Includes bibliographical references (p. 243-273) and index.
Contents:
institution that would not die -- Introduction -- An Schooling teachers for a new nation, 1750-1830 -- Colleges -- Academies -- Home schooling, dame schools, and a new common school teacher -- Missionaries and indigenous teachers -- Conclusion -- 2. Educating women, women as educators, 1800-1860 -- Seminaries for women teachers - Troy, Ipswich, Mount Holyoke, and more -- Preparing women to teach - from individual schools to a national movement -- Preparing women to teach - changes in ideology, changes in practice -- 3. The birth of the normal school, 1830-1870 -- Creating a new institution : the state normal school -- Opening the Massachusetts normal schools -- The curriculum : what was taught at the Massachusetts normal schools -- An alternative vision -- The slow spread of the normal school model before the Civil War -- So did the normal schools prepare teachers? -- 4. Teachers' institutes, 1830-1920 -- The origins of Teachers' institutes -- The heyday of the Teachers' Institute -- Teachers' institutes, examinations, and certification : a case study -- An institution that would not die -- The How important were the normal schools in preparing the nation's teachers? -- A fresh look at the nineteenth-century high school-- The high school normal curriculum - preparing city teachers -- High schools, gender, and the road to women's true profession -- Rural high schools for rural teachers -- Beyond high school : from city high schools to city normal schools and colleges -- 6. Normal institutes, missionary colleges, and county training schools : preparing African American teachers in the segregated South, 1860-1940 -- Informal preparation in slavery and freedom -- The Hampton-Tuskegee model : normal and agricultural institutes -- Missionary colleges and normal schools -- County training schools -- 7. The heyday of the normal school, 1870-1920 -- Just what was a normal school? -- An institution whose time had come - growth between 1870 and 1920 - Changing admissions, changing curriculum changing standards -- The search for college status -- How important were the normal schools in preparing the nation's teachers? -- The power of the status quo -- Colleges and universities have always prepared teachers -- University chairs, departments, and schools of education -- The growth of high schools and the need for high school teachers -- Accreditation - the search for order -- Teachers colleges fight back -- 9. Teachers for cities, teachers for immigrants, 1870-1940 -- Hunter College and the New York story -- New York was not alone : Chicago, Cincinnati, Detroit -- The kindergarten movement in teacher education -- 10. Every teacher a college graduate, 1920-1965 -- Normal schools become teachers colleges -- Snapshot - state teachers colleges during the 1930-1931 academic year -- The National Survey of the Education of Teachers -- Teachers colleges become "just colleges" -- A college degree becomes the norm -- 11. A new status quo and its critics, 1960-1985 -- A midcentury consensus about the education of teachers? -- The fund for the advancement of education -- The Master of Arts in Teaching Degree - an effort to bridge the gap -- The new critics : Arthur Bestor, James D. Koerner, James Bryant Conant -- The power of the status quo -- The About the author. The Teacher Corps -- The Center for Educational Renewal and a new sense of urgency -- Holmes and Carnegie - what the reports recommended and what they changed -- Implementation in Massachusetts - a case study -- The crisis in racial diversity in the teaching profession -- The Holmes group becomes the Holmes partnership -- Afterword : Teachers for a new millennium, 2000- -- What matters most - the National Commission on Teaching and America's future -- Regulation and deregulation in a conservative ascendancy -- Toward the future - clarity, diversity, and new tensions -- Notes -- For further reading -- Index -- About the author.
Summary:
In this compelling account, James W. Fraser, an eminent historian of education, takes readers through two centuries of teacher preparation to uncover its development from colonial times to current standards-based models. Fraser examines a broad array of institutional arrangements, such as more familiar "normal schools" and less well-known arrangements, including teacher institutes and high school programs in rapidly expanding cities, segregated communities, rural areas, and Indian reservations. --from publisher description
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.