1. It is noteworthy that scholarly interest in the history of the period leading up to the Elementary Education Act of 1870 (henceforward the 1870 Act) and its aftermath, particularly its religious...

This new edition contextualizes Lareau's original ethnography in a discussion of the most pressing issues facing educators at the beginning of the new millennium.

The purpose of this paper is to examine how different aspects of aesthetic theory can be utilized in education so as to contribute to a workable, coherent, and multifaceted arts integration approach in elementary education. The authors begin by presenting specific aspects of aesthetic theory as indicative of the basic theoretical and philosophical approaches to the phenomenon of art. They then refer to examples of activities designed on the basis of these different aesthetic aspects, and finally, they (...) present the findings that came out of these activities’ pilot implementations in preschool and school classrooms. Based on the methodological analysis of these implementations, the authors examine the benefits of the activities deriving from each of the different aspects of aesthetic theory; how they differ depending on the aspect from which they arise; and how the implementation of these types of activities as multi-theoretical sets can reveal a new way to design a coherent and multifaceted arts integration curriculum. What the authors attempt to do is show that the variety of approaches to the definition of art and the analysis of aesthetics can be the touchstones for organizing arts integration in elementary education. (shrink)

This paper explores the relentless character of writing in elementary education. We begin with the reflections of a Grade Three teacher on incidents in her classroom regarding writing and the leaving of traces, followed with a consideration of the deep cultural investment we have in leaving such traces. A brief examination of the latest work by Lucy Calkins is followed by a discussion of the paradoxical relations between writing, remembering and forgetting and the forging of community as an (...) “order of memories.” The issue of writing as the rendering of experience into cultural capital is followed by concluding remarks on the pleasures of “walking around unwritten.”. (shrink)

Michel Foucault's concept of normalisation is taken as a basis to explore the factors involved in the identification of dull, deficient and backward pupils in British Elementary Education between 1870 and 1914. Normalisation consists of the five processes of comparison, differentiation, hierarchisation, homogenisation and exclusion. These processes operate through dividing practices which distribute groups socially and are supported in this work by scientific ideas. In this instance, the norm of the intellect is the basis of the dividing practices. (...) The empirical focus opens with an examination of the main features of Elementary education. It then moves to consider the deliberations of the Royal Commission on the Blind, Deaf and Dumb, etc and those of the Departmental Committee on Defective and Epileptic Children. The analysis concludes with a consideration of the consequences of the Elementary Education Act, 1899, and its effects up until 1914. (shrink)

Michel Foucault's concept of normalisation is taken as a basis to explore the factors involved in the identification of dull, deficient and backward pupils in British Elementary Education between 1870 and 1914. Normalisation consists of the five processes of comparison, differentiation, hierarchisation, homogenisation and exclusion. These processes operate through dividing practices which distribute groups socially and are supported in this work by scientific ideas. In this instance, the norm of the intellect is the basis of the dividing practices. (...) The empirical focus opens with an examination of the main features of Elementary education. It then moves to consider the deliberations of the Royal Commission on the Blind, Deaf and Dumb, etc and those of the Departmental Committee on Defective and Epileptic Children. The analysis concludes with a consideration of the consequences of the Elementary Education Act, 1899, and its effects up until 1914. (shrink)

En las sociedades islámicas medievales, las convenciones culturales y las normas sociales tenían un papel importante en la educación, pero los pensadores musulmanes también prestaron atención a las diferencias individuales entre los estudiantes y a la necesidad de ajustar tanto el contenido de la enseñanza como los métodos educativos al contexto familiar de esos estudiantes, así como a sus habilidades personales, sus inclinaciones y sus aspiraciones. Esto pudo deberse no sólo a la herencia de los "árabes preislámicos y del Islam (...) temprano" como sugirió S. D. Goitein, sino también a la influencia cultural extranjera (por ejemplo, griega), especialmente en el ámbito del pensamiento educativo. En principio, podría parecer que el kuttab ofrecería menos atención individualizada a los que allí estudiaban que otras instituciones educativas. Sin embargo, los ulemas, en general, tenían en mente al estudiante individual cuando discutían asuntos de educación elemental, tales como el currículum, la edad de admisión del niño, la selección de métodos educativos apropiados, los juegos de los niños, la compañía de otros niños, la selección de una profesión para el niño y la participación del padre en la educación formal. (shrink)

I argue that religious elementary schools whose pedagogical methods satisfy the principle of rational authority have distinctive advantages over secular elementary schools for the purpose of laying the foundations for ethical autonomy in the children of religious parents. Insights from developmental psychology bolster the argument from conceptual analysis. Before children have the cognitive capacities to engage in authentically autonomous reflection, their long-run interest in developing autonomy is best served by developing their understanding of and provisional identity within their (...) primary culture and by encouraging a limited form of ethical reasoning within the framework provided by that secure cultural identity. (shrink)

