Education and Social Change: Themes in the History of American Schooling

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L. Erlbaum Associates, 2005 - Education - 273 pages
In this brief, interpretive history of American schooling, John Rury focuses on the evolving relationship between education and social change. The book 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 providing avenues of social mobility and success for certain social groups and not for others. Detailed accounts of the experiences of women and minority groups in American history explain how their lives have been affected by education.

Key features include.
*Content Coverage--Provides a concise, interpretive history of American education that ranges from colonial beginnings to the present. Key social science concepts, such as social and cultural capital are used throughout to explain historical developments related to social change and education.

*Engaging Storyline--A clear, interpretive storyline is repeatedly punctuated by in-depth explorations of specific historical issues or events that increase the level of student engagement and response.

*Teaching Flexibility--Its content, modest length, and price make it appropriate for students in any of the following courses: Social and Historical Foundations of Education; Introduction to Education, History of Education, Sociology of Education, or Educational Policy Studies.

*Changes--Readability has been increased through careful editing at both the micro (sentence) and macro (organizational) levels. New material on Hispanic education has been added and references updated throughout the text.

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About the author (2005)

John Rury, a social historian who received his Ph.D. in educational policy studies and history from the University of Wisconsin-Madison, is Professor and chair, Department of Teaching and Leadership, University of Kansas. His publications have dealt with such topics as the history of urban education, women's schooling, historical methods, and race and inequality. He is a past president of the History of Education Society and vice president of Division F, History and Historiography, of the American Education Research Association. A former editor of the American Education Research Journal, he recently served as a senior program officer at the Spencer Foundation (1999-2002).

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