In the history of education, the question of how computers were introduced into European classrooms has so far been largely neglected. This edited volume strives to address this gap. The contributions shed light on the computerization of education from a historical perspective, by attending closely to the different actors involved - such as politicians, computer manufacturers, teachers, and students -, political rationales and ideologies, as well as financial, political, or organizational structures and relations. The case studies highlight differences in political and economic power, as well as in ideological reasoning and the priorities set by different stakeholders in the process of introducing computers into education. However, the contributions also demonstrate that simple cold war narratives fail to capture the complex dynamics and entanglements in the history of computers as an educational technology and a subject taught in schools. The edited volume thus provides a comprehensive historical understanding of the role of education in an emerging digital society.

A detailed, exhaustively researched examination of the justice of the peace in one frontier area, the Pacific Northwest.

Aston Villa On This Day revisits all the most magical and memorable moments from the club's distinguished past, mixing in a maelstrom of quirky anecdotes and legendary characters to produce an irresistibly dippable diary of Villa history - with an entry for every day of the year. From the club's Victorian foundation by the congregation of Handsworth's Villa Cross Wesleyan Chapel through to the Premier League era, Villa's rollercoaster history takes in FA Cup glory from the Victorian age to the 1950s, Third Division ignominy in the early '70s followed by league championship success just a decade later, all crowned by European Cup victory in Rotterdam. Pivotal historic events such as Villa committee man William McGregor's founding of the Football League form a backdrop against which Villa Park heroes - Archie Hunter, Pongo Waring and Peter McParland, Andy Gray, David Platt and Paul McGrath - all loom larger than life.

This edited book is a comprehensive resource for understanding the history as well as the current status of educational practices in Singapore. It is a one-stop reference guide to education and educational issues/concerns here. There are three sections: Part 1 provides a sectorial overview of how education has been organized in this country such as preschool, special needs, primary and secondary, and adult education divisions. In Part 2, contributors critically delve into issues and policies that are pertinent to understanding education here such as underachievement, leadership, language education, assessment, and meritocracy to question what Part 1 might have taken for granted. Part 3 contains the largest number of contributors because it offers a scholarly examination into specific subject histories. This section stands out because of the comparative rarity of its subject matter (history of Physical Education, Art, Music, Geography Education, etc.) in Singapore.

From Abilene to Wichita and beyond, a constellation of cities glitters across the fertile plains of Kansas. Their history is entwined with that of the state as a whole, and their size and status are rarely questioned. Yet as James Shortridge reveals, the evolution of urban Kansas remains a largely untold story of competition, rivalry, and metropolitan dreams.

"Cities on the Plains" relates the history of Kansas's larger communities from the 1850s to the present. The first book to provide a comprehensive, comparative account of an entire state's urban development, it shows how Kansas's current hierarchy of cities and urban development emerged from a complex and ongoing series of promotional strategies. Railroads, the mining industry, the cattle trade-all exercised their influence over where and when these settlements were originally established.

Drawing on rich historical research filtered through cultural geography, Shortridge looks at the 118 communities that ever achieved a population of 2,500, and unravels the many factors that influenced the growth of urban Kansas. He tells how mercantilism dominated urban thinking in territorial days until after statehood, when cities competed for the capital, prisons, universities, and other institutions. He also shows how geography and size were employed by entrepreneurs and government officials to prepare strategies for economic development. And he describes how the railroads especially promoted the founding of cities in the nineteenth century-and how this system has fared since 1950 in the face of globalization and the growth of interstate highways.

Throughout the book, Shortridge demonstrates how cities competed for dominance within their regions, and he solves mysteries of growth and stagnation by evaluating them according to their abilities to respond to change. Sharing anecdotes along with insights, he tells why Wichita is "the unexpected metropolis," why the citizens of Leavenworth thought a prison was a better urban asset than a college, and how Garden City grew despite the plans of the Santa Fe Railroad.

"Cities on the Plains" provides an incisive new look not only at Kansas history but also at how American cities in general have evolved over the last century and a half.

