Holding Wisdom PART IV: CONCLUSION
• 8. The Art of Adaptive Balancing.
• (source: Nielsen Book Data)

This book examines Thai knowledge and wisdom from the perspective of postmodern, postcolonial globalization. Ma Rhea explores the ways in which the Thai university system attempts to balance old knowledge traditions, Buddhist and rural, with new Thai and imported knowledge. It traces the development of Thai university partnerships with outsiders, focusing on the seventy year relationship between Thailand and Australia. In comparison, it analyses the old Thai Buddhist wisdom tradition and in the final chapters proposes its worthiness as a pedagogical pathway for universities globally.
(source: Nielsen Book Data)

• Introduction
• Chapter 1. Educational philosophies and why they matter
• Chapter 2. Why political philosophy matters
• Chapter 3. American constitutions and religious schools
• Chapter 4. Citizenship, achievement, and accountability
• Chapter 5. The limits of educational pluralism and how to address them
• Chapter 6. Changing the frame.
• (source: Nielsen Book Data)

This book argues that the structure of public education is a key factor in the failure of America's public education system to fulfill the intellectual, civic, and moral aims for which it was created. The book challenges the philosophical basis for the traditional common school model and defends the educational pluralism that most liberal democracies enjoy. Berner provides a unique theoretical pathway that is neither libertarian nor state-focused and a pragmatic pathway that avoids the winner-takes-all approach of many contemporary debates about education. For the first time in nearly one hundred fifty years, changing the underlying structure of America's public education system is both plausible and possible, and this book attempts to set out why and how.
(source: Nielsen Book Data)

• Foreword / Ellen Fleischmann
• Introduction / Julia Hauser, Christine B. Lindner, Esther Möller
• Experiencing education through architecture and urban space
• Impressions of new England on the Ras Beirut Landscape, 1870-1920 / Maria Bashshur Abunnasr
• Local and western educational institutions in Beirut : topographical and symbolic dominations / Michael F. Davie
• Avènement d'une architecture scolaire moderne aux messages ambigus : Beyrouth, 1825-1900 / May Davie
• Gendering a modern education
• Perception de l'éducation à Beyrouth d'après la pensée écrite de la fin du XIX... siècle / Magda Nammour
• Al-nahdạh al-nisā'iyyah : Musāhamāt al-mu'assassāt al-tarbawiyyah al-thaqāfiyyah (namūda̲ǧ madrasat zahrat al-ihṣān) / Jamīla Qūstī
• Mothers of a future generation : the journey of an argument for female education / Julia Hauser
• Language, religion, and identity
• Lyon to Liban : language, nation, and faith in the Jesuit Schools of Ottoman Lebanon / Edward A. Falk
• Martyrs de la foi catholique, combattants de l'Église romaine : les héros du théâtre de l'Université Saint-Joseph de Beyrouth (1875-1914) / Chantal Verdeil
• The russian schools in Beirut at the end of the 19th Century / Souad Abou el-Rousse Slim
• Madāris al-maqāsịd al-islāmiyyah fī Bayrūt : Al-lughah wa-l-dīn wa-l-huwiyyah / 'Abd al-Latị̄f Fakhūri
• "The students speak back"
• Educational encounters between american protestant missionaries and the residents of late Ottoman Syria : one path towards a modern education / Christine B. Lindner
• Esther Azharī Mūyāl (1873-1948) : aspects of a modern education in Bilād al-Shām / Marilène Karam
• "We do not learn for school, but for life" : alumni associations at french schools in Lebanon in the 1930s and 1940s as privileged spaces of sociability / Esther Möller
• Index.

• Introduction.
• 1. Bildung in the Eighteenth Century?
• 2. The Fundaments of the Educationalized World
• 3. The Philosophy of Politeness as Language for Bildung
• 4. Bildung as a National Construct
• 5. Bildung as a Social Distinction
• 6. Bildung and its Travels to North America
• 7. Bildung as a Fundamental Concept in the German Educational Sciences
• 8. Bildung after the Second World War: Reconnections and Skeptical Variations
• 9. Bildung as an Alternative to Contemporary Empiricism in Education Research.
• 10. Concluding Remarks, or Bildung in the Twenty-First Century.
• (source: Nielsen Book Data)

German education plays a huge role in the development of education sciences and modern universities internationally. It is influenced by the educational concept of Bildung, which defines Germany 's theoretical and curricular ventures. This concept is famously untranslatable into other languages and is often misinterpreted as education, instruction, training, upbringing and other terms which don't encompass its cultural ambitions. Despite this hurdle, Bildung is now being recognized in current discussions of education issues such as standardization, teaching to the test, evidence-based policy and high stakes testing. This volume clears up the confusion and misunderstandings surrounding Bildung by examining the origins of the concept and how it has been applied throughout history. It paves the way for educators to fully understand and benefit from this model and all it has to offer.
(source: Nielsen Book Data)

