DOCSLIB.ORG

INFORMATION to USERS the Most Advanced

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
INFORMATION to USERS the Most Advanced INFORMATION TO USERS The most advanced technology has been used to photo­ graph and reproduce this manuscript from the microfilm master. UMI films the original text directly from the copy submitted. Thus, some dissertation copies are in typewriter face, while others may be from a computer printer. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyrighted material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are re­ produced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each oversize page is available as one exposure on a standard 35 mm slide or as a 17" x 23" black and white photographic print for an additional charge. Photographs included in the original manuscript have been reproduced xerographically in this copy. 35 mm slides or 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Accessing the UMIWorld's Information since 1938 300 North Z eeb Road, Ann Arbor, Ml 48106-1346 USA Order Number 8824636 The teacher as expert: A theoretical and historical examination Welker, Robert Paul, Ph.D. The Ohio State University, 1988 UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 THE TEACHER AS EXPERT: A THEORETICAL AND HISTORICAL EXAMINATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Robert Paul Welker, B.A., B.S., M.A. The Ohio State University 1988 Dissertation Committee: Approved by Philip L. Smith William D. Taylor Adviser Bernard Mehl, Chairperson College of Education To Marilyn, Sonia, Joseph, John and Susan ACKNOWLEDGMENTS I'd like to thank the many people who had faith in me during the writing of this dissertation. For years Dr. Bernard Mehl has changed, through force of character and insightful comment, the lives of his students. 1 feel honored to be among them. Dr. Philip Smith and Dr. William Taylor fanned faint embers of thought which few others could see. The people of Summit United Methodist Church provided constant encouragement not to mention a room where I could study. My friend, John Keeny, read through drafts of this manuscript with such enthusiasm that I always felt invigorated and recharged no matter how distant the goal. My children gave up for years the oft-neglected summer vacation. Finally, my wife, Marilyn, gave gift after gift of patient regard, gentle comment, and enduring love. iil VITA July 25, 1950.....................................................Born - Columbus, Ohio 1973 ................................................................... B.A./ B.S., The Ohio State University, Columbus, Ohio 1974-1977.......................................................... Teacher of English/Language Arts Teays Valley Schools, Ashvllle, Ohio 1977-1979.......................................................... Teacher of English/Journalism Columbus Diocesan Schools Columbus, Ohio 1979................................................................... M.A. Ed., The Ohio State University, Columbus, Ohio 1979-1983........................................................... Graduate Teaching Associate, Educational Policy and Leadership, The Ohio State University, Columbus, Ohio 1984-1987.......................................................... Instructor, Education Department, Denison University, Granville, Ohio 1987-1988.......................................................... Visiting Instructor, Education Department, Wittenberg University, Springfield, Ohio FIELD OF STUDY Major Field: Social and Philosophical Foundations iv TABLE OF CONTENTS ACKNOWLEDGMENTS........................................................................................... Hi VITA...................................................................................................................... iv CHAPTER PAGE I Introduction ......................................................................................... 1 Toward an Understanding Expertise ...................................... 2 The Ambiguous Limits of Expertise ...................................... 6 Expertise and Education.......................................................... 10 Expertise and the Reform Movement..................................... 13 Nature of the Study ................................................................... 17 Chapter Notes 20 II Expertise in Progressive Thought ..................................................... 23 Ellwood Cubberley: The Professional Elite ....................... 28 The Emerging Critique ............................................................... 37 George S. Counts, Social C ritic .................................................. 42 Conclusion ..................................................................................... 53 Chapter Notes............................................................................... 