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Book
222 pages ; 24 cm
  • A system without a plan
  • Elements of the American model of higher education
  • Unpromising roots
  • The ragtag college system in the nineteenth century
  • Adding the pinnacle and keeping the base
  • The graduate school crowns the system, 1880
  • 1910
  • Mutual subversion
  • The liberal and the professional
  • Balancing access and advantage
  • Private advantage, public impact
  • Learning to love the bomb
  • America's brief cold war fling with the university as a public good
  • Upstairs, downstairs
  • Relations between the tiers of the system
  • A perfect mess.
Read the news about America's colleges and universities rising student debt, affirmative action debates, and conflicts between faculty and administrators and it's clear that higher education in this country is a total mess. But as David F. Labaree reminds us in this book, it's always been that way. And that's exactly why it has become the most successful and sought-after source of learning in the world. Detailing American higher education's unusual struggle for survival in a free market that never guaranteed its place in society a fact that seemed to doom it in its early days in the nineteenth century he tells a lively story of the entrepreneurial spirit that drove American higher education to become the best. And the best it is: today America's universities and colleges produce the most scholarship, earn the most Nobel prizes, hold the largest endowments, and attract the most esteemed students and scholars from around the world. But this was not an inevitability. Weakly funded by the state, American schools in their early years had to rely on student tuition and alumni donations in order to survive. This gave them tremendous autonomy to seek out sources of financial support and pursue unconventional opportunities to ensure their success. As Labaree shows, by striving as much as possible to meet social needs and fulfill individual ambitions, they developed a broad base of political and financial support that, grounded by large undergraduate programs, allowed for the most cutting-edge research and advanced graduate study ever conducted. As a result, American higher education eventually managed to combine a unique mix of the populist, the practical, and the elite in a single complex system. The answers to today's problems in higher education are not easy, but as this book shows, they shouldn't be: no single person or institution can determine higher education's future. It is something that faculty, administrators, and students adapting to society's needs will determine together, just as they have always done.
(source: Nielsen Book Data)9780226250441 20170522
Education Library (Cubberley)
Book
304 p.
  • From citizens to consumers
  • Founding the American school system
  • The progressive effort to reshape the system
  • Organizational resistance to reform
  • Classroom resistance to reform
  • Failing to solve social problems
  • The limits of school learning
  • Living with the school syndrome.
Book
304 p. ; 22 cm.
  • From citizens to consumers
  • Founding the American school system
  • The progressive effort to reshape the system
  • Organizational resistance to reform
  • Classroom resistance to reform
  • Failing to solve social problems
  • The limits of school learning
  • Living with the school syndrome.
What do we really want from schools? Only everything, in all its contradictions. Most of all, we want access and opportunity for all children - but all possible advantages for our own. So argues historian David Labaree in this provocative look at the way 'this archetype of dysfunction works so well at what we want it to do even as it evades what we explicitly ask it to do'. Ever since the common school movement of the nineteenth century, mass schooling has been seen as an essential solution to great social problems. Yet as wave after wave of reform movements have shown, schools are extremely difficult to change. Labaree shows how the very organization of the locally controlled, administratively limited school system makes reform difficult. At the same time, he argues, the choices of educational consumers have always overwhelmed top-down efforts at school reform. Individual families seek to use schools for their own purposes - to pursue social opportunity, if they need it, and to preserve social advantage, if they have it. In principle, we want the best for all children. In practice, we want the best for our own. Provocative, unflinching, wry, "Someone Has to Fail" looks at the way that unintended consequences of consumer choices have created an extraordinarily resilient educational system, perpetually expanding, perpetually unequal, constantly being reformed, and never changing much.
(source: Nielsen Book Data)9780674050686 20160604
Education Library (Cubberley)
EDUC-220D-01, HISTORY-258E-01
Book
vii, 184 p. ; 24 cm.
  • Introduction: "Getting It Wrong" Chapter 1: "Academic Excellence in an Early U.S. High School." Chapter 2: "Curriculum, Credentials, and the Middle Class: A Case Study of a Nineteenth Century High School." Chapter 3: "Power, knowledge, and the science of teaching: A genealogy of teacher professionalization Chapter 4: "Doing Good, Doing Science: The Holmes Group Reports and the Rhetorics of Educational Reform" Chapter 5: "From Comprehensive High School to Community College: Politics, Markets, and the Evolution of Educational Opportunity. Chapter 6: "Public Goods, Private Goods: The American Struggle over Educational Goals" Chapter 7: "The Chronic Failure of Curriculum Reform" Chapter 8: "Resisting Educational Standards." . Chapter 9: "The Trouble with Ed Schools" Chapter 10: "On the Nature of Teaching and Teacher Education: Difficult Practices that Look Easy" Chapter 11: "Educational Researchers: Living with a Lesser Form of Knowledge" Chapter 12: "Progressivism, Schools, and Schools of Education: An American Romance" Chapter 13: "No Exit: Public Education as an Inescapably Public Good".
