2016 Program
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Kaestle Proseminar in American History Fall, 1992
UNIVERSITY OF WISCONSIN Department of History History 901 Carl Kaestle Proseminar in American History Fall, 1992 American social and cultural history: 1860-1940 Scope of the course: In this course we will examine historical works about the lives of ordinary people from about 1860 to 1940. Our effort will be to explore the behavior and beliefs of non-elite people, their daily activities, crucial life-course decisions, and their reactions to major social transformations that affected their lives. The common readings fall under three themes: emancipation, industrialization, and cultural production. Students will have an opportunity to explore a topic of their choice during a three week independent reading unit in the middle of the semester. Methodological emphasis: Although this is not a course in methodology, there will be continual attention to methodological problems encountered in studying ordinary people in the past. Despite an outpouring of interesting recent work on social and cultural history, our knowledge on many matters is rudimentary and precarious. Thus, methodology will be one of our central concerns. Assignments: In addition to reading the assigned works carefully and contributing to the general discussion, each student will prepare three papers. One of these papers will report on work done and insights gained during the independent reading period. Paperback books to purchase: Leon Litwack, Been in the Storm So Lon~ (Vintage) Lawrence Levine, Black Culture and Black Consciousness (Oxford) Jacqueline Jones, Labor of Sorrow. Labor of Love (Basic) Jacquelyn Dowd Hall, et al., Like a Family (North Carolina) John Bodnar, The Transplanted (Indiana) David Montejano, Anglos and Mexicans in the Makin~ of Texas (fexas) Lawrence Levine, Highbrow/Lowbrow (Harvard) Kathy Peiss, Cheap Amusements (Temple) Roland Marchand, Advertising and the American Dream (California) Joan Shelley Rubin, The Making of Middlebrow Culture (North Carolina) The Kaestle book, Literacy in the United States (Yale, $35) is currently available only in hardback. -
Carl F. Kaestle
Curriculum Vitae Carl F. Kaestle University Professor and Professor of Education, History, and Public Policy Brown University Address Business: Department of Education Box 1938 Brown University Providence, R.I. 02912 Phone: (401) 863-2407 Fax: (401) 863-2881 Education 1962 B.A., Yale College, English literature 1964 M.A.T., Harvard Graduate School of Education, the teaching of English 1966-67 Graduate work in the history of education, Teachers College, Columbia 1971 Ph.D. in education, Harvard Graduate School of Arts and Sciences Professional Positions 1962-63 Intern teacher, English Department, Newton, Massachusetts, High School 1964-66 Principal, American School of Warsaw, Poland 1966-67 Research Assistant, Professor Lawrence Cremin, Teachers College 1969-70 Teaching Fellow in American History, Harvard University 1970-94 Joint appointment, Department of Educational Policy Studies and Department of History, University of Wisconsin-Madison: 1970-73 Assistant Professor 1973-77 Associate Professor 1977-88 Professor 1988-94 William F. Vilas Research Professor 1995-1997 Professor of Education and in the College, University of Chicago Affiliate appointment, Department of History 1997- University Professor and Professor of Education, History, and Public Policy, Brown University Concurrent Positions 1971-72 Visiting Fellow, Shelby Cullom Davis Center for Historical Studies, Princeton 2 University 1974-75 Visiting Fellow, Charles Warren Center for Studies in American History, Harvard University 1978-81 Chair, Department of Educational Policy -
American Bandstand
AMERICAN BANDSTAND AND SCHOOL SEGREGATION IN POSTWAR PHILADELPHIA BY MATTHEW F. DELMONT B.A., HARVARD UNIVERSITY, 2000 M.A., BROWN UNIVERSITY, 2004 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE DEPARTMENT OF AMERICAN CIVILIZATION AT BROWN UNIVERSITY PROVIDENCE, RHODE ISLAND MAY 2008 © Copyright 2008 by Matthew F. Delmont This dissertation by Matthew F. Delmont is accepted in its present form by the department of American Civilization as satisfying the dissertation requirement for the degree of Doctor of Philosophy. Date______________ ____________________________________________ Professor Matthew Garcia, Co-director Date______________ ____________________________________________ Professor Susan Smulyan, Co-director Recommended to the Graduate Council Date______________ ____________________________________________ Professor Lynne Joyrich, Reader Date______________ ____________________________________________ Professor Carl Kaestle, Reader Approved by the Graduate