Exploring the nexus of music and religious education involves fundamental questions regarding music itself, its nature, its interpretation, and its importance in relation to both education and the religious practices into which it is integrated. This cross-disciplinary volume of essays offers the first comprehensive set of studies to examine the role of music in educational and religious reform and the underlying notions of music in early modern Europe. It elucidates the context and manner in which music served as a means of religious teaching and learning during that time, thereby identifying the religio-cultural and intellectual foundations of early modern European musical phenomena and their significance for exploring the interplay of music and religious education today.

This much-needed volume is an edited collection of primary sources that document the history of bilingual education in U.S. public schools during the nineteenth and twentieth centuries. Part I of the volume examines the development of dual-language programs for immigrants, colonized Mexicans, and Native Americans during the nineteenth century. Part II considers the attacks on bilingual education during the Progressive-era drive for an English-only curriculum and during the First World War. Part III explores the resurgence of bilingual activities, particularly among Spanish speakers and Native Americans, during the interwar period and details the rise of the federal government's involvement in bilingual instruction during the post-WWII decades. Part IV of the volume examines the recent campaigns against bilingual education and explores dual-language practices in today's classrooms. A compilation of school reports, letters, government documents, and other primary sources, this volume provides rich insights into the history of this very contentious educational policy and practice and will be of great interest to historians and language scholars, as well as to educational practitioners and policymakers.

Listen to the podcast with Editors Merethe Roos and Henrik Edgren This volume addresses a gap in previous research and explores Nordic textbooks chronologically and empirically from the Protestant Reformation to our present time. The chapters are written by scholars from universities in Finland, Denmark, Sweden and Norway, countries that distinguish themselves with a rich tradition of textbook research. The authors represent different academic traditions and use a wide range of scholarly methods and perspectives. The overall objective is to highlight how textbooks reflect national cultural politics and legislation. The various chapters cast light on how textbooks are integrated in national politics and demonstrate how they have contributed to nation-building and to strengthening the nations' core values and other major political projects. Contributors are: Karl Christian Alvestad, Norunn Askeland, Kjell Lars Berge, Peter Bernhardsson, Kerstin Bornholdt, Mads B. Claudi, Henrik Edgren, Morten Fink-Jensen, Stig Toke Gissel, Thomas Illum Hansen, Pirjo Hiidenmaa, Marthe Hommerstad, Axel Hoerstedt, Kari-Anne Jorgensen-Vitterso, Tujia Laine, Esbjoern Larsson, Ragnhild Elisabeth Lund, Christina Matthiesen, Eva Maagero, Tuva Skjelbred Nodeland, Kari H. Nordberg, Merethe Roos, Henriette Hogga Siljan, Johan Laurits Tonnesson and Janne Varjo.

Listen to the podcast with Editors Merethe Roos and Henrik Edgren This volume addresses a gap in previous research and explores Nordic textbooks chronologically and empirically from the Protestant Reformation to our present time. The chapters are written by scholars from universities in Finland, Denmark, Sweden and Norway, countries that distinguish themselves with a rich tradition of textbook research. The authors represent different academic traditions and use a wide range of scholarly methods and perspectives. The overall objective is to highlight how textbooks reflect national cultural politics and legislation. The various chapters cast light on how textbooks are integrated in national politics and demonstrate how they have contributed to nation-building and to strengthening the nations' core values and other major political projects. Contributors are: Karl Christian Alvestad, Norunn Askeland, Kjell Lars Berge, Peter Bernhardsson, Kerstin Bornholdt, Mads B. Claudi, Henrik Edgren, Morten Fink-Jensen, Stig Toke Gissel, Thomas Illum Hansen, Pirjo Hiidenmaa, Marthe Hommerstad, Axel Hoerstedt, Kari-Anne Jorgensen-Vitterso, Tujia Laine, Esbjoern Larsson, Ragnhild Elisabeth Lund, Christina Matthiesen, Eva Maagero, Tuva Skjelbred Nodeland, Kari H. Nordberg, Merethe Roos, Henriette Hogga Siljan, Johan Laurits Tonnesson and Janne Varjo.

Starting in New England with informal training, academies, seminaries, institutes, and the birth of the state normal schools, Kelly Kolodny and Mary-Lou Breitborde explore the origins of teacher preparation in the United States as these models expanded geographically, in substance and form, throughout the South and West. The authors chart how specific historical periods have influenced teacher preparation in the U.S., including Western expansion, industrialization, the Civil War, Reconstruction and retrenchment, the Progressive Era and the mid-to-late twentieth century, which was marked by the space race, the growth of STEM education, racial unrest, the peace movement, immigration and tensions around social inequities. The discussion of teacher preparation in history links contextual issues and themes in each period (e.g., race, the place of women in society, the nation's place in the world) to purposes, policies and practices in the formal preparation of teachers. The authors discuss contemporary issues shaping teacher preparation in the United States and propose recommendations for policy changes. Among their recommendations are the need to diversify the teacher workforce, the commitment to develop strong connections with families and communities, curricula that emphasize teaching for deep understanding, antiracist teacher education and culturally sustaining pedagogy, increased attention to social-emotional learning, the innovative use of new technologies, and the preparation of teachers with a global consciousness.