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The Dewey School as Triumph, Tragedy, and Misunderstood: Exploring the Myths and Historiography of the University of Chicago Laboratory School


by Thomas Fallace & Victoria Fantozzi — 2017


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Cite This Article as: Teachers College Record Volume 119 Number 2, 2017, p. 1-32
http://www.tcrecord.org ID Number: 21671, Date Accessed: 12/11/2017 11:51:30 AM
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About the Author
  • Thomas Fallace
    William Paterson University
    E-mail Author
    THOMAS FALLACE is Associate Professor of Education at William Paterson University of New Jersey. He researches social studies education, curriculum history, and the history of ideas. He is author of Race and the Origins of Progressive Education, 1880–1929 (Teachers College Press, 2015) and, with Victoria Fantozzi, “Was There Really a Social Efficiency Doctrine? The Uses and Abuses of an Idea in Educational History” in Educational Researcher (2013).
  • Victoria Fantozzi
    Manhattanville College
    E-mail Author
    VICTORIA FANTOZZI is Assistant Professor of Education and Chair of the Department of Curriculum and Instruction at Manhattanville College. She researches early childhood education, teacher education, and curriculum history. She is author of “Making Meaning in Student Teaching” in Action in Teacher Education (2012) and, with Thomas Fallace, “A Century of John and Evelyn Dewey’s Schools of To-morrow: Rousseau, Recorded Knowledge, and Race in the Philosopher’s Most Problematic Text” in Educational Studies (2015).
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