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By combining history with sociology, Rothstein presents a new way of looking at state-supported schools. He describes the pauper schools of the early 1800s and shows how they became the foundation for the common schools that followed. Compulsory education sought to alleviate urban crime while assimilating the immigrants who flocked to our shores in each generation. In the late 19th century, the militaristic schools became more bureaucratic and set in their ways in spite of the new thinking in education represented by John Dewey. Rothstein shows how Dewey was taught in college but that Thorndike was followed in the public schools. The high school was an attempt to meet the changing needs of the Industrial Revolution. After recapitulating the foundational history of American public schools, Rothstein examines the psychological effects of martinet teaching methods on students' self-perception and performance. A stunning new (old) perspective on American education.
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Informazioni sugli autori
STANLEY WILLIAM ROTHSTEIN is Professor of Education and Social Foundations at California State University, Fullerton. He is the author of Identity and Ideology (Greenwood, 1991), The Voice of the Other (Praeger, 1992), and Handbook of Schooling in Urban America (Greenwood, 1993).
STANLEY WILLIAM ROTHSTEIN is Professor of Education and Social Foundations at California State University, Fullerton. He is the author of Identity and Ideology (Greenwood, 1991), The Voice of the Other (Praeger, 1992), and Handbook of Schooling in Urban America (Greenwood, 1993).
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Hardcover. Condizione: new. Hardcover. By combining history with sociology, Rothstein presents a new way of looking at state-supported schools. He describes the pauper schools of the early 1800s and shows how they became the foundation for the common schools that followed. Compulsory education sought to alleviate urban crime while assimilating the immigrants who flocked to our shores in each generation. In the late 19th century, the militaristic schools became more bureaucratic and set in their ways in spite of the new thinking in education represented by John Dewey. Rothstein shows how Dewey was taught in college but that Thorndike was followed in the public schools. The high school was an attempt to meet the changing needs of the Industrial Revolution. After recapitulating the foundational history of American public schools, Rothstein examines the psychological effects of martinet teaching methods on students' self-perception and performance. A stunning new (old) perspective on American education. By combining history with sociology, Rothstein presents a new way of looking at state-supported schools. He describes the pauper schools of the early 1800s and shows how they became the foundation for the common schools that followed. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Codice articolo 9780897893725
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