56 III Moral Authority and Technical Competence: The Teacher As Professional ............................................................. 60 Professionalism and Expertise................................................ 62 Willard Waller: The Teacher as Human Being ................... 71 Daniel Lortie, The Teacher as Expert Professional 84 Conclusion ............................................................................... 95 Chapter Notes................................................................................101 IV The Teacher as Expert Authority: The Romantic Critique . 107 Paul Goodman and Edgar Freldenberg ................................. 112 Jonathon Kozol, Herbert Kohl, and John Holt ...................... 117 Ivan Ulich and Deschooling .................................................. 122 Conclusion ............................................................................... 127 Chapter Notes......................................................................... 136 v V The Modern C ritiq u e...................................................................... 141 Philip J a c k s o n...................................................................... H8 Alan T om ............................................................................... 155 D iscussion.................................................................................... 152 Chapter Notes........................................................................ 170 VI Conclusion Chapter Notes......................................................................... 186 SELECTED BIBLIOGRAPHY................................................................................. 187 vl CHAPTER 1 INTRODUCTION This dissertation seeks to examine the phenomenon of expertise, especially as it relates to the understanding of the teaching craft. Many publications have either decried or celebrated the emergence of the expert as it applies to specific fields such as politics and medicine and as it applies to social affairs generally. Here expertise becomes the basis for examining the practice of teaching. We look at two central questions. How appropriate is the conception of the teacher as an expert? What advantages or disadvantages does expertise present for teachers and the public they serve? At the outset an important distinction needs to be made in regards to the meaning of the word, “expertise. “ In this work, expertise is conceived primarily as a sociological phenomenon rather than simply as a technical or scientific accomplishment. This means that expertise concerns human relations and moral and civic responsibilities as much as the accumulation of technical knowledge and skill. This has implications for our consideration of the expert who has become such a central and indispensible figure in western culture. An expert is more than a person who knows, he has become one central focus of power and authority in our interactions with one another. 1 2 Ultimately and unavoidably, these understandings have had great bearing on how people have come to understand the field of education. Like other occupations, educators have continually asserted their particular competence in a specialized area of knowledge. They have repeatedly debated over the technical skills required of the teacher's craft. Even more crucially, they have been concerned with the moral and social responsibilities of the teacher in the modern age. The question of whether regular classroom teachers should assert themselves as educational experts has rarely been faced in direct fashion until very recently. Nonetheless, as an we shall see by examinating the thought of a variety of educational leaders, the issues of expertise have been consistently raised. This dissertation will argue that despite its many obvious advantages, the idea of the teacher as expert has certain limitations. It can be asserted only at some damage to a more public, inclusive, and moral understanding of a teacher’s practice. Toward an Understanding Expertise Before examining the connection between expertise and education, it is first important to come to a fuller understanding of the place of experts in contemporary life. While many have considered expertise in their examination of technology, Daniel Bell has perhaps provided the most exhaustive and direct analysis of expertise in his dispassionate description
Load more

Recommended publications
  • Exploitation of the American Progressive Education Movement in Japan’S Postwar Education Reform, 1946-1950
