Learning the Left examines the ways in which young people and adults learned (and continue to learn) the tenets of liberal politics in the United States through the popular media and the arts from the turn of the twentieth century to the present. This collection of essays foregrounds mass culture as an educational site; it is hoped that this focus on the history of the civic functions of the popular media and arts will begin a much-needed conversation among a variety of scholars, notably historians of education.

Learning the Left examines the ways in which young people and adults learned (and continue to learn) the tenets of liberal politics in the United States through the popular media and the arts from the turn of the twentieth century to the present. This collection of essays foregrounds mass culture as an educational site; it is hoped that this focus on the history of the civic functions of the popular media and arts will begin a much-needed conversation among a variety of scholars, notably historians of education.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history.

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 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.

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.

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.