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Bradshaw, Lauren Yarnell; Bohan, Chara Haeussler – American Educational History Journal, 2013
The history of Columbus, Georgia, cannot be separated from that of the local textile mills; the mills were important in defining the economic success, the social struggles, and the enduring legacy of southern industrial tycoons. Evidence of this industrial past can be seen on almost every street, school, and business located in the city along the…
Descriptors: Industrial Education, Educational History, Industry, Vocational Education
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Smilie, Kipton D. – American Educational History Journal, 2013
Irving Babbitt and E.D. Hirsch defended the humanistic curriculum at both the beginning and end of the twentieth century, respectively. Both claimed that a set of specific knowledge needed to be passed from one generation to the next. Both found this knowledge primarily, though certainly not exclusively, through the classical Western tradition.…
Descriptors: Educational History, Humanism, Curriculum Development, Progressive Education
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Ellis, Mark – American Educational History Journal, 2013
During the early 1920s, the question of who should control the schooling of African American children caused controversy in several Southern states, including Georgia. White educationists and bureaucrats were divided into two groups: the conservatives who called for educational needs to be determined and funded locally, and a growing reformist…
Descriptors: Race, Educational History, African American Students, School Buildings
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Marthers, Paul P. – American Educational History Journal, 2013
Connecticut College for Women and its Progressive Era sister colleges (Douglass, Simmons, Skidmore, and William Smith) are distinctive for the prominent vocational and service elements each college had in its original mission and curriculum. Historians however have often left Connecticut College for Women out of the story of American women's…
Descriptors: Womens Education, Colleges, Progressive Education, Educational History
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Laukaitis, John J. – American Educational History Journal, 2013
In 1951, William F. Buckley, Jr. was a recent alumnus of Yale University and former editor of the "Yale Daily News" when his first major work, "God and Man at Yale: The Superstitions of 'Academic Freedom'," became a controversial polemic that attracted national attention. In his work, Buckley claimed Yale's faculty advanced…
Descriptors: Criticism, Educational History, Higher Education, Social Systems
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Watras, Joseph – American Educational History Journal, 2013
With the rise of the Cold War, federal officials in the United States sought to end the racial segregation that the U.S. Supreme Court had accepted in the 1896 decision of "Plessy v. Ferguson." Although the reforms began with changes in the armed services, they moved to reduce racial segregation in schools. Many forces brought about the…
Descriptors: United States History, Conflict, Racial Segregation, School Desegregation
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Weber, Carolyn A. – American Educational History Journal, 2013
Millions visited the World's Columbian Exhibition in Chicago between May and October, 1893. World's fairs and exhibitions had grown and developed grander purposes since the first one in London in 1851: "Beginning as large international industrial displays and showcases for the new inventions and discoveries of science and technology, they…
Descriptors: Indigenous Populations, American Indians, American Indian Culture, Exhibits
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McAndrews, Lawrence J. – American Educational History Journal, 2013
The enactment of the No Child Left Behind (NCLB) Act in January 2002 was the culmination of an emerging consensus in the 1980s and 1990s behind greater federal regulation of the nation's elementary and secondary schools. The reauthorization of Democratic President Lyndon B. Johnson's Elementary and Secondary Education Act of 1965 by Republican…
Descriptors: Politics of Education, Educational Legislation, Federal Legislation, Educational History
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Strunc, Abbie; King, Kelley – American Educational History Journal, 2013
One of the most controversial notions of the twenty and twenty-first centuries is defining citizenship among nations. The power to decide who is and is not a citizen has become so prominent in the culture of the United States that the topic now pervades the curriculum, particularly in states with diverse and rapidly growing populations, such as…
Descriptors: Democratic Values, Socialization, Citizenship Education, Secondary Education
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Glotzer, Richard – American Educational History Journal, 2013
Information technology has spawned new evidentiary sources, better retrieval systems for existing ones, and new tools for interpreting traditional source materials. These advances have contributed to a broadening of public participation in civil society (Blouin and Rosenberg 2006). In these culturally unsettled and economically fragile times…
Descriptors: Educational History, Information Technology, Role of Education, Social Change
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Bellows, M. Elizabeth; Baumi, Michelle; Field, Sherry L. – American Educational History Journal, 2013
Across the United States, the Great Depression was a period of tremendous upheaval. Economic, family, political, and educational institutions shook mightily as the tremors of widespread financial downturn were felt. Public schools faced increasing hardships, which included financial problems such as a weakened tax base due to the non-payment of…
Descriptors: Educational History, Financial Exigency, Educational Finance, Social Studies
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McInnis, Edward Cromwell – American Educational History Journal, 2012
Many scholars have argued that history education during the antebellum period in the United States supported conservative values and sought to produce close-minded citizens. History textbooks of that era, they frequently posit, cast Americans as God's chosen people and present the past in a style that reaffirms established social conventions. Ruth…
Descriptors: United States History, War, History Instruction, Textbooks
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Green, James – American Educational History Journal, 2012
The March 24, 2008, edition of "National Review" (NR) was dedicated to the memory of its founder: William F. Buckley, Jr., who had passed away on February 27, 2008. It included thirty two different memorials about him written by prominent authors, editors, social commentators, fellow journalists, politicians, and historians. Then NR…
Descriptors: Higher Education, Educational Attitudes, Authors, Novices
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Colby, Sherri Rae – American Educational History Journal, 2012
In this article, the author shares the potential applications of Paul Ricoeur's philosophies of history, memory, and narrative to the interpretation of educational histories, and those histories' life spans: moving cyclically from early conception, to evidentiary construction, to published dissemination; and ultimately to death or immortality. Her…
Descriptors: Memory, Ideology, Educational History, Historians
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Groen, Mark – American Educational History Journal, 2012
The No Child Left Behind Act (NCLB) represents a quantum leap in both Federal involvement and Federal mandates to schools. In the relatively short period of less than a decade NCLB has changed how teachers teach, what subjects are taught, and how teachers and principals are evaluated. As NCLB continues to impact American education and educational…
Descriptors: Educational Policy, Accountability, Curriculum Development, Educational Change
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