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Volume 114, Number 1 (2012)

 
by Ethan L. Hutt
This article offers a legal history of compulsory education in the late nineteenth and early twentieth century. It argues that the history of compulsory education is also the history of the rise of educational formalism and that the courts played an important, and as yet unrecognized, role in legitimating and reinforcing a narrow vision of schooling that privileged certainty over substance.
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by Hunter Gehlbach, Maureen E. Brinkworth & Ming-Te Wang
Social perspective taking—the motivation for and ability of individuals to discern the thoughts and feelings of others—is linked to a host of desirable outcomes in schools. Yet, little is known about the process that motivates individuals to engage in this fundamental social process. This mixed-method study describes 13 factors that impact individuals’ motivation to try to take the perspective of others.
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by Louie F. Rodriguez
In the context of school and social inequities, this article proposes a framework of recognition to reconstruct how researchers, scholars, and practitioners understand the realities facing urban youth, especially Latina/o youth. Consisting of five tenets, a praxis of recognition is explained to guide the transformation of schools and society for social and political justice.
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by Dana Mitra & Saamira Halabi
This article examines the types of policy signals that local Rust Belt communities are trying to develop to both improve postsecondary attendance of young people and retain young people in their home communities as they choose career pathways. Three cases—“Steeltown,” “Milltown,” and “Railtown”—were chosen using a comparative case study design intended for the purpose of explanation building. Three specific signaling strategies were most often used to address individual and community policy needs in these Pennsylvania communities: achievement, alignment, and awareness.
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by David P. Setran
This article provides an exploration into the interpenetration of progressive public and religious education at Teachers College and Union Theological Seminary between 1917 and 1940, looking specifically at the institutional growth of this alliance, the theoretical and theological underpinnings of these connections, and two of the collaborative efforts emerging from this coalition.
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by Linn Posey
This article examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate race and class-based inequalities in public education. The findings suggest that the efforts of middle- and upper-middle-class parents to increase community support for urban schools may ultimately contribute to patterns of exclusivity in public education.
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by Anne-Lise Halvorsen
This study examines the debate between supporters of history education and supporters of social studies education that originated with the New York Times 1943 survey of college freshmen’s history knowledge. Educators, politicians, and journalists, many of whom were well-known and highly influential, joined the debate. In an exploration of the arguments and claims advanced by both sides of the debate, the study focuses on the continuing controversy over fact-based learning versus historical thinking skills and on the divisive effects of using a single test to draw conclusions about the state of education. The study concludes by calling for a negotiation by all sides in what are known today as “the history wars.”
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by Hunter Gehlbach & Maureen E. Brinkworth
Social perspective taking—the motivation and ability for individuals to discern the thoughts and feelings of others—is an important aptitude for numerous valued outcomes in schools. Yet, little is known about how people engage in this fundamental social process. This mixed-method study describes the strategies people use and the sources of evidence they rely on when trying to take the perspective of others.
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