American Educational History Journal Vol 37 Issue 1 & 2
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- Description
- Contents
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.
Volume 37, Number 1
- Editor's Introduction
- Why Do We Need a Philosophy of Education?
- Struggle for the Soul
- William Van Til
- Chicago School Desegregation and the Role of the State of Illinois, 1971–1979
- The Very Meaning of Our Lives
- The Cardinal Principles
- Francis Wayland Parker’s Morning Exercise and the Progressive Movement
- Consolidation of Small Rural Schools in One Southeastern Kentucky District
- Setting the Record Straight
- Learning to Be Homesteaders
- “Living in a Changing Society”
- Engines of Economic Development
- The Politics of Language and National School Reform
- “World-Mindedness”
- Book Review – The Courage to Change
- Volume 37, Number 2
- Introduction to Volume 37, Number 2 — Editor’s Introduction
- Professionalization of Educational Administration Viewed Through the Lens of Institutional Theory, 1947–1990
- Improved Reflections
- A Black Who Wore White — A Look Back
- Land-Grant Colleges and American Engineers
- The Fear of Color
- A Nation at Risk and Sputnik
- A Nation at Risk
- Civic Learning Through County Fairs
- Fair and Tender Ladies Versus Jim Crow
- Section 504 in American Public Schools
- God’s Country
- Becoming Illuminated
- Tsuda Umeko and a Transnational Network Supporting Women’s Higher Education in Japan During the Victorian Era