Council Date______________ ____________________________________________ Dean Sheila Bonde, Dean of the Graduate School iii CURRICULUM VITAE MATTHEW F. DELMONT Date of Birth: December 15, 1977 Place of Birth: Minneapolis, Minnesota Education: Ph.D., American Civilization, Brown University, Providence, RI, May 2008 M.A., American Civilization, Brown University, Providence, RI, 2004 B.A., Social Studies, magna cum laude, Harvard University, Cambridge, MA, 2000 iv ACKNOWLEDGEMENTS I would like to thank Matt Garcia and Susan Smulyan for being excellent mentors and advisors, as well as helpful critics of my work. I learned a lot from Lynne Joyrich and Carl Kaestle during our discussions for field exams and as readers of this dissertation. Thanks to Evelyn Hu-Dehart for giving me a place to work at the Brown University Center for the Study of Race and Ethnicity in the Americas, and for her job advice. -
Testing Policy in the United States: a Historical Perspective
Testing Policy in the United States: A Historical Perspective ____________ Carl Kaestle Brown University __________ The author acknowledges very helpful expert suggestions, based on an earlier draft of this essay, from Michael Feuer, Frederika Kaestle, William Reese, Lorrie Shepard, and Tracy Steffes. Also, thanks to Elizabeth Hollander and Alexa LeBoeuf for stylistic suggestions, as well as research assistance from Ms. LeBoeuf. The remaining substantive and stylistic flaws are all mine. Testing Policy in the United States: A Historical Perspective Carl Kaestle The audience for this essay This essay presents a history of educational testing in the United States, with an emphasis on policy issues. A number of excellent pieces have already been written on this subject.1 It is therefore appropriate to address two questions: Who is the intended audience for this essay, and what is its intended purpose? The invited papers of the Gordon Commission on the Future of Educational Assessment will be published and will, hopefully, reach a larger audience that includes other education researchers, teachers, school administrators, and policy makers from the local to the federal level. Therefore I do not expect my readers to have very much prior knowledge about this subject, and I apologize to those expert readers who already are familiar with the details of this history. The intended purpose of the essay is to reflect upon how present testing practices developed and to spur ideas about how we might use assessments more in keeping with the educational values and needs of the twenty-first century. Testing in nineteenth-century America Histories of testing often start by describing written civil service examinations in China, which were implemented around 200 B.C.E. -
“Engines of Educational Power” – the Lancasterian Monitorial System and the Development of the Teacher’S Roles in the Classroom: 1805-1838
RUNNING HEAD: ENGINES OF EDUCATIONAL POWER “ENGINES OF EDUCATIONAL POWER” – THE LANCASTERIAN MONITORIAL SYSTEM AND THE DEVELOPMENT OF THE TEACHER’S ROLES IN THE CLASSROOM: 1805-1838 BY JENNIFER MULLER A dissertation submitted to The Graduate School of Education Rutgers-The State University of New Jersey, In partial fulfillment of the requirements For the degree Doctor of Education Social and Philosophical Foundations In Education James M. Giarelli, Ph.D. Chair Paul Israel, Ph.D. Shirley Smoyak, Ph.D. New Brunswick, New Jersey May 2015 ENGINES OF EDUCATIONAL POWER Copyright © 2015 Jennifer Muller ALL RIGHTS RESERVED i ENGINES OF EDUCATIONAL POWER ABSTRACT Our understanding of the tools used to teach in public school classrooms shape our understanding of the profession of teaching in the United States. This early history of technology used in education represents an under-explored subject in the history of school systems in the United States. The Lancasterian monitorial system (LMS) was an early nineteenth century educational technology, developed and promoted by an English schoolteacher (Joseph Lancaster, 1778-1838). Through a combination of devices such as sand tables and visual telegraphs, specially designed classroom spaces, and particular teaching practices, the LMS offered towns and cities in the United States a political possibility for establishing cheap, effective schools for their citizens. Part of the LMS’s particular appeal lay in its specification of the role of the teacher; teachers were routinely in charge of as many as 500 students in their classroom and the system included the use of student monitors to aid in instruction. Because of the economies of scale the LMS represented, opening a Lancasterian school was considered to be an inexpensive way to pursuing the goal of establishing publicly funded educational institutions.