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.

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• Foreword Mary KalantzisAcknowledgmentsIntroductionPart I. BeginningsIn 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 DisciplineWhat 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 LearningCold 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 LearningComputers 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– NotesReferencesIndex

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.

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• Foreword Mary KalantzisAcknowledgmentsIntroductionPart I. BeginningsIn 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 DisciplineWhat 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 LearningCold 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 LearningComputers 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– NotesReferencesIndex

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.

Select Guide Rating

• Foreword Mary KalantzisAcknowledgmentsIntroductionPart I. BeginningsIn 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 DisciplineWhat 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 LearningCold 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 LearningComputers 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– NotesReferencesIndex