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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/edref
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课程名称：美国教育改革：历史、政策、实践 课程概述：本课程探讨了塑造我们今天对学校讨论的因素，深入了解美国教育改革的历史。参与主要参与者、关键决定和重大转折点的研究，关注推动改革的社会力量。学习美国教育政策和实践中嵌入的关键矛盾如何适用于全国、全球以及您所在的地方。 课程大纲： 第一部分：殖民时期与早期共和国 该模块考察了美国殖民地教育的来源，推动殖民地获得识字能力的因素，十七和十八世纪的正式教育机构，革命后对公立学校的共和愿景，以及早期共和国小学的特征和本杰明·富兰克林的费城学院。 第二部分：国家时期 此模块涉及1815年至1850年间市场经济的加速，第二次大觉醒及其促进的社会创新，霍拉斯·曼对“公共”学校的赞美，辉格党与公共学校运动，天主教对公共学校的反对，南方黑人的识字受压，以及十九世纪的学术机构。 第三部分：战后时期 本模块考虑了南北战争后公共学校的扩张及“红色小学校”的神话现实，重建时期黑人所取得的教育进展以及白人至上主义者对黑人教育进展的限制，哈普顿/图斯基吉黑人工业教育模式及北方工业慈善家的角色，普莱西诉弗格森案及南方的吉姆·克劳学校，卡莱尔印第安学校，以及美国高中的早期发展。 第四部分：进步时代 该模块回顾了进步运动的整体，作为城市学校改革来源的美国定居运动，“行政进步者”对城市学校区治理的影响，第一次世界大战中美国军队智力测试项目对学校系统的影响，社会效率教育及其理论基础，1892-93年的十人委员会，以及1918年的中学教育根本原则。 第五部分：约翰·杜威与教育进步主义者 本模块讨论杜威在芝加哥大学实验学校的主要特征，反思性思维在杜威知识理论中的作用，杜威对学校作为社会中心的看法，杜威在1904年后与公立学校的脱离，威廉·赫德·基尔帕特里克和教育进步主义者对杜威理论的扭曲，以及杜威教育哲学的基石。 第六部分：大萧条时代 该模块分析新政对美国年轻人教育的贡献，大萧条对教育的影响，社会重建与学校的关系，学校作为社会中心、社区中心和社区学校的作用，新墨西哥的南贝学校，西弗吉尼亚的阿瑟代尔学校，以及东哈莱姆的本杰明·富兰克林高中。 第七部分：二战后 此模块探讨了冷战与教育的关系，对“生活调整教育”的保守派攻击，麦卡锡主义与纽约市学校，五十年代末至六十年代的联邦资助新课程，“激进浪漫主义者”，布朗案后的种族融合学校斗争，海洋山-布朗斯维尔冲突，以及1972年教育修正案的第九条。 第八部分：1983年后 最后一个模块讨论了学校选择和特许学校的兴起，联邦在公立学校标准和问责制中不断扩大的角色，1965年《小学和中学教育法》第一条的重大重新授权，2002年《不让一个孩子掉队法》（NCLB），对特许学校的批评，学校选择的学区投资组合，及“为美国教学”的标志性服务与NCLB后的发展，包括“追逐顶尖”，共同核心标准及在线学习。
Part: 1
Title:The Colonial Period and Early Republic
Description:This module looks at the sources of education in Colonial America; factors that motivated the acquisition of literacy in the colonies; formal educational institutions of the seventeenth and eighteenth centuries; post-Revolution republican visions of free public schools; characteristics of elementary schools in the early Republic; and Benjamin Franklin’s Philadelphia Academy.
Part: 2
Title:The National Period
Description:This module takes up the accelerating market economy between 1815 and 1850; the Second Great Awakening and its spur to social innovations; Horace Mann’s paean for “common” schools; Whigs and the common school movement; Catholic opposition to common schools; the suppression of black literacy in the antebellum South; and nineteenth-century academies.
Part: 3
Title: Postbellum Period
Description:This module considers the post-Civil War expansion of the common school and the reality behind the myth of the “Little Red Schoolhouse”; the educational gains made by blacks during the Reconstruction period and the limits white supremacists put on blacks’ educational progress after Reconstruction; the Hampton/Tuskegee model of industrial education for blacks and the role of northern industrial philanthropists; Plessy v. Ferguson and Jim Crow schooling in the South; the Carlisle Indian School; and the early progress of the American high school.
Part: 4
Title:The Progressive Era
Description:This module looks at the Progressive movement writ large; the U.S. settlement movement as a source of urban school reform; the changes “administrative progressives” effected in the governance of urban school districts; the influence of the U.S. Army’s World War I intelligence- testing program on the American school system; social efficiency schooling and its theoretical foundations; the Committee of Ten, 1892–93; the Cardinal Principles of Secondary Education, 1918; and Booker T.Washington and W.E.B. DuBois.
Part: 5
Title:John Dewey and the Pedagogical Progressives
Description:This module takes up the major characteristics of Dewey’s Laboratory School at the University of Chicago, 1896–1904; the role of reflective thinking in Dewey’s theory of knowledge; Dewey’s conception of the school as a social center; Dewey’s disengagement from public schools after 1904; William Heard Kilpatrick and the pedagogical progressives’ distortion of Dewey’s theory; and the cornerstones of Dewey’s educational philosophy.
Part: 6
Title:The Depression Era
Description:This module looks at the New Deal’s contribution to the education of American youth; the impact of the Great Depression on education; social reconstruction and the schools; schools as social centers, community centers, and community schools; the Nambé School, New Mexico; the Arthurdale School, West Virginia; and Benjamin Franklin High School, East Harlem.
Part: 7
Title:Post-World War II
Description:This module takes up the Cold War and education; the conservative attack on “life adjustment education”; McCarthyism and the New York City schools; federally sponsored New Curricula, late 1950s–1960s; the “radical romanticists”; the post-Brown struggle for racially integrated schools; the Ocean Hill–Brownsville conflict; and Title IX of the Education Amendments of 1972.
Part: 8
Title:Post-1983
Description:This final module addresses the rise of school choice and charter schools; markers of the evolving (expanded) federal role toward standards and accountability in public schools; significant reauthorizations of Title I of the 1965 Elementary and Secondary Education Act (ESEA); the No Child Left Behind Act (NCLB) of 2002; the critique of charter schools; school district portfolios of school choice; Teach for America and others markers of teaching as a semi-profession; and post-NCLB developments, including Race to the Top, Common Core Standards, and online learning.
Discover what shapes how we talk about schools today by exploring the history of U.S. education reform. Engage with the main actors, key decisions, and major turning points in this history. See how social forces drive reform. Learn about how the critical tensions embedded in U.S. education policy and practice apply to schools nationally, globally— and where you live.