    Disarming the Nation, Disarming the Mind: Exploitation of the American Progressive Education Movement in Japan’s Postwar Education Reform, 1946-1950 Kevin Lin Advised by Dr. Talya Zemach-Bersin and Dr. Sarah LeBaron von Baeyer Education Studies Scholars Program Senior Capstone Project Yale University May 2019 i. CONTENTS Introduction 1 Part One. The Rise of Progressive Education 6 Part Two. Social Reconstructionists Aboard the USEM: Stoddard and Counts 12 Part Three. Empire Building in the Cold War 29 Conclusion 32 Bibliography 35 1 Introduction On February 26, 1946, five months after the end of World War II in Asia, a cohort of 27 esteemed American professionals from across the United States boarded two C-54 aircraft at Hamilton Field, a U.S. Air Force base near San Francisco. Following a stop in Honolulu to attend briefings with University of Hawaii faculty, the group was promptly jettisoned across the Pacific Ocean to war-torn Japan.1 Included in this cohort of Americans traveling to Japan was an overwhelming number of educators and educational professionals: among them were George S. Counts, a progressive educator and vice president of the American Federation Teachers’ (AFT) labor union and George D. Stoddard, state commissioner of education for New York and a member of the U.S. delegation to the first meeting of the United Nations Educational, Scientific, and Cultural Organization (UNESCO).2,3 This group of American professionals was carefully curated by the State Department not only for their diversity of backgrounds but also for
    [Show full text]
  • AS Vimed IROM SOCIOLOGICAL and PHILOSOPHICAL BASES
    THE PE0BLES4 OF INDOCTRINATION: AS VimED IROM SOCIOLOGICAL AND PHILOSOPHICAL BASES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By MiOhio Nagai, B.A., A,M. The Ohio State University 1952 Approvi Adviser H. Gordon flullfish AClSilOWLEDGMiiMT It would be diriicult to express adequately my appreciation of the contributions made by many persons to this study. I first wish to express my gratitude to Dr. H. Gordon Hullfish, my adviser, wnose sincere guidance, generosity, and patience have led me from the first stage of learning in English in July, 194-9, up to the very last minute of completing this dissertation in May, 1952. I am very much indebted to Dr. Aurt H. Wolff whose wisdom and painstaking guidance have been of invaluable help in the writing of this dissertation. Likewise my indebtedness is due Dr. Alan E. Griffin and Dr. Lloyd Williams who read the complete manuscript and made numerous valuable corrections and suggestions. I also wish to express my appreciation for the intellectual stimulation gained for contacts with Dr. John W. Dennett and Mr. Iwao Ishino. Acknowledgment of a less specific, but not necessarily of less important value, is due Dr. Ervin E. Lewis whose kindness guided my first steps in this new land, finally, I wish to thank my wife, Mieko Nagai, without whose help this dissertation might not have been completed. MIGHIO NAGAI 909454 XI TABLE OF CONTENTS CHAPTER PAGE I INTRODUCTION.......................... 1 I Dictionary Definition.............................. 3 II The Indoctrination Controversy......
    [Show full text]
  • The Counter Culture in American Environmental History Jean
    Cercles 22 (2012) NEW BEGINNING: THE COUNTER CULTURE IN AMERICAN ENVIRONMENTAL HISTORY JEAN-DANIEL COLLOMB Université Jean Moulin, Lyon Although it appears to have petered out in the early 1970s, the counter culture of the previous decade modified many aspects of American life beyond recognition. As a matter of fact, there is a wealth of evidence to suggest that its transformative effects are still being felt in American society today. The ideas nurtured by the counter culture have deeply affected the institution of the family, the education system, and the definition of gender roles, to name only the most frequently debated cases. It should come as no surprise, therefore, that American environmentalism was no exception. Indeed, the American environmental movement as it has unfolded since the 1970s bears little resemblance to its earlier version. Up until the 1960s, American environmentalism had been dominated by small-sized, rather exclusive and conservative organizations, like the Sierra Club, whose main focus had been wilderness preservation. By contrast, contemporary American environmentalism has now turned into a mass movement whose membership ranges from old-style nature lovers to radical anti-capitalist activists. Contemporary environmentalists now concern themselves not Just with wilderness preservation but also with quality-of-life issues, the effects of high consumption and of the so-called American way of life, and pollution. Such a shift in style and obJectives begs several important questions: in what way did the counter culture of the 1960s reshape and redefine American environmentalism? More important still, why were the ideas advocated by the counter-culturists so easily integrated into the environmental agenda? Put differently, one may wonder whether the rapprochement between counter-cultural thinking and environmental activism was inevitable.
