The Experts below are selected from a list of 306 Experts worldwide ranked by ideXlab platform

Ellysa Cahoy - One of the best experts on this subject based on the ideXlab platform.

Daniel Tröhler - One of the best experts on this subject based on the ideXlab platform.

Herbert M. Kliebard - One of the best experts on this subject based on the ideXlab platform.

  • Why History of Education
    The Journal of Educational Research, 1995
    Co-Authors: Herbert M. Kliebard
    Abstract:

    History of Education has become more or less en trenched as part of the professional Education of teachers and school administrators. At one level, that in clusion makes a certain amount of sense. We are told vaguely that Education professionals need a historical background or a historical perspective on their work, and these grounds are sometimes sufficient to justify the ad mittance of such a course into a professional program of study. But if we push that justification a step further and ask of what real value is that background or that perspec tive, we are sometimes hard pressed to find a persuasive answer. We are also told that we ought to study History because, as we all know, History repeats itself and, there fore, a knowledge of the subject will somehow guide our professional behavior in the right direction and thereby keep us from repeating old mistakes. Upon examination, however, that rationale leaves something to be desired as well. If History is supposed to guide us, how exactly does it provide such guidance? When the renowned sociologist Emile Durkheim began to teach a required course for future secondary school teachers at the University of Paris in 1904-1905 titled History of Education in France, he felt obliged in his opening lecture to provide a rationale for why anyone should study History in the first place. Rejecting the idea that the function of any course in professional Education is "a question of simply instructing our future teachers in how to apply a number of sound recipes," Durkheim de veloped his course around the nature of school culture and how it evolved over time. Deriving lessons from that approach, however, was no easy task. There is, he noted, the commonsensical assumption that because the past consists of a series of old mistakes anyway, a study of the past can keep us from repeating those mistakes. In reject ing that rationale, Durkheim argued:

Ellen Condliffe Lagemann - One of the best experts on this subject based on the ideXlab platform.

  • contested terrain a History of Education research in the united states 1890 1990
    Educational Researcher, 1997
    Co-Authors: Ellen Condliffe Lagemann
    Abstract:

    During the last 100 years, the History of Education research has been marked by continuing contests among different groups, especially scholars of Education, scholars in other fields and disciplines, school administrators, and teachers. To make sense of these contests, it is useful to understand them from a “system-of- professions” perspective in which professionalization is seen as an ongoing competition to secure jurisdiction in particular domains of human service. Viewed this way, the History of Education research suggests that the development of wide support for Education research will depend on surmounting the jurisdictional challenges that have heretofore precluded sustained agreement about the methods and focus of the field.

Mark Freeman - One of the best experts on this subject based on the ideXlab platform.

  • Review of periodical literature on the History of Education published in 2016
    History of Education, 2017
    Co-Authors: Mark Freeman, Alice Kirke
    Abstract:

    This review considers the periodical literature on the History of Education published in 2016. It discusses general long-term trends in the field, but focuses mainly on the key areas of research in 2016 itself. The review is divided into several sections: ancient, medieval and early modern History; schooling and Education policy; the History of universities and vocational Education; histories of literacy, biography and gender; race, ethnicity and colonialism; youth and youth movements; science, medicine, health and welfare; and textbooks and the History curriculum.

  • Gary McCulloch, The Struggle for the History of Education. London: Routledge, 2011
    History of education researcher, 2012
    Co-Authors: Mark Freeman
    Abstract:

    This book surveys the development of the academic study of the History of Education. lt identifies a series of 'struggles' - although the title uses the singular - that ha ve shaped the historiography of Education as it has evolved and expanded during the past century or so, and suggests sorne future directions that the History of Education might take.