Through the use of a consistent analytic framework, this text shows how and why certain school-society issues first arose in this country and how they have changed over time. Introduced and explained in detail in the first chapter, the text's analytic framework focuses on the political economy, the dominant ideology, and existing educational practices that are prevalent in any given historical era. Readings at the end of each chapter are designed for the student to critique using the same analytic framework that the authors employ in the text. In its examination of the evolution of education in the United States, this book tells an engaging historical story.

Through the use of a consistent analytic framework, this text shows how and why certain school-society issues first arose in this country and how they have changed over time. Introduced and explained in detail in the first chapter, the text’s analytic framework focuses on the political economy, the dominant ideology, and existing educational practices that are prevalent in any given historical era. Readings at the end of each chapter are designed for the student to critique using the same analytic framework that the authors employ in the text. In its examination of the evolution of education in the United States, this book tells an engaging historical story.

This text continues to focus on the dominant political, philosophical, and cultural ideologies of each historical era. The authors use a variety of pedagogical methods to tell an engaging historical story about school and society that will encourage students to create an educational philosophy of their own. This material will help prepare educators who are able to reflect critically on their teaching practices in social and institutional contexts. There are many new primary source readings that have been added throughout the entire text. Students will also benefit from the expanded discussions on charter schools, Native American issues and contemporary social changes that affect the culture of teaching.

Part One of this text examines educational themes in the historical context in which they first appeared. Corresponding Part Two chapters return to these themes and examine them in their contemporary contexts. Throughout, the relationship between social conditions, prevailing ideologies and educational practice is stressed.

A core text for the Foundations course, School and Society provides an analytic framework that shows how and why certain school-society issues first arose in this country and how they changed over time. In its examination of the evolution of education in the United States, this book tells an engaging historical story. The text’s analytical framework focuses on the political economy, dominant ideology, and existing educational practices that are prevalent in any one historical era. Chapter 1 explains and illustrates this framework in detail. Readings at the end of each chapter, are designed for the student to critique using the same analytic framework as the authors employ in the text. This edition adds a new Chapter 15 to wrap things up and look to the future and new material on youth culture, teacher assessment tests (PRAXIS, subject area exams, portfolio assessment), recent legal issues, technology in education, parent-teacher relations, and cultural awareness and respect. In addition to a new, more open design and updated photos, the revision incorporates for the first time specific pedagogical elements designed to help students. These new pedagogical elements include Chapter Overviews, Chapter Objectives, Timelines, Developing Your Professional Vocabulary, Thinking Critically About the Issues, and Web Sites of Interest.

The new edition has been expanded to include the most important issues in contemporary schooling, including: * A new section that utilizes the lenses of Functionalism, Conflict Theory, and Interpretivism to provide alternative readings of recent federal and state mandates regarding accountability, standards, and hightakes testing. * New references added to the useful Annotated Bibliography. This book tackles such crucial questions as: Do schools socialize students to become productive workers? * Does schooling reproduce social class and pass on ethnic and gender biases? * Can a teacher avoid passing on dominant social and cultural values? * What besides subjects do students really learn in schools?