Kate Rousmaniere – författare

The first book-length biography of Margaret Haley (1861–1939) focuses on her political vision, her activities as a public school activist, and her life as a charismatic woman leader.Finalist for the 2006 History of Education Society's Outstanding Book AwardWinner of the 2005 Critics' Choice Award presented by the American Educational Studies Association Citizen Teacher is the first book-length biography of Margaret Haley (1861–1939), the founder of the first American teachers' union, and a dynamic leader, civic activist, and school reformer. The daughter of Irish immigrants, this Chicago elementary school teacher exploded onto the national stage in 1900, leading women teachers into a national battle to secure resources for public schools and enhance teachers' professional stature. This book centers on Haley's political vision, