HISTORY OF EDUCATION QUARTERLY最新文献

{"title":"Policy Dialogue: Twenty Years of Test-Based Accountability","authors":"D. Ravitch, D. Forte, Princess Moss, P. Reville","doi":"10.1017/heq.2022.19","DOIUrl":"https://doi.org/10.1017/heq.2022.19","url":null,"abstract":"Abstract Since No Child Left Behind was signed into law, test-based accountability has become a core feature of the K-12 public education system in the United States. The approach, it would seem, is here to stay. Yet that is not to say that anything resembling a consensus has emerged. Over the past twenty years, critics have continued to raise questions about the theory of change underlying test-based accountability, and scholars have detailed a variety of unintended consequences associated with it. If test-based accountability is both likely to persist and imperfect in its design, then it is critical to consider how its shortcomings might be addressed. In service of that aim, and in keeping with the mission of this feature, this Policy Dialogue explores future possibilities by starting, first, with a look at the past. In this particular case, participants were asked to address one simple question: “What have we learned from two decades of high-stakes testing?” As regular readers of HEQ are aware, these dialogues usually feature a historian in conversation with a scholar or practitioner from the world of policy. In this case, the choice of Diane Ravitch was a natural one, particularly given the fact that she is a member of HEQ's editorial board. A research professor at New York University, she is also a former assistant US secretary of education and the author of several books about measurement and accountability. Rather than select a single interlocutor, however, the editors chose to pair her with three leaders who represent the broad range of viewpoints in the field: Denise Forte, Princess Moss, and Paul Reville. Denise Forte is the interim CEO of The Education Trust. She brings to our conversation twenty years of experience in congressional staff roles, including as the staff director for the House Committee on Education and the Workforce. Princess Moss is vice president of the National Education Association and cochair of the NEA's task force on measurement and accountability. In prior work with the NEA's Executive Committee, she helped develop the group's position on reauthorization of the Elementary and Secondary Education Act—from NCLB to the Every Student Succeeds Act. Paul Reville is the Francis Keppel Professor of Practice of Educational Policy and Administration at the Harvard Graduate School of Education and former secretary of education for the Commonwealth of Massachusetts. Nearly a decade before the passage of NCLB, he played a key role in the development of the Massachusetts Education Reform Act of 1993, which instituted standards-based accountability across the state. HEQ Policy Dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"337 - 352"},"PeriodicalIF":0.8,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45625406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“I Never Saw as Good a Nature Show Before”: Walt Disney, Environmental Education, and the True-Life Adventures","authors":"C. Dorn","doi":"10.1017/heq.2022.12","DOIUrl":"https://doi.org/10.1017/heq.2022.12","url":null,"abstract":"Abstract Alongside Walt Disney's animated movies, television programming, and theme parks, scholars have examined The Walt Disney Studios’ True-Life Adventures series of live-action nature documentary films for their impact on popular culture. Historians, however, have mostly overlooked the significance of the True-Life Adventures for student learning about the natural world. Amending this historiographical shortcoming, this essay examines Disney's innovative approach to wildlife filmmaking, describes viewers’ reactions to the True-Life Adventures’ educational qualities, and investigates the Studios’ efforts to use the films to enter the education market. The study breaks new ground by analyzing seldom accessed documents preserved in the Walt Disney Archives both to reveal how students, teachers, and college and university faculty responded to the films and to examine the extension of the nature documentaries through related media.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"243 - 270"},"PeriodicalIF":0.8,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44185067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The No Child Left Behind Act in the Global Architecture of Educational Accountability","authors":"Christian Ydesen, Sherman Dorn","doi":"10.1017/heq.2022.11","DOIUrl":"https://doi.org/10.1017/heq.2022.11","url":null,"abstract":"Abstract Although chiefly framed in the context of domestic education policy, debates about the No Child Left Behind Act (NCLB) echoed international education policy debates and the workings of global education governance. As this article demonstrates, both domestic and international efforts were shaped by three key features: tension between centralized goals and historically localized practices and authorities; links between education policy goals and a set of rhetorical arguments centered on human capital; and competitive comparisons among education systems that mixed market rhetoric with prestige dynamics. These common features can be attributed to the development of a “soft governance” layer, in which multilateral surveillance plays a major part. In the US, such development began before NCLB, accelerated during the NCLB era, and remained after NCLB was replaced by the Every Student Succeeds Act in 2015.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"268 - 290"},"PeriodicalIF":0.8,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46599221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Between Recent Political Controversies and Long-Standing Education Histories","authors":"A. Angulo, J. Schneider","doi":"10.1017/heq.2022.1","DOIUrl":"https://doi.org/10.1017/heq.2022.1","url":null,"abstract":"A handful of the most challenging ones began appearing at almost the same time. Since the end of 2019, schools, colleges, and universities have been swept up in heated debates over how to handle the intractable global pandemic. The controversy polarized schools in the US and abroad, and it complicated Hannah-Jones's bid for a tenured position at the University of North Carolina at Chapel Hill.2 Adding to these challenging public debates came a political and media frenzy over critical race theory. At a time when state support for higher education continues a multi-decade pattern of decline in the US, the rationale for establishing public universities explored in this study returns our attention to the many purposes of public institutions.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"133 - 135"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43824143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"HEQ volume 62 issue 2 Cover and Front matter","authors":"","doi":"10.1017/heq.2022.9","DOIUrl":"https://doi.org/10.1017/heq.2022.9","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"f1 - f5"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42239904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"January 1993: The Founding of Education International","authors":"H. Smaller","doi":"10.1017/heq.2022.5","DOIUrl":"https://doi.org/10.1017/heq.2022.5","url":null,"abstract":"Abstract Since the late nineteenth century, teachers have come together to found associations and unions in Europe and beyond. Drawing on oral histories, primary and secondary documents, and media reports, this paper delves into this rich historical background, leading to the founding of Education International in 1993. In particular it explores the relationships and tensions within and between these predecessor organizations, as well as the ways in which they interacted with the larger political forces of their times. Education International is now a significant organization, representing teachers and related workers situated across 178 countries. This paper attempts to provide a critical historical background for the development of this institution.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"211 - 230"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48118794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“The Intellectual Emancipation of the Negro”: Madeline Morgan and the Mandatory Black History Curriculum in Chicago during World War II","authors":"Ashley D. Dennis","doi":"10.1017/heq.2022.2","DOIUrl":"https://doi.org/10.1017/heq.2022.2","url":null,"abstract":"Abstract This paper examines the first mandatory Black history curriculum in a US public school system, implemented in Chicago Public Schools between 1942 and 1945. Researched and designed by Madeline Morgan, the curriculum supplemented existing social studies lesson plans with Black people's contributions to US society. How did she win approval for the curriculum in this highly segregated and inequitable city? The commitment of Morgan and her network of Black women educators to “intellectual emancipation” during the 1940s aligned with white schoolteachers and administrators’ interest in promoting interracial tolerance in the US during World War II.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"136 - 160"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48510353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"HEQ volume 62 issue 2 Cover and Back matter","authors":"","doi":"10.1017/heq.2022.10","DOIUrl":"https://doi.org/10.1017/heq.2022.10","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"b1 - b1"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41643956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Policy Dialogue: The War over How History Is Taught","authors":"Donnalie Jamnah, Jonathan Zimmerman","doi":"10.1017/heq.2022.6","DOIUrl":"https://doi.org/10.1017/heq.2022.6","url":null,"abstract":"Abstract Conflict over the curriculum is nothing new in American public education, which has never been insulated from the culture wars. In the past few years, conflict over the teaching of race has torn through history and social studies classrooms, inciting the most serious fight over America's past since the last “history war” in the 1990s. At issue in the current conflict are debates over what schools should teach K-12 students about the history of race and racism in the United States. The chief flashpoint in this fight has been the New York Times’s 1619 Project, led by journalist Nikole Hannah-Jones, which seeks to retell the story of America's founding through the lens of racial inequality. Pushback on the 1619 Project has included the Trump administration's 1776 Commission, which produced a series of proposals seeking to ban 1619-aligned curricula and oppose critical race theory. For this policy dialogue, the HEQ editors asked Donnalie Jamnah and Jonathan Zimmerman to discuss the latest round of history wars in K-12 public education, exploring the extent to which the past helps us understand the troubled present, as well as what the future might hold. Donnalie Jamnah is the K-12 Partnerships Manager for the education team at the Pulitzer Center on Crisis Reporting. In that role, she manages several programs including the 1619 Educator Network. Prior to joining the Pulitzer Center, she worked as a classroom teacher and instructional coach. Zimmerman is a past president of the History of Education Society and the Judy and Howard Berkowitz Professor in Education at the University of Pennsylvania. His work examines how education practices and policies have developed over time, and the myths that often cloud our understanding of teaching and learning. He is the author of nine books, including Whose America? Culture Wars in the Public Schools (2002), which the University of Chicago Press will release in a revised twentieth-anniversary edition in 2022. HEQ policy dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"231 - 239"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45934468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“The Answers Come from The People”: The Highlander Folk School and the Pedagogies of the Civil Rights Movement","authors":"N. Slate","doi":"10.1017/heq.2022.4","DOIUrl":"https://doi.org/10.1017/heq.2022.4","url":null,"abstract":"Abstract Scholars have demonstrated that a range of institutions, organizations, and “social movement schools” aimed to advance the civil rights movement through education. What remains unclear is how those institutions balanced conversation, direct instruction, role-play, and other pedagogical methods. This article focuses on the Highlander Folk School, a radical, racially integrated institution located in the hills of Tennessee. Drawing upon audio tapes of civil rights workshops at Highlander, I argue that the folk school's workshops blended a variety of pedagogical styles in a way that previous scholarship has failed to acknowledge, and that close attention to Highlander's varied pedagogies can help us rethink the relationship between education and the civil rights movement.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"191 - 210"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49524912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}