• Contents: Eastern Europe: Russia - Middle East: Israel - North America: My America - Insights and Discoveries, or the Way I See It - University Life as a Faculty Member: Why Immigration Makes You a Better Sociologist - Women, Family Life or Is There "Another Exit"? - Children and Parenting: A Word About Love.
• (source: Nielsen Book Data)

Born in Soviet Moscow, Katerina Bodovski was twelve years old when Mikhail Gorbachev came to power, coming of age as the "perestroika" and "glasnost" movement gained full speed. She would later arrive in Israel during the peak of the peace process during which time Prime Minister Rabin was assassinated. Her final move to America, months after the upset of 9/11, would also directly and indirectly shape the way her personal journey unfolded. The unique feature of this work lies in the combination of autobiographical narrative and sociological analysis. By personalizing accounts of immigration, education, and family transformations, this book discusses the author's firsthand experiences in Soviet Russia, Israel, and the United States. The book speaks to scholars of education by providing examples and patterns in educational systems of the Soviet Union, Israel, and the United States. Beyond academia, the book will resonate with immigrants who have experienced transitions between lands and languages. Furthermore, Dr Bodovski utilizes her female perspective to illuminate different aspects of family life, immigration processes, and, finally, her experiences in United States academia as a doctoral student and a professor. Across Three Continents: Reflections on Immigration, Education, and Personal Survival will be of specific interest to women, especially young women, who are trying to figure out the interplay between their family and professional life and what is possible for them to aspire for and to achieve. This text is ideal for courses focused on comparative education, women's studies, Jewish studies, sociology of education, childhood, and immigration.
(source: Nielsen Book Data)

• Preface Acknowledgments Introduction: History, Social Change, and Education
• 1. Colonial America: Religion, Inequality, and Revolution
• 2. Emergence of a Modern School System: The Nineteenth Century
• 3. Ethnicity, Gender, and Race: Contours of Social Change in the 19th Century
• 4. Growth, Reform, and Differentiation: The Progressive Era
• 5. Education, Equity, and Social Policy: Postwar America to the 1970s
• 6. Globalization and Human Capital: From "A Nation at Risk" to Neo-Liberal Reform Epilogue References.
• (source: Nielsen Book Data)

This brief, interpretive history of American schooling focuses on the evolving relationship between education and social change. Like its predecessors, this new edition adopts a thematic approach, investigating the impact of social forces such as industrialization, urbanization, immigration, globalization, and cultural conflict on the development of schools and other educational institutions. It also examines the various ways that schools have contributed to social change, particularly in enhancing the status and accomplishments of certain social groups and not others. Detailed accounts of the experiences of women and minority groups in American history consider how their lives have been affected by education, while "Focal Point" sections within each chapter allow the reader to hone in on key moments in history and their relevance within the broader scope of American schooling from the colonial era to the present. This new edition has been comprehensively updated and edited for greater readability and clarity. It offers a revised final chapter, updated to include recent change in education politics and policy, in particular the decline of No Child Left Behind and the impact of the Common Core and movements against it. Further additions include enhanced coverage of colonial and early post-colonial American schooling, added materials on persistent issues such as race in education, an updated discussion of the GED program, and a closer look at the role of technology in schools. With its nuanced treatment of both historical and contemporary factors influencing the modern school system, this book remains an excellent resource for investigating and critiquing the social, economic, and cultural development of American education.
(source: Nielsen Book Data)

• Acknowledgments Dedication Preface
• Chapter 1 No Child Left Behind (NCLB), Race to the Top (NCLB 2.0), and Their Basis, The Accountability Movement
• Chapter 2 Common Core State Standards
• Chapter 3 Merit and Teacher Evaluation - Another Fraud
• Chapter 4 Instead of Teacher Evaluation, which Isn't Working: A Different Approach
• Chapter 5 Evaluating Teachers by Using Value-Added Models (VAMs) (Whatever that Means): Another Political tool to Hold Schools Accountable
• Chapter 6 Failing Kids - Still A Failure
• Chapter 7 Evaluating Vs. Grading (Really Rating) Schools
• Chapter 8 Privatization: Fad, Fraud, Fantasy and/or Fiction?
• Chapter 9 Charter Schools-A Form of Privatization
• Chapter 10 Vouchers-Another Form of Privatization
• Chapter 11 Virtual Charter Schools - Privatization on Steroids
• Chapter 12 Miracles (or, Really Mirages) - for the Gullible
• Chapter 13 Major Reforms that Really Work Bibliography About the Author.
• (source: Nielsen Book Data)

We Americans seem prone to bandwagon onto fads, particularly now that reforming education has become a national priority. Unfortunately, many of those fads now caroming across our continent are outright frauds; some are fantasies, even fictions. Even more unfortunately, many are undermining our public schools, teachers, kids and communities, and pillaging our tax dollars in the process. This book analyzes each major reform - No Child Left Behind, Common Core State Standards, grading schools, evaluating teachers, failing students, vouchers, charters, online virtual charters - and finds them seriously wanting. We conclude with reforms that work actually helping teachers, kids, parents and communities.
(source: Nielsen Book Data)