    [Show full text]
  • A GLAZE of GLORY the Sweet Success of Top Pot Doughnuts JOIN US ANY TIME, EVERYWHERE
    THE UNIVERSITY OF WASHINGTON ALUMNI MAGAZINE DEC 1 4 A GLAZE OF GLORY The Sweet Success of Top Pot Doughnuts JOIN US ANY TIME, EVERYWHERE 20 ADVANCED DEGREES + 50 CERTIFICATES + 100S OF COURSES AEROSPACE ENGINEERING // PUBLIC HEALTH // C# // APPLICATION DEVELOPMENT BIOSTATISTICS // COMPUTATIONAL FINANCE // MANAGEMENT // PROGRAMMING BUSINESS ADMINISTRATION // BUSINESS DEVELOPMENT // INFORMATION SECURITY ANALYTICS // GIS // DATA VISUALIZATION // SUSTAINABLE TRANSPORTATION RUBY // RISK MANAGEMENT // BUSINESS INTELLIGENCE // INFORMATION SYSTEMS PROJECT MANAGEMENT // CONTENT STRATEGY // ORACLE DATABASE ADMIN LOCALIZATION // PARALEGAL // MACHINE LEARNING // SUPPLY CHAIN LOGISTICS BEHAVIORAL HEALTH // GERONTOLOGY // BIOTECHNOLOGY // CIVIL ENGINEERING DEVOPS // DATA SCIENCE // MECHANICAL ENGINEERING // HEALTH CARE // HTML CONTENT STRATEGY // EDUCATION // PROJECT MANAGEMENT // INFORMATICS STATISTICAL ANALYSIS // E-LEARNING // CLOUD DATA MANAGEMENT // EDITING C++ // INFRASTRUCTURE PLANNING // LEADERSHIP // BIOSCIENCE // LINGUISTICS INFORMATION SCIENCE // AERONAUTICS & ASTRONAUTICS // APPLIED MATHEMATICS CONSTRUCTION ENGINEERING // GEOGRAPHIC INFORMATION SYSTEMS // PYTHON UW ONLINE 2 COLUMNS MAGAZINE ONLINE.UW.EDU JOIN US ANY TIME, EVERYWHERE 20 ADVANCED DEGREES + 50 CERTIFICATES + 100S OF COURSES AEROSPACE ENGINEERING // PUBLIC HEALTH // C# // APPLICATION DEVELOPMENT BIOSTATISTICS // COMPUTATIONAL FINANCE // MANAGEMENT // PROGRAMMING BUSINESS ADMINISTRATION // BUSINESS DEVELOPMENT // INFORMATION SECURITY ANALYTICS // GIS // DATA VISUALIZATION //
    [Show full text]
  • Critical Education
    Critical Education Volume 7 Number 4 March 1, 2016 ISSN 1920-4125 Reconstruction of the Fables The Myth of Education for Democracy, Social Reconstruction and Education for Democratic Citizenship Todd S. Hawley Kent State University Andrew L. Hostetler Peabody College at Vanderbilt University Evan Mooney Montclair State University Citation: Hawley T. S., Hostetler, A. L., & Mooney, E. (2016). Reconstruction of the fables: The myth of education for democracy, social reconstruction and education for democratic citizenship. Critical Education, 7(4). Retrieved from http://ojs.library.ubc.ca/index.php/criticaled/article/view/186116 Abstract A central goal of social studies education is to prepare students for citizenship in a democracy. Further, trends in the social, political, and economic circumstances, currently and historically in American education and society broadly suggest that: 1) a need for change exists, 2) that change is possible and can be brought about through a reconsideration of social reconstructionist ideas and values, especially those espoused by George Counts, and 3) that social studies teachers and teacher educators can work toward this change through educational practices. In this paper, we argue for these three points through a critical discussion of a perpetuated myth of democratic education. Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Critical Education, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available from http://creativecommons.org/licenses/by-nc-nd/3.0/. All other uses must be approved by the author(s) or Critical Education.
    [Show full text]
  • The Social and Political Thought of Paul Goodman
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 1980 The aesthetic community : the social and political thought of Paul Goodman. Willard Francis Petry University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Petry, Willard Francis, "The aesthetic community : the social and political thought of Paul Goodman." (1980). Masters Theses 1911 - February 2014. 2525. https://doi.org/10.7275/9zjp-s422 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. DATE DUE UNIV. OF MASSACHUSETTS/AMHERST LIBRARY LD 3234 N268 1980 P4988 THE AESTHETIC COMMUNITY: THE SOCIAL AND POLITICAL THOUGHT OF PAUL GOODMAN A Thesis Presented By WILLARD FRANCIS PETRY Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of MASTER OF ARTS February 1980 Political Science THE AESTHETIC COMMUNITY: THE SOCIAL AND POLITICAL THOUGHT OF PAUL GOODMAN A Thesis Presented By WILLARD FRANCIS PETRY Approved as to style and content by: Dean Albertson, Member Glen Gordon, Department Head Political Science n Digitized by the Internet Archive in 2016 https://archive.Org/details/ag:ptheticcommuni00petr . The repressed unused natures then tend to return as Images of the Golden Age, or Paradise, or as theories of the Happy Primitive. We can see how great poets, like Homer and Shakespeare, devoted themselves to glorifying the virtues of the previous era, as if it were their chief function to keep people from forgetting what it used to be to be a man.
