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List of contents
Foreword
Mary Kalantzis Acknowledgments
Introduction
Part I. Beginnings
- In the Beginning: Education at Illinois, 1867–1905
- A School of Education and the Struggle for a Profession of Teaching, 1905–1917
- Growing a College and Establishing a Research Tradition, 1918–1930
- Depression, Social Crisis, and Professionalization of Education, 1931–1945
Part II. Defining the Discipline
- What Kind of Study Is Education?
- Establishing Social Foundations, 1945–1957
- Shaping and Debating Educational Psychology, 1948–1966
- The Foundations of Cognitive Psychology, 1963–
- Debating the Shape of Instruction and Assessment, 1964–
- Critical Thinking and Educational Inquiry, 1950–
- The Qualitative Turn, 1964–
Part III. Equity and Diversity in Learning
- Cold War Tensions, Sputnik, and New Beginnings, 1950–1964
- Life Adjustment or Educational Wasteland? Debating Progressive Education, 1953–1986
- Special Education and Disability Services, 1946–
- Racism and Education, 1948–1956
- Growing Diversity, 1968–
Part IV. Technology in Learning
- Computers in the Service of Learning, 1949–1976
- New Math and Inquiry Science, 1951–1976
- The Cybernetics of Learning, 1949–1975
- Going Online, 1993–
- New Learning, 2006–
Notes
References
Index
About the author
Bill Cope is a professor in the Department of Educational Policy Studies at the University of Illinois Urbana-Champaign. He is coauthor of
Making Sense: Reference, Agency, and Structure in a Grammar of Multimodal Meaning and coeditor of
e-Learning Ecologies: Principles for New Learning and Assessment.
Walter Feinberg is the Charles Dun Hardie Professor Emeritus of Educational Policy Studies at the University of Illinois Urbana-Champaign. He is the author of
Educating for Democracy and
Dewey and Education.
