The Hope for American School Reform: The Cold War Pursuit of Inquiry Learning in Social Studies

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Ronald W. Evans

The Hope for American School Reform

The Cold War Pursuit of Inquiry Learning in Social Studies

Ronald W. Evans

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English

Palgrave Macmillan
22 December 2010

Educational strategies & policy; Curriculum planning & development; School governors & school boards

The Hope of American School Reform tells the story of the origins of the reform in science and math education. The book is drawn, in part, on new research from previously untapped archival sources. The aim of this work is to contribute to our understanding of a major effort to reform school curricula.

By: Ronald W. Evans
Imprint: Palgrave Macmillan
Country of Publication: United Kingdom
Dimensions: Height: 216mm, Width: 140mm, Spine: 20mm
Weight: 480g
ISBN: 9780230107977
ISBN 10: 0230107974
Pages: 265
Publication Date: 22 December 2010
Audience: Professional and scholarly , Undergraduate
Format: Hardback
Publisher's Status: Active

Introduction: Persistent Dilemmas of Curriculum Improvement PART I: THE COLD WAR ORIGINS OF CURRICULUM REFORM Culture War Over the Schools The Ultimate Weapon PART II: FROM WOODS HOLE TO PROJECT SOCIAL STUDIES: EMERGENCE OF A REFORM Great Minds at Woods Hole Showdown at Endicott House PART III: INTO THE SCHOOLS The Projects PART IV: CONSIDERING ALTERNATIVES Critiques and Dilemmas Reform in Perspective Conclusion: Time of Hope, a Time of Fear

Ronald W. Evans is Professor of Education at San Diego State University, USA.

Reviews for The Hope for American School Reform: The Cold War Pursuit of Inquiry Learning in Social Studies

Ron Evans has crafted what will surely become the seminal answers to the questions 'Where did the new social studies come from and why should we care?' In this important, carefully researched, and well-written book, Evans situates the 40 federally funded curriculum projects that together came to be known as the 'new social studies' in historical context, drawing attention to their conservative origins, the many ways in which they were pedagogically progressive, and the reasons why they did not have the long-term impact so many educators hoped for and expected. This well-researched and lively book is important for all social studies educators who seek to learn from the past in order to create a better social studies future. --Diana Hess, Professor, University of Wisconsin-Madison