The Elementary and Secondary Education Act at Fifty: A Changing Federal Role in American Education

2016 ◽  
Vol 56 (2) ◽  
pp. 358-361 ◽  
Author(s):  
Adam R. Nelson
Keyword(s):  
Secondary Education ◽  
History Of Education ◽  
Vice President ◽  
State University ◽  
Elementary And Secondary Education ◽  
Law And Politics ◽  
Penn State ◽  
American Law ◽  
History Of ◽  
Education Act

For this first History of Education Quarterly Policy Forum, we invited participants in the special Plenary Session at the 2015 Annual Meeting of the History of Education Society (HES) in St Louis to publish their remarks on the historical significance of the Elementary and Secondary Education Act (ESEA) at fifty. Organized and introduced by HES vice-president and program chair Adam R. Nelson, the session consisted of presentations by three expert panelists from the fields of History and African American Studies, American Law and Politics, and Political Science and Public Policy: Crystal Sanders of Penn State University, Doug Reed of Georgetown University, and Susan Moffitt of Brawn University, respectively. What follows are the texts of Adam Nelson's introductory remarks—including his introduction of the three panelists—followed by the panelists' remarks.

scholarly journals A constituição da Escola Estadual de Ensino Fundamental e Médio Pastor Antônio Nunes de Carvalho no município de Alto Rio Novo/ES (1986-2017) / The constitution of the Elementary and Secondary Education State School Pastor Antônio Nunes de Carvalho in the municipality of Alto Rio Novo/ES (1986-2017)

2020 ◽  
Vol 4 (10) ◽  
pp. 184
Author(s):  
Rainei Rodrigues Jadejiski ◽  
Miriã Lúcia Luiz
Keyword(s):  
High School ◽  
Secondary Education ◽  
History Of Education ◽  
State School ◽  
Elementary And Secondary Education ◽  
Specific Field ◽  
School Subjects ◽  
History Of ◽  
The City ◽  
Development Of Students

O presente artigo insere-se no campo de estudos da História da Educação, de modo amplo e da História das instituições escolares, em particular. Investiga a constituição da Escola Estadual de Ensino Fundamental e Médio “Pastor Antônio Nunes de Carvalho” (1986-2017), localizada no município de Alto Rio Novo-ES, buscando compreender a sua atuação junto ao público local no âmbito do Ensino Médio. Fundamenta-se nos pressupostos de Nosella e Buffa (2016), Silva (2009), Arroyo (1992), Paro (2001), Esteban (2009) e Freire (2013). A metodologia pautou-se no pensamento de Marc Bloch (2001) e Lopes e Galvão (2001) para quem a operação historiográfica baseia-se na multiplicidade e interrogação de fontes. O corpus documental compôs-se de questionários, fotografias e documentos impressos. A escola investigada, no decorrer de seu percurso histórico, assumiu, para os sujeitos escolares, importância basilar no desenvolvimento da criticidade dos estudantes, preparando-os para a vida em sociedade.***This paper is inserted in the broad field of History of Education studies, and in the specific field of History of school institutions. It investigates the constitution of the Elementary and Secondary Education State School “Pastor Antônio Nunes de Carvalho” (1986-2017), located in the city of Alto Rio Novo-ES, seeking to understand its operation with the local public in the High School. It is based on the assumptions of Nosella and Buffa (2016), Silva (2009), Arroyo (1992), Paro (2001), Esteban (2009) and Freire (2013). The methodology was based on the thinking of Marc Bloch (2001), and Lopes and Galvão (2001), for whom the historiographical operation is based on the multiplicity and interrogation of sources. The documentary corpus consisted of questionnaires, photographs and printed documents. The investigated school, during its historical course, assumed, for school subjects, a fundamental importance in the development of students' criticality, preparing them for life in society. 

The Efficient Organisation of Public Intellect: Lyon Playfair and Scottish Education

2019 ◽  
Vol 98 (2) ◽  
pp. 266-290
Author(s):  
Robert Anderson
Keyword(s):  
Secondary Education ◽  
Social Mobility ◽  
Technical Education ◽  
Direct Connection ◽  
National System ◽  
Modern Idea ◽  
History Of ◽  
Parish Schools ◽  
Education Act ◽  
Scottish Politics

Lyon Playfair was a champion of scientific and technical education who was professor of chemistry at Edinburgh University before serving as a Liberal M.P., initially for a Scottish university seat, from 1868 to 1892. This article looks mainly at his role in debates on the Education Act of 1872 and the bills which preceded it. Playfair sought to define the democratic traditions of Scottish education, especially emphasising the legacy of John Knox, and to adapt them to the new national system. He idealised the direct connection between parish schools and universities, and the opportunities available to talented boys, using newly available statistics to support his case. He also contributed to the shaping of Scottish secondary education, and to establishing the modern idea of social mobility through educational merit. When the Scottish Office was established in 1885, Playfair opposed the devolution of education and this dissent led him to move to an English seat. His career has a wider interest for the history of Scottish politics in the age of Gladstone.

Education Policies

2019 ◽  
pp. 23-48
Author(s):  
Christopher Bischof
Keyword(s):  
History Of Education ◽  
The State ◽  
Social Intervention ◽  
Education Policies ◽  
Starting Point ◽  
History Of ◽  
Education Act ◽  
And Training

Chapter one, ‘Education Policies’, explores the policies that framed teachers’ careers, especially from the perspective of teachers. Seen this way, the history of policies looks quite different. It begins in 1846, more than two decades before the 1870 Education Act which so much scholarship on the history of education takes as its starting point. In the very year of laissez-faire’s supposed triumph, the state undertook a massive social intervention by creating two remarkable—and quite expensive—institutions open to girls and boys alike: pupil teaching and training colleges. Hundreds of thousands of British girls and boys took advantage of the clear, state-funded path which these institutions offered to becoming a teacher.

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