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The Making of an American High School

The Making of an American High School
Author: David F. Labaree
Publisher: Yale University Press
Total Pages: 228
Release: 1988-01-01
Genre: Education
ISBN: 9780300054699

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An analysis of the origins and development of Central High School, the first public high school in Philadelphia. Using Central as a case study, Labaree argues that the public high school is the product of the struggle between egalitarianism and meritocracy that is endemic to a democratic society.


The Origins of the American High School

The Origins of the American High School
Author: William J. Reese
Publisher: Yale University Press
Total Pages: 354
Release: 1999-01-01
Genre: History
ISBN: 9780300079432

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An analysis of the social changes and political debates that shaped 19th-century American high schools. It reveals what students studied and how they behaved, what teachers expected of them and how they taught, and how boys and girls, whites and blacks, experienced high school.


Schooled to Order

Schooled to Order
Author: David Nasaw
Publisher: Oxford University Press, USA
Total Pages: 316
Release: 1981
Genre: Education
ISBN: 0195028929

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Argues that as public schools became integral to the maintenance of American lifestyles, they increasingly reflected the primary tensions between democratic rhetoric and the reality of a class-divided system.


American Educational History

American Educational History
Author: J. Wesley Null
Publisher: IAP
Total Pages: 517
Release: 2010-06-01
Genre: Education
ISBN: 1617351032

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The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.