Full Description
At the core of the educational transformation of American rural schools in the early 1900s, there was the re-examination of the rural school curriculum, preceded by the landmark meeting of the Committee of Ten in 1893. Until 1900, formal education in most rural areas was seen by many as an unneeded luxury, not necessary for the manual labor of the farm, mill, mine, or other primary employment sources of a given locale. Curriculum and the American Rural School traces the origins of American school curriculum, and subsequently contextualizes it within the history of rural school curriculum in the United States since the mid-1800s. Doug Feldmann examines modern issues pertinent to the rural school curriculum in light of this history, and the actual solutions to these issues that rural schools have discovered. Feldmann examines curriculum— in all of its procedural and documentary forms— in a real-life, contemporary rural school study, whereby the history and theory of this discipline is revealed in a true-to-life form.
Contents
Chapter 1 Introduction
Chapter 2 Development of the American Curriculum and the Rural Response
Chapter 3 A National Curriculum: William Torrey Harris and the Committee of Ten, 1893
Chapter 4 A National Imposition of Rural Curriculum: The Committee of Twelve, 1897
Chapter 5 Social-Efficiency Curriculum and the Changing Rural Landscape, 1918-1950
Chapter 6 Conant's Consolidation Push and the Modern Era of Rural Curriculum, 1951-2003
Chapter 7 Politics and Curriculum Development in the Modern Rural School
Chapter 8 Athletics, Consolidation, and the Hidden Curriculum of the American Small Town
Chapter 9 Rural Curriculum in Neosho, Indiana
Chapter 10 The Curricular Discourse at Neosho High School
Chapter 11 Prospects for the Production of a New Curriculum at Neosho
Chapter 12 Summary of the Curricular Status at Neosho
Chapter 13 Conclusions and Thoughts for the Future
Chapter 14 Epilogue
Chapter 15 Appendix
Chapter 16 References
Chapter 17 Index
Chapter 18 About the Author
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