This book examines Norwegian education throughout the course of the 19th century, and discusses its development in light of broader transnational impulses. The nineteenth century is regarded as a period of increasing national consciousness in Norway, pointing forward to the political independency that the country was granted in 1905. Education played an important role in this process of nationalisation: the author posits that transnational - for the most part Scandinavian - impulses were more decisive for the development of Norwegian education than has been acknowledged in previous research. Drawing on the work of educator and school bureaucrat Hartvig Nissen, who is recognised as the most important educational strategist in 19th century Norway, this book will be of interest to scholars of the history of education and Norwegian education more generally.

Music, Sound, and Documentary Film in the Global South, edited by Christopher L. Ballengee, represents an important step toward thinking about the production and analysis of the soundscapes of documentary film, all while exploring a range of social, cultural, technological, and theoretical questions relevant to current trends in Global South studies. Written by a diverse set of authors, including filmmakers, academics, and cultural critics, the ten essays in this book provide fresh evaluations of the place of music and sound in documentary films outside the European-American milieu. On the whole, the authors illuminate how the invention of documentary film was at first a product of the colonialist project. Yet over time, access to filmmaking technologies led to the creation of documentary films relevant for local communities and national identities. In this sense, documentary film in the Global South might be broadly defined as a mode of personally or politically mediated storytelling that, by one route or another, has become a useful and recognizable means of memorializing traumatic histories and critiquing everyday lived experience. As the essays in this volume attest, close readings of documentary soundscapes provide fresh perspectives on ways of hearing and ways of being heard in the Global South.

Volume XXIX/1 of History of Universities contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. The volume is, as always, a lively combination of original research and invaluable reference material.

This book examines educational policy at primary, secondary and university level in Ireland from the foundation of the State to the present day. Primarily an attempt to set policy within a historical context, the book draws together compelling research on the evolution of key changes in topics as diverse as the use of corporal punishment, the evolution of skills policy in post-primary settings and the development of the universities in the post-1922 period. The book includes detailed analysis of more recent policy initiatives and changes in, initial teacher education, curriculum change, and special and inclusive education and will be of interest to those working in the various fields, students and the general public. It presents detailed discussions of change in the Irish education system, demonstrating how policy initiatives, particularly since the early 1990s, have brought about significant transformation at all levels. In doing so, the book also demonstrates that the origin of change often lay in earlier developments, particularly those of the mid-1960s. Policy development is closely linked to external factors and influences and chapters on academic selection and teachers' recollections of policy, for example, set developments within the wider historical context employing the views and recollections of teachers so that the influence of change on day-to-day practice is revealed.

William Levi Dawson (1899-1990) overcame adversity and Jim Crow racism to become a nationally recognized composer, choral arranger, conductor, and professor of music. In William Levi Dawson: American Music Educator, Mark Hugh Malone tells the fascinating tale of Dawson's early life, quest for education, rise to success at the Tuskegee Institute, achievement of national notoriety as a composer, and retirement years spent conducting choirs throughout the US and world. From his days as a student at Tuskegee in the final years of Booker T. Washington's presidency, Dawson continually pursued education in music, despite racial barriers to college admission. Returning to Tuskegee later in life, he became director of the School of Music. Under his direction, the Tuskegee Choir achieved national recognition by singing at Radio City Music Hall, presenting concerts for Presidents Herbert Hoover and Franklin D. Roosevelt, and performing on nationwide radio and television broadcasts. Dawson's Negro Folk Symphony, only the second extended musical work to be written by an African American, was premiered by Leopold Stokowski and the Philadelphia Orchestra in both Philadelphia and New York City. Dawson's arrangements of spirituals, the original folk music of African Americans enslaved in America during the antebellum period, quickly became highly sought-after choral works. This biographical account of Dawson's life is narrated with a generous sprinkling of his personal memories and photographs.