I argue that religious elementary schools whose pedagogical methods satisfy the principle of rational authority have distinctive advantages over secular elementary schools for the purpose of laying the foundations for ethical autonomy in the children of religious parents. Insights from developmental psychology bolster the argument from conceptual analysis. Before children have the cognitive capacities to engage in authentically autonomous reflection, their long-run interest in developing autonomy is best served by developing their understanding of and provisional identity within their (...) primary culture and by encouraging a limited form of ethical reasoning within the framework provided by that secure cultural identity. (shrink)

SummaryBoth Maria Edgeworth and Elizabeth Hamilton drew extensively on Scottish moral philosophy, and especially on the work of Dugald Stewart, in constructing educational programmes that rested on the assumption that women, and especially mothers, were intellectually capable of understanding the importance of the early association of ideas in the training of children's emotions and reasoning powers. As liberals they found in Stewart's work routes toward intellectual and social progress—both for women and for their society as a whole—that stopped short of (...) radical politics and preserved moral certainties compatible with Christian faith. Both were assailed by Evangelical critics; Edgeworth acquired an undeserved reputation for infidelity, but Hamilton resolutely defended her committed but nonsectarian Christian faith, as she broadened her ambitions towards making her own contribution to the philosophy of mind, which she argued was relevant to the education of all classes in a modernising society. (shrink)

Bringing Human Rights Education to US Classrooms presents ten research-based human rights projects powerfully implemented in a range of U.S. classrooms, from elementary school through community college and university. In these classrooms, the students--primarily young people of color who have experienced or witnessed human rights abuses such as discrimination and poverty--are exposed for the first time to thinking about their own lives and the world through an empowering human rights lens. Unique in integrating theory and classroom practice, and (...) in addressing human rights issues with special relevance for communities of color in the US, Katz and Spero provide indispensable guidance for those studying and teaching human rights. (shrink)

The novelist and essayist Elizabeth Hamilton received her education at a day school from the age of eight, and later recalled her childhood and schooldays fondly. However, intellectual girls in the period were regarded with some suspicion, and she remembered hiding from visitors those books that might be deemed inappropriate for a young woman. Later embarking on a literary career, she published in 1801 her Letters on Education, republished in this second edition of 1801–2. Owing much to the (...) theories of John Locke as well as the period's standard conduct-book advice on the education of girls, Hamilton's work offers detailed theoretical explorations of how children learn. 'Be not afraid my good friend,' she writes, 'that I intend making speculative philosophers of your daughters.' Volume 1 includes comments on the 'pernicious effects of parental partiality', considering also 'contempt for the female character' and 'pride of station'. (shrink)

The novelist and essayist Elizabeth Hamilton received her education at a day school from the age of eight, and later recalled her childhood and schooldays fondly. However, intellectual girls in the period were regarded with some suspicion, and she remembered hiding from visitors those books that might be deemed inappropriate for a young woman. Later embarking on a literary career, she published in 1801 her Letters on Education, republished in this second edition of 1801–2. Owing much to the (...) theories of John Locke as well as the period's standard conduct-book advice on the education of girls, Hamilton's work offers detailed theoretical explorations of how children learn. 'Be not afraid my good friend,' she writes, 'that I intend making speculative philosophers of your daughters.' Volume 2 begins with a comment on the necessity of obtaining knowledge of our intellectual faculties, and how this knowledge is to be acquired. (shrink)

The novelist and essayist Elizabeth Hamilton received her education at a day school from the age of eight, and later recalled her childhood and schooldays fondly. However, intellectual girls in the period were regarded with some suspicion, and she remembered hiding from visitors those books that might be deemed inappropriate for a young woman. Later embarking on a literary career, she published in 1801 her Letters on Education, republished in this second edition of 1801–2. Owing much to the (...) theories of John Locke as well as the period's standard conduct-book advice on the education of girls, Hamilton's work offers detailed theoretical explorations of how children learn. 'Be not afraid my good friend,' she writes, 'that I intend making speculative philosophers of your daughters.' Volume 1 includes discussion of the 'pernicious effects of parental partiality', while Volume 2 begins with a comment on the necessity of obtaining knowledge of our intellectual faculties. (shrink)

The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers on whether edTPA impacted their preparedness to teach social studies. Major findings show that while study participants found some benefits from edTPA for preparing to teach social studies, pre-service and in-service elementary teachers face significant challenges including time constraints, marginalized emphasis on teaching social studies, facilitating conversations about current events and contemporary issues, and accessing relevant professional development that can support their teaching of (...) content-specific topics with inquiry-based pedagogies such as the National Council for the Social Studies (2013) College, Career, and Civic Life Framework. Recommendations for future studies include examining how partnerships between colleges of education, school districts, and local educational agencies can support pre-service and in-service elementary teachers’ ambitious social studies teaching by focusing on content that highlights contributions of underrepresented historical figures and events, implementing curriculum that promotes inquiry skills, and applying knowledge of the contexts in which they teach to meet the diverse needs of students. (shrink)