  • (source: Nielsen Book Data)9780415369947 20160527
In the "World Library of Educationalists" series, international experts compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. David F. Labaree has spent the last twenty years researching, thinking and writing about some of the key and enduring issues in the History of Education and in Education Policy and Politics. In this book, David Labaree brings together twelve of his key writings in one place. Starting with a specially written introduction, 'Getting It Wrong', which gives an ironic overview at how the ideas in his work evolved over time and throws light on the process of scholarly production, the chapters cover such topics as: the structure of the educational system; conflicting purposes of education; the core problems of practice in teaching and teacher education; and, barriers to curriculum reform. This work is an ideal resource for anyone wanting to know more about the development of schools and schooling and David Labaree's contribution to these important fields.
(source: Nielsen Book Data)9780415369947 20160527
Education Library (Cubberley)
Book
x, 245 p. ; 25 cm.
  • Introduction : the lowly status of the ed school
  • Teacher ed in the past : the roots of its lowly status
  • Teacher ed in the present : the peculiar problems of preparing teachers
  • The peculiar problems of doing educational research
  • The peculiar problems of preparing educational researchers
  • Status dilemmas of education professors
  • The ed school's romance with progressivism
  • The trouble with ed schools : little harm, little help.
American schools of education get little respect. They are portrayed as intellectual wastelands, as impractical and irrelevant, as the root cause of bad teaching and inadequate learning. In this book a sociologist and historian of education examines the historical developments and contemporary factors that have resulted in the unenviable status of ed schools, offering valuable insights into the problems of these beleaguered institutions. David F. Labaree explains how the poor reputation of the ed school has had important repercussions, shaping the quality of its programmes, its recruitment, and the public response to the knowledge it offers. He notes the special problems faced by ed schools as they prepare teachers and produce research and researchers. And he looks at the consequences of the ed school's attachment to educational progressivism. Throughout these discussions, Labaree maintains an ambivalent position about education schools, admiring their dedication and critiquing their mediocrity, their romantic rhetoric, and their compliant attitudes.
(source: Nielsen Book Data)9780300103502 20160528
Education Library (Cubberley), SAL3 (off-campus storage)
Book
x, 245 p.
  • Introduction, the lowly status of the ed school
  • Teacher ed in the past : the roots of its lowly status
  • Teacher ed in the present : the peculiar problems of preparing teachers
  • The peculiar problems of doing educational research
  • The peculiar problems of preparing educational researchers
  • Status dilemmas of education professors
  • The ed school's romance with progressivism
  • The trouble with ed schools : little harm, little help.
Book
x, 323 p. ; 25 cm.
This text argues that the connection between schooling and social mobility may be doing more harm than good, for the pursuit of educational credentials has come to take precedence over the acquisition of knowledge.
(source: Nielsen Book Data)9780300069938 20160527
Education Library (Cubberley)
Book
xiv, 208 p. ; 25 cm.
Education Library (Cubberley)
Book
xiv, 575 leaves.
SAL3 (off-campus storage)
Book
41 leaves.
Education Library (Cubberley)
Book
48 leaves.
Education Library (Cubberley)
Book
iv, 50 leaves.
Education Library (Cubberley)
Book
v, 102 leaves.
Education Library (Cubberley)
Book
xv, 312 p. ; 24 cm.
This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the period from the late eighteenth century to the early twentieth century. The authors begin with the republican preoccupation with civic virtue - the need to overcome self-interest in order to take up the common interest - which requires a form of education that can produce individuals who are capable of self-guided rational action for the public good. They then ask how these educational preoccupations led to the emergence of modern school systems in a disparate array of national contexts, even those that were not republican. By examining historical changes in republicanism across time and space, the authors explore central epistemologies that connect the modern individual to community and citizenship through the medium of schooling. Ideas of the individual were reformulated in the nineteenth century in reaction to new ideas about justice, social order, and progress, and the organization and pedagogy of the school turned these changes into a way to transform the self into the citizen.
(source: Nielsen Book Data)9780415889001 20160605
Education Library (Cubberley)
Book
xii, 190 leaves, bound.
SAL3 (off-campus storage), Special Collections
Book
iii, 76 leaves, bound.
Education Library (Cubberley)
Book
88 leaves, bound.
Education Library (Cubberley)
Book
1 v. (unpaged)
Education Library (Cubberley)
Book
42 leaves, bound.
Education Library (Cubberley)
Book
52 leaves, bound.
Education Library (Cubberley)

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