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Articles 1 - 5 of 5
Full-Text Articles in Education
The Social Construction Of The Progressive Era: A Critical-Historiographical Case Study In Vocationalism, Brian D. Carlson
The Social Construction Of The Progressive Era: A Critical-Historiographical Case Study In Vocationalism, Brian D. Carlson
College of Education Theses and Dissertations
For centuries, schooling has served as the primary precursor to jobs and careers, and ultimately the window of opportunity toward economic mobility. Vocationalism describes the economic potential of education, represented by the synthesis of educational policy, curricula, and ideology. This study contends that vocationalism has conditioned the public toward the disposition of education as a social commodity for the development of human capital. In turn, this study explores the significance of vocationalism through a critical-historiographical case study of educational reforms within Milwaukee during the Progressive Era. This study asks the question, how has ideology contributed toward the establishment of vocationalism …
Private Interests Or Public Goods?: Dewey, Rugg, And Their Contemporary Allies On Corporate Involvement In Educational Reform Initiatives, Deron Boyles, Kathleen Abowitz
Private Interests Or Public Goods?: Dewey, Rugg, And Their Contemporary Allies On Corporate Involvement In Educational Reform Initiatives, Deron Boyles, Kathleen Abowitz
Deron R. Boyles
In some ways, John Dewey lived through a time similar to what we now experience: the rise of corporate power in a historical moment of unsurpassed national wealth and consumer materialism, and the accompanying substantial influence of business interests in the structure, politics, and agendas of public school systems. Dewey’s writings in the first three decades of this century mark a kind of “wisdom of the elders,” offered by a public intellectual who experienced, at least in some form, the kind of tumultuous relationships we are currently witnessing between the economy and education.
Private Interests Or Public Goods?: Dewey, Rugg, And Their Contemporary Allies On Corporate Involvement In Educational Reform Initiatives, Deron R. Boyles, Kathleen Knight Abowitz
Private Interests Or Public Goods?: Dewey, Rugg, And Their Contemporary Allies On Corporate Involvement In Educational Reform Initiatives, Deron R. Boyles, Kathleen Knight Abowitz
Educational Policy Studies Faculty Publications
In some ways, John Dewey lived through a time similar to what we now experience: the rise of corporate power in a historical moment of unsurpassed national wealth and consumer materialism, and the accompanying substantial influence of business interests in the structure, politics, and agendas of public school systems. Dewey’s writings in the first three decades of this century mark a kind of “wisdom of the elders,” offered by a public intellectual who experienced, at least in some form, the kind of tumultuous relationships we are currently witnessing between the economy and education.
The Echo: April 16, 1926, Taylor University
The Echo: April 16, 1926, Taylor University
1925-1926 (Volume 13)
Joseph Smith Opens School of Prophets — “Faith Is The Victory” Says Dr. Wray — Taylor Well Presented At Conference — “Merely Mary Ann” — “Modern Arabian Nights” — Societies Prepare For Commencement Contest — The World’s Problem of Readjustment — The Taylor Calendar — Basketball Fame Falls A Philo Victory — Who Makes Our Greenhouse Pay — In The Battle — A Campus Fire Department — Bachelors-Pro And Con — Ode To Xenophon — Eurekans Obtain Prominent Speaker for Banquet — Alumni Notes — Prayer Band — With The Indian Maidens — Thalos Give Their First Program of Term …
Industrial Education In Massachusetts, Thomas Francis Sullivan
Industrial Education In Massachusetts, Thomas Francis Sullivan
Historical Dissertations & Theses
A study of the history of industrial education in Massachusetts is instructive and of peculiar interest for several reasons. It was the first state to scientifically investigate industrial education, and to pass laws as committing the state to actively engage in the establishment of industrial schools. It has had a more varied history in the administration and control of this form of education than any other state, and exceeds all other states, with the possible exception of New York (in 1911), in the number of and the variety of types of industrial schools.