제4차 산업혁명 시대는 인류의 삶을 근본에서부터 뒤흔들 것으로 예측되고 있다. 이러한 제4차 산업혁명의 영향으로 인해 인류는 이미 새로운 시대를 경험하고 있다고 해도 과언이 아니다. 새로운 시대는 새로운 사회로 변화를 야기하고, 새로운 인간상의 교육에 대한 기대가 커지고 있다. 오늘날의 현대교육은 미래교육의 비전으로서는 한계를 가지고 있다.BR 현대 초등교육의 문제점을 분석하고 새로운 교육의 지평을 모색하기 위해서, 소학에서 그 지혜를 발견해 보고자 한다. 왜 소학인가? 소학에서는 초등교육의 전통적인 교육목표와 방법을 확인할 수 있고, 오래되었지만 미래교육에서 활용할 수 있는 지혜가 있기 때문이다. 이를 위해서 먼저, 제4차 (...) 산업혁명 시대의 인간상과 초등 인성교육의 의미를 살펴보고, 다음으로 소학에서 발견할 수 있는 인성교육의 지혜를 분석해 볼 것이다. 마지막으로 이러한 연구가 가지는 의미를 고찰해 볼 것이다. (shrink)

This descriptive case study explores how on cohort of 17 White elementary preservice teachers examined counter-narratives of racism and Whiteness in selected documentary films using a historical inquiry approach. Findings indicate that by joining documentary film and historical inquiry in elementary social studies education, teacher educators can foster preservice teachers' engagement with perspective recognition while developing historical content knowledge. This study also documents White preservice teachers' acceptance of racism and resistance towards unpacking their White privilege and racism (...) as status quo. Implications for using this approach with preservice teachers and the dilemma of White avoidance in social studies education are discussed. (shrink)

Although the Philosophy for/with Children (P4wC) movement seems to have overcome two major points of criticism, these critical concerns can still be found in the literature today. The first question is whether P4wC can be placed in the field of philosophy at all, and the second asks whether children possess the cognitive abilities necessary to engage in philosophical discourse. One of the more recent articles voicing these concerns is authored by Caroline Heinrich, who describes P4wC as “an assault on philosophy (...) and an assault on children” and argues that P4wC is a “concept imposed by adults on children.” She maintains that P4wC ignores “children’s thinking, questioning and play.” Furthermore, Heinrich states that P4wC cannot be called philosophy because children are not able to philosophize. In most of her argumentation, refering to Jan Piaget’s theoretical account of the cognitive development of children. Although the P4wC discourse has already dealt with these questions over the last few decades, it seems that there is still a need for further clarification. This paper provides an overview of the main points of criticism, which form the starting point of the author’s Polylogical Process Model of (Elementary-)Philosophical Education (PPEE model). This interdisciplinary approach, which is based on the constructivist conceptual change/growththeory of Stella Vosniadou and William Brewer, attempts to add new perspectives to two central questions addressing the P4wC movement: first, can P4wC actually be called philosophy?; second, do children have the cognitive abilities to engage in philosophical discourse? In addition, the question arises as to which pedagogical considerations based on constructivist learning theory could be added to P4wC methodology? The aim of the interdisciplinary PPEE model is to build a broader scientific foundation that has the potential to reduce the main points of criticism of the P4wC movement. (shrink)

In order to strengthen civic education in elementary schools, research is needed to understand preservice teachers’ ideas about civic teaching. The current study examined the degree to which elementary preservice teachers’ civic competencies (i.e., civic awareness, dispositions, and interpersonal skills) and the grades they plan to teach are associated with expected future civic teaching. Survey data were collected from 235 undergraduate students majoring in early childhood or elementary education. Results from hierarchical multiple regression showed that (...) greater civic awareness and lower levels of trust in the American promise were associated with expected future teaching about politics, while greater civic awareness, stronger commitment to social issues, and better interpersonal skills were associated with expected future teaching about community engagement. Additionally, those who plan to teach the upper elementary grades (third–fifth) were more likely to report that they will teach about politics and community engagement in their future classrooms when compared to those who plan to teach younger grades (PreK–second). Practical implications for preservice teacher preparation are discussed. (shrink)

Anecdotal evidence has long lamented the status of social studies in elementary classrooms as observed by preservice teachers. As standardized testing has risen for mathematics and language arts, social studies has been pushed aside. In the aftermath of accountability legislation such as No Child Left Behind, research indicates that social studies is less visible in elementary classrooms due to an instructional focus on tested content areas (e.g. math, language arts, reading). In this study, approximately 90 elementary preservice (...) teachers enrolled in a social studies methods course responded to a survey and indicated the frequency and quality of lessons they observed over the course of a single semester. Findings report that preservice elementary teachers witnessed few, if any, lessons in social studies in the elementary classroom. Implications for teacher education are discussed. (shrink)

The goal of this study was to determine if the level of preservice teachers’ economic literacy might serve as a gatekeeper to teaching economics competencies. The participants ( n=84) were teacher candidates in an elementary education program in their final methods courses prior to their teacher internship. The findings supported the intuitive belief that elementary teachers lack the economic literacy and confidence needed to teach economics concepts in the elementary curriculum. This deficit can serve as a (...) gatekeeper to teaching economics competencies leading to curricular disjuncture between the established curriculum and actual practice in the classroom. (shrink)