Using case studies as illustrations, this text explores the ways in which public schooling was shaped by state constitutions, by state statutes and administrative law, and by appellate decisions concerning public public education.

Law and the Shaping of Public Education, 1785-1954

James, Thomas

Tyack, David

Benavot, Aaron

Specialties

Univ of Wisconsin Pr

School Knowledge for the Masses (Routledge Library Editions: Sociology of Education)

First published in 1992, this book presents unique quantitative data on the content coverage of primary education in a large number of countries since 1920. It demonstrates that these curricular outlines tend to be surprisingly similar across very disparate countries, and suggests the world processes that produced this result. Specifically, the study shows that the contemporary primary curriculum dates from changes in the late nineteenth century; that there has been a general shift towards a ‘social studies’ subject; that instruction in mathematics and sciences has tended to expand; that there have been substantial increases in foreign language instruction (and changes in the languages taught); and that instruction in the arts and physical education come to the standard world education model much later than other subjects. This work will be of particular interest to those studying primary curriculum, international education and the sociology of education.

School Knowledge for the Masses: World Models and National Primary Curricular Categories in the Twentieth Century (Routledge Library Editions: Sociology of Education)

Education & Teaching

MEYER, JOHN

Kamens, David

Schools & Teaching

Routledge

The book presents quantitative data on national primary curricular emphases for large numbers of countries going back to about 1920. It shows that these curricular outlines tend to be rather similar across very disparate sorts of countries, and suggests world processes that have produced this result. Particular chapters show that the contemporary curriculum dates from changes late in the 19th century; that there has been a general shift toward a "social studies" subject; that instruction in mathematics and especially science has tended to expand, that there have been substantial increases in foreign language instruction (and changes in the languages taught); and that instruction in the arts and physical education came to the standard world educational model rather later than other subjects. It is aimed at educationalists, policy makers, education historians, education researchers and students in the fields of education and politics.

SCHOOL KNOWLEDGE FOR THE MASSES (Studies in Curriculum History)

Kamens, David H.

Meyer, John W.

The Falmer Press

School curricula are established not only to prepare young people for a real world, but also to beckon an imagined one anchored in individual rights and collective progress. Both worlds -- the real and the imagined -- increasingly reflect influential trans-national forces. In this special edited volume, scholars with diverse backgrounds and conceptual frameworks explore how economic, political, social and ideological forces impact on school curricula over time and place. In providing regional and global perspectives on curricular policies, practices and reforms, the authors move beyond the conventional notion that school contents reflect principally national priorities and subject-based interests. Some authors emphasize a convergence to standardized global curricular structures and discourses. Others suggest that changes regarding the intended contents of primary and secondary school curricula reveal regional or trans-cultural influences. Overall, these comparative and historical studies demonstrate that the dynamics of curriculum-making and curricular reform are increasingly forged within wider regional, cross-regional and global contexts.

School Knowledge in Comparative and Historical Perspective: Changing Curricula in Primary and Secondary Education

Braslavsky, Cecilia

Comparative Education Research Centre, Hong Kong University

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