    [Show full text]
  • Social Studies and the Social Order: Transmission Or Transformation?
    Research and Practice “Research & Practice,” established early in 2001, features educational research that is directly relevant to the work of classroom teachers. Here, Social Studies and I invited William Stanley to bring a historical perspective to the peren- nial question, “Should social studies the Social Order: teachers work to transmit the status quo or to transform it?” Transmission or —Walter C. Parker, “Research and Practice” Editor, University of Transformation? Washington, Seattle. William B. Stanley Should social studies educators The Quest for Democracy and schools are places where chil- transmit or transform the social order? Debates over education reform take dren receive formal training as citizens. By “transform” I do not mean the com- place within a powerful historical and Democracy is also a process or form mon view that education should make cultural context. In the United States, of life rather than a fixed end in itself, society better (e.g., lead to scientific schooling is generally understood as and we should regard any democratic breakthroughs, eradicate disease, and an integral component of a democratic society as a work in progress.1 Thus, increase productivity). Rather, I am society. To the extent we are a demo- democratic society is something we are referring to approaches to education cratic society, one could argue that edu- always trying simultaneously to main- that are critical of the dominant social cation for social transformation could tain and reconstruct, and education is order and motivated by a desire to be anti-democratic, a view held by essential to this process. ensure both political and economic many conservatives.
    [Show full text]
  • Download File
    1 Teacher Voice Jonathan Gyurko Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 2 © 2012 Jonathan Gyurko All rights reserved ABSTRACT Teacher Voice Jonathan Gyurko In many of today’s education debates, “teacher voice” is invoked as a remedy to, or the cause of, the problems facing public schools. Advocates argue that teachers don’t have a sufficient voice in setting educational policy and decision-making while critics maintain that teachers have too strong an influence. This study aims to bring some clarity to the contested and often ill-defined notion of “teacher voice.” I begin with an original analytical framework to establish a working definition of teacher voice and a means by which to study teachers’ educational, employment, and policy voice, as expressed individually and collectively, to their colleagues, supervisors, and policymakers. I then use this framework in Part I of my paper which is a historical review of the development and expression of teacher voice over five major periods in the history of public education in the United States, dating from the colonial era through today. Based on this historical interpretation and recent empirical research, I estimate the impact of teacher voice on two outcomes of interest: student achievement and teacher working conditions. In Part II of the paper, I conduct an original quantitative study of teacher voice, designed along the lines of my analytical framework, with particular attention to the relationship between teacher voice and teacher turnover, or “exit.” As presented in Parts I and II and summarized in my Conclusion, teacher voice requires an enabling context.
    [Show full text]
  • Countering the Neos: Dewey and a Democratic Ethos in Teacher Education
    Countering the Neos Dewey and a Democratic Ethos in Teacher Education Jamie C. Atkinson (University of Georgia) Abstract Neoliberalism and neoconservatism are two ideologies that currently plague education. The individualistic free- market ideology of neoliberalism and the unbridled nationalistic exceptionalism associated with neo- conservatism often breed a narrowed, overstandardized curriculum and a hyper- testing environment that discourage critical intellectual practice and democratic ideas. Dewey’s philosophy of education indicates that he understood that education is political and can be undemocratic. Dewey’s holistic pragmatism, combined with aspects of social reconstructionism, called for a philosophical movement that favors democratic school- ing. This paper defines neoliberal and neoconservative ideologies and makes a case for including more cri- tique within teacher preparation programs, what Dewey and other educationists referred to as developing a significant social intelligence in teachers. Critical studies embedded within teacher education programs are best positioned to counter the undemocratic forces prevalent in the ideologies of neoliberalism and neocon- servatism. My conclusions rely on Dewey’s philosophy from his work Democracy and Education. Submit a response to this article Submit online at democracyeducationjournal .org/ home Read responses to this article online http:// democracyeducationjournal .org/ home/ vol25/ iss2/ 2 We are living in times when private and public aims and policies are at the direction of our country and our educational systems. During strife with each other. The sum of the matter is that the times are various periods, tensions over the nature, structure, and direction out of joint, and that teachers cannot escape even if they would, some of education have increased in response to ideological and socio- responsibility for a share in putting them right.
