At a time marked by strong demands for educational reform, the American school curriculum is a topic of special concern. This volume provides a comprehensive historical record of the evolution of the curriculum in America from the colonial period to the present day. The editors have compiled a collection of influential and representative documents in primary, secondary, and higher education in the United States. Each document is introduced by a short essay that discusses its historical context and significance. The result is a valuable chronicle of the development of the American school curriculum. The work begins with an introductory piece that overviews the development of the curriculum and surveys the most important works on curriculum history. The introduction is followed by excerpts from 34 documents representative of the school curriculum from The Rules and Course of Study of Harvard College, 1642 to the 1983 report, A Nation at Risk: The Imperative for Educational Reform. The essay that introduces each document closes with a brief bibliography, and the volume concludes with a more extensive list of sources for further reading. By consulting this reference, historians and educators can trace the development of the curriculum over the last 350 years.

Preschool Teachers' Lives and Work focuses on preschool teachers as people, what they do, and how they are affected by what they do. Highly politicized and hotly debated, preschool today is increasingly focused on comparatively narrow views of school readiness and academic outcomes which are generally in opposition to the broader view of readiness proposed by NAEYC. This powerful book, based around interviews and data drawn primarily from Head Start programs, illustrates the profound humanity of this profession and underscores the pressing and insistent need for greater investments in teachers' well-being.

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

This new edition of a very successful book offers an innovative teaching methodology that place the teacher's own biography and life experiences at the center of teacher education. By asking students to explore their own systems of meaning and the associated contexts, especially school contexts, the author encourages them to contemplate issues of power that are vital to thinking about the teacher's role, as well as educational practices and purposes.

The unique relationship between mentors and students informs the art of teaching and enhances the intellectual vitality of higher education and quality of teacher and student life. This collection of original essays presents autobiographical vignettes of important professors of our time. These essays reflect the appreciation of the authors-now successful academics-for their teachers/mentors, whose drive and creativity had such on influence on the careers of their students. No other collection presents such an autobiographical and biographical portrayal of college of education faculty. The essays examine what it means to be a professor in today's academia, with its erosion of the professoriate and the emergence of a questionable entrepreneurial pragmatism. The writers and their subjects explain their vision of the academic life sustained by a community and perpetuated through the lives of their teachers and their students, a tradition not only in teaching but also in mentoring.

Preschool Teachers' Lives and Work focuses on preschool teachers as people, what they do, and how they are affected by what they do. Highly politicized and hotly debated, preschool today is increasingly focused on comparatively narrow views of school readiness and academic outcomes which are generally in opposition to the broader view of readiness proposed by NAEYC. This powerful book, based around interviews and data drawn primarily from Head Start programs, illustrates the profound humanity of this profession and underscores the pressing and insistent need for greater investments in teachers' well-being.

The challenges teacher educators face under the influence of neoliberalism, coupled with select aspects of teachers' genuine experiences of teaching, is an area that has been neglected and is often under appreciated. Arguing for greater attention to and awareness of educator well-being as crucially important to quality education, Essays on Teaching Education and the Inner Drama of Teaching comprises 11 essays that address and illuminate the place where troubles and issues, biography and history meet in the lives of Educators. The book is separated into two parts. Beginning with a critical analysis of Neoliberalism, in Part 1, Bullough examines the institutional, ideational, and social context within which educators, live, work and strive to make sense of their experience. In Part II, he illuminates specific aspects of the experience, the inner drama of teaching, emphasizing troubles, whilst seeking to elevate these troubles as issues. In conjunction, the essays seek to expose assumptions and ideas that enjoy taken-for-granted status in educational thought and practice. By locating tensions between troubles and issues, biography and history, the work intends to honor the life experiences of educators and students while recognizing that within their experience reside the seeds of a potentially powerful and compelling criticism. In these tensions, there resides hope.

At a time marked by strong demands for educational reform, the American school curriculum is a topic of special concern. This volume provides a comprehensive historical record of the evolution of the curriculum in America from the colonial period to the present day. The editors have compiled a collection of influential and representative documents in primary, secondary, and higher education in the United States. Each document is introduced by a short essay that discusses its historical context and significance. The result is a valuable chronicle of the development of the American school curriculum.

The work begins with an introductory piece that overviews the development of the curriculum and surveys the most important works on curriculum history. The introduction is followed by excerpts from 34 documents representative of the school curriculum from "The Rules and Course of Study of Harvard College," 1642 to the 1983 report, "A Nation at Risk: The Imperative for Educational Reform." The essay that introduces each document closes with a brief bibliography, and the volume concludes with a more extensive list of sources for further reading. By consulting this reference, historians and educators can trace the development of the curriculum over the last 350 years.

In response to growing concern in the 1980s about the quality of public education across the United States, a tremendous amount of energy was expended by organizations such as the Holmes Group and the Carnegie Forum to organize professional development schools (PDS) or "partner schools" for teacher education. On the surface, the concept of partnering is simple; however, the practice is very costly, complex, and difficult. In Schooling, Democracy, and the Quest for Wisdom, Robert V. Bullough, Jr. and John R. Rosenberg examine the concept of partnering through various lenses and they address what they think are the major issues that need to be, but rarely are, discussed by thousands of educators in the U.S. who are involved and invested in university-public school partnerships. Ultimately, they assert that the conversation around partnering needs re-centering (most especially on the purposes of public education), refreshing, and re-theorizing.