• Introduction: History, Social Change, and Education
• 1. Colonial America: Religion, Inequality and Revolution
• 2. Emergence of a Modern School System: The Nineteenth Century
• 3. Ethnicity, Gender, and Race: Contours of Social Change in the 19th Century
• 4. Growth, Reform and Differentiation: The Progressive Era
• 5. Education, Equity and Social Policy: Postwar America to the End of the 1970s
• 6. Globalization and Human Capital: From "A Nation at Risk" To Neo-Liberal Reform Epilogue: Education and Social Change in Perspective.
• (source: Nielsen Book Data)

This brief, interpretive history of American schooling focuses on the evolving relationship between education and social change. Like its predecessors, this new edition investigates the impact of social forces such as industrialization, urbanization, immigration and cultural conflict on the development of schools and other educational institutions. It also examines the various ways that schools have contributed to social change, particularly in enhancing the status and accomplishments of certain social groups and not others. Detailed accounts of the experiences of women and minority groups in American history consider how their lives have been affected by education. Changes in this new edition include the following: * A more thorough treatment of key concepts such as globalization, human capital, social capital, and cultural capital. * Enhanced attention to issues of diversity throughout. * Greater thematic coherence as a result of dividing chapter 6 into two chapters, the first focusing on the postwar period and emphasizing the themes of equity and social justice and the second focusing on human capital in education, highlighting the standards movement, federal policy changes and neo-liberal reform. * A revision of several focal point discussions for greater clarity and thematic releance. * Update discussions of recent changes in educational politics, finance and policy, especially the troubles presently facing No Child Left Behind (NCLB).
(source: Nielsen Book Data)

The value of higher education has been under attack as seldom before in American history. We are told of the overeducated American, of the case against college, and of the failure of education to contribute significantly to the reduction of inequality. In this environment, republication of an exceptionally comprehensive and judicious analysis of all that has been learned--and not learned--about the consequences of American higher education comes at a most appropriate time. Investment in Learning more fully covers the various aspects of this subject than any yet to appear. Howard Bowen is optimistic about higher education, but his viewpoint is based on profound knowledge of both the economic and social aspects of education. Unlike some economists who insist on a strict cost-benefit analysis of expenditures on higher education in relation to outcomes, Bowen argues that the non-monetary benefits are far greater, to the point that individual and social decisions should be made primarily on those broader indicators. Cameron Fincher, in his new opening for the book, notes that "Publication of Howard Bowen's Investment in Learning was like a break in a long summer drought. . . . It was a comprehensive rebuttal to return-on-investment studies with negativistic findings." And in the foreword to the book, Clark Kerr simply says, "Howard Bowen is better prepared to survey the overall consequences of higher education in the United States than anyone else.".
(source: Nielsen Book Data)

• 1. A Priority for the Twenty-first Century
• 2. A Nation's Schools
• 3. The Achievements of the Nation's Schools
• 4. Who Should Be Taught?
• 5. What Should Be Taught?
• 6. Who Should Teach?
• 7. An Agenda for the Twenty-first Century.

Examines the history, problems, and concerns of public education in America.

• Preface Abbreviations Editorial note regarding citations from manuscripts
• 1. Literacy in Florence 1427
• 2. The school curriculum in Florentine Tuscany and in teh city of Florence
• 3. The decline of church education and the rise of lay schools in Tuscany
• 4. The rise of communal schools in Florentine Tuscany: 1262 to 1400
• 5. Teachers, schools and pupils in Florence during the fifteenth century Appendices Bibliography Index of Names.
• (source: Nielsen Book Data)

Scholarship on pre-university education in Italy during the Middle Ages and Renaissance has been dominated by studies of individual towns or by general syntheses of Italy as a whole; in contrast, this work offers not only an archival study of a region but also attempts to discern crucial local variations on a comparative basis. It documents mass literacy in the city of Florence; the school curriculum in the individual Florentine subject towns, as well as in the city of Florence itself; the decline of church education and the rise of lay schools; the development of communal schools in Florentine Tuscany up to 1400; and teachers, schools and pupils in the city of Florence during the fifteenth century.
(source: Nielsen Book Data)

• Preface1: Introduction: History, Social Change, and Education2: Colonial America: Religion, Inequality and Revolution3: Emergence of a Modern School System: The Nineteenth Century4: Ethnicity, Gender, and Race: Contours of Social Change in the 19th Century5: Growth, Reform and Differentiation: The Progressive Era6: The Human Capital Revolution: Postwar America to the End of the Twentieth CenturyEpilogue: Looking to the FutureReferencesSubject Index.
• (source: Nielsen Book Data)

In this brief, interpretive history of American schooling, John Rury focuses on the evolving relationship between education and social change. This revised edition considers the impact of social forces such as industrialization, urbanization, immigration and cultural conflict on the development of schools and other educational institutions. It also examines the various ways that schools have contributed to social change, particularly in enhancing the status and accomplishments of certain social groups and not others. Detailed accounts of the experiences of women and minority groups in American history consider how their lives have been affected by education.
(source: Nielsen Book Data)