    [Show full text]
  • PAUL GOODMAN (1911-1972) Edgar Z
    The following text was originally published in Prospects : the quarterly review of comparative education (Paris, UNESCO : International Bureau of Education), vol . XXIII, no . 3/4, June 1994, p. 575-95. ©UNESCO: International Bureau of Education, 1999 This document may be reproduced free of charge as long as acknowledgement is made of the source. PAUL GOODMAN (1911-1972) Edgar Z. Friedenberg1 Paul Goodman died of a heart attack on 2 August 1972, a month short of his 61st birthday. This was not wholly unwise. He would have loathed what his country made of the 1970s and 1980s, even more than he would have enjoyed denouncing its crassness and hypocrisy. The attrition of his influence and reputation during the ensuing years would have been difficult for a figure who had longed for the recognition that had eluded him for many years, despite an extensive and varied list of publications, until Growing up absurd was published in 1960, which finally yielded him a decade of deserved renown. It is unlikely that anything he might have published during the Reagan-Bush era could have saved him from obscurity, and from the distressing conviction that this obscurity would be permanent. Those years would not have been kind to Goodman, although he was not too kind himself. He might have been and often was forgiven for this; as well as for arrogance, rudeness and a persistent, assertive homosexuality—a matter which he discusses with some pride in his 1966 memoir, Five years, which occasionally got him fired from teaching jobs. However, there was one aspect of his writing that the past two decades could not have tolerated.
    [Show full text]
  • An Historical Analysis of George S. Counts's Concept of the American Public Secondary School with Special Reference to Equality and Selectivity
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1993 An historical analysis of George S. Counts's concept of the American public secondary school with special reference to equality and selectivity Eunice D. Madon Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Madon, Eunice D., "An historical analysis of George S. Counts's concept of the American public secondary school with special reference to equality and selectivity" (1993). Dissertations. 3052. https://ecommons.luc.edu/luc_diss/3052 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1993 Eunice D. Madon AN HISTORICAL ANALYSIS OF GEORGE S. COUNTS'S CONCEPT OF THE AMERICAN PUBLIC SECONDARY SCHOOL WITH SPECIAL REFERENCE TO EQUALITY AND SELECTIVITY by Eunice D. Madon A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy January 1993 Copyright by Eunice D. Madon, January 1993 All rights reserved. ACKNOWLEDGMENTS The completion of this dissertation could not have been accomplished without the support, encouragement, and dedication of many people. The writer wishes to express her appreciation to all who helped. First and foremost the author wishes to thank God for giving her the health, ability, and perseverance to complete this paper.
    [Show full text]
  • An Analysis of Selected Cases and Controversies in American Education
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 5-1974 The politics of education -- An analysis of selected cases and controversies in American education Lawrence Robert Stoffel Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Education Commons, and the Political Science Commons Let us know how access to this document benefits ou.y Recommended Citation Stoffel, Lawrence Robert, "The politics of education -- An analysis of selected cases and controversies in American education" (1974). Dissertations and Theses. Paper 1964. https://doi.org/10.15760/etd.1963 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF THE THESIS OF Lawrence Robert Stoffel for the Master of Science in Political Science presented May 13, 1974. Title: The Politics of Education-- An Analysis of Selected Cases and Controversies in American Education. APPROVED BY MEMBERS OF THE THESIS COMMITTEE: Burton W. Onstine, Chairman This study compiles a series of cases and controversies in American education, from the popularization of public education in the mid-1800's to the present, and then reviews them to determine scholarly political aspects, common themes, and trends. It then applies the idet:ltified themes to a model of "the school as a responsive political system" fashioned after David Easton's "Dynamic Respons~ Model of a Political Systemll to demonstrate the operative nature of the 't'~mes., The paper reviews the plight of Negro education in Alabama after the Civil War until 1901.
    [Show full text]