An unrivalled account of turning points and breakthroughs in medical knowledge and practice, from ancient Egypt, India and China to the latest technology. Sickness and health, birth and death, disease and cure: medicine and our understanding of the workings of our bodies and minds are an inextricable part of how we know who we are. With science of healing now more vital than ever, as our bodies face new challenges from the globalization of disease, environmental change and increased longevity, this timely book is the best guide ever published to medicine's achievements and its prospects for the future. An international team of distinguished experts provide an unrivalled account of the evolution of medical knowledge and practice from ancient Egypt, India and China to today's latest technology, from letting blood to keyhole surgery, from the theory of humours to the genetic revolution, from the stethoscope to the MRI scanner. They explain medicine's turning points and conceptual changes in a refreshingly accessible way and answer some key questions: how has the plague influenced the course of human history? What effect did the pill have on the lives of women, and on society as a whole? What challenges does medicine face in our changing world?

The official journal of the Organization of Educational Historians VOLUME 39, NUMBER 1, 2012 Editor's Introduction, Paul J. Ramsey. ARTICLES. NCLB-The Educational Accountability Paradigm in Historical Perspective, Mark Groen. Using Microbiography to Understand the Occupational Careers of American Teachers, 1900-1950, Robert J. Gough. Flannery O'Conner and Progressive Education: Experiences and Impressions of an American Author, John A. Beineke. The Idea of Infancy and Nineteenth-Century American Education, Joseph Watras. The Great Depression and Elementary School Teachers as Reported in Grade Teacher Magazine, Sherry L. Field and Elizabeth Bellows. Called to Teach: Percy and Anna Pennybacker's Contributions to Education in Texas, 1880-1899, Kelley M. King. A Southern Progressive: M. A. Cassidy and the Lexington Schools, 1886-1928, Richard E. Day and Lindsey N. DeVries. History's Purpose in Antebellum Textbooks, Edward Cromwell McInnis. Texas's Decision to Have Twelve Grades, Kathy Watlington. The Rise and Demise of the SAT: The University of California Generates Change for College Admissions, Susan J. Berger. Imagining Harvard: Changing Visions of Harvard in Fiction, 1890-1940, Christian K. Anderson and Daniel A. Clark. God and Man at Yale and Beyond: The Thoughts of William F. Buckley, Jr. on Higher Education, 1949-1955, James Green. Paul Ricoeur, Memory, and the Historical Gaze: Implications for Education Histories,Sherri Rae Colby. Indefinite Foundings and Awkward Transitions: The Grange's Troubled Formation into an Educational Institution, Glenn P. Lauzon. BOOK REVIEWS. Loss, C. P., Between Citizens and the State: The Politics of American Higher Education in the 20th Century, Princeton, NJ: Princeton University Press, 2011, 344 pp., and Urban, W. J., More Than Science and Sputnik: The National Defense Education Act of 1958. Tuscaloosa, AL: The University of Alabama Press, 2010, 264 pp. Reviewed by T. Gregory Barrett. Hendry, P., Engendering Curriculum History. New York: Routledge. 2011, 258 pp. Reviewed by Daniel M. Ryan. D. E. Mitchell, , R. L. Crowson, and D. Shipps, eds., Shaping Education Policy: Power and Process. New York: Routledge. 2011, 312 pp. Reviewed by Sherri Rae Colby. Gasman, M., The History of U.S. Higher Education: Methods for Understanding the Past. New York: Routledge, 2010, 240 pp. Reviewed by John A. Beineke. VOLUME 39, NUMBER 2, 2012 Editor's Introduction, Paul J. Ramsey. ARTICLES. ""Whosoever Will, Let Him Come"": Evangelical Millennialism and the Development of American Public Education, John Wakefield. ""Good Fences Make Strange Neighbors"": Released Time Programs and the McCollum v. Board of Education Decision of 1948, David P. Setran. Evolution and South Carolina Schools, 1859-2009, Benjamin J. Bindewald and Mindy Spearman. Reverend John Witherspoon's Pedagogy of Leadership, Christie L. Maloyed and J. Kelton Williams.Transatlantic Dialogue: Pestalozzian Influences on Women's Education in the Early Nineteenth Century America,Maria A. Laubach and Joan K. Smith. Is Liberal Arts Education for Women Liberating?: From Cold War Debate to Modern Gender Gaps, Andrea Walton. Coercion, If Coercion Be Necessary: The Educational Function of the New York House of Refuge, 1824-1874, Josie Madison. Shaping Freedom's Course: Charles Hamilton Houston, Howard University, and Legal Instruction on U.S. Civil Rights, Robert K. Poch. Theodore Sizer and the Development of the Mathematics and Science for Minority Students Program at Phillips Academy Andover,Jerrell K. Beckham. Disproportionate Burden: Consolidation and Educational Equity in the City Schools of Warren, Ohio, 1978-2011, Leah J. Daugherty Schmidt and Thomas G. Welsh. The Power of Boarding Schools: A Historiographical Review, Abigail Gundlach Graham. Challenge and Conflict to Educate: The Brazos Agency Indian School, Brandon Moore, Karon N. LeCompte, and Larry J. Kelly. ""Incommensurable Standards"": Academics' Responses to Classical Arrangements of Native American Songs, Jacob Hardesty. A Century of Using Secondary Education to Extend an American Hegemony over Hawaii, Kalani Beyer. BOOK REVIEWS:Titus, J. O., Brown's Battleground: Students, Segregation, & the Struggle for Justice in Prince Edward County, Virginia, Chapel Hill: University of North Carolina Press, 2011, 279 pp. Reviewed by Dionne Danns. Horsford, S. D., Learning in a Burning House: Educational Inequality, Ideology, and (Dis) integration. New York: Teachers College Press. 2011, 129 pp. Reviewed by Melanie Adams. James, R., Jr., Root and Branch: Charles Hamilton Houston, Thurgood Marshall, and the Struggle to End Segregation. New York: Bloomsbury Press. 2010, 276 pp.Reviewed by Robert K. Poch. Burkholder, Z., Color in the Classroom: How American Schools Taught Race, 1900-1954. New York: Oxford University Press, 2011, 264 pp. Reviewed by Amy A. Hunter and Matthew D. Davis. Rury, J. L. and S. A. Hill., The African American Struggle for Secondary Schooling, 1940-1980: Closing the Graduation Gap. New York: Teachers College Press, 2012, 261 pp. Reviewed by Claude Weathersby.Frankenberg E., and E. DeBay, eds., Integrating Schools in a Changing Society: New Policies and Legal Options for a Multiracial Generation. Chapel Hill, NC: University of North Carolina Press. 368 pp. Reviewed by Joseph Watras.

This book defines the concept of knowledge transformation, describes the historical process of knowledge transformation, and analyses its deep influence on education theory and practice by virtue of multiple discipline resources. The general scope of this book encompasses the philosophy of education, curriculum studies, and education reform research. It enables readers to understand how 'hidden' epistemological factors have changed or reshaped the education system throughout history and at present. 

This book explores citizenship education and democracy in the Netherlands. From the Second World War to the present day, debates about civic education and democracy have raged in the country: this book demonstrates how citizens, social movements and political elites have articulated their own notions of democracy. Civic education illustrates democracy as an essentially contested concept - the transmission of political ideals highlights conflicting democratic values and a problem of paternalism. Ultimately, who dictates what democracy is, and to whom? As expectations of citizens rise, they are viewed more and more as objects of a pedagogical project, itself a controversial notion. Focusing on what democracy means practically in society, this book will be of interest to scholars of citizenship education and post-war Dutch political history.

Bringing together scholars from the Italian and English-speaking worlds, this book reviews the history of the memory and representation of Fascism after 1945. Ranging in their study from patriotic monuments to sado-masochistic films, the essays ask how, why and when Mussolini's dictatorship mattered after the event and so provide a fascinating study of the relationship between a traumatic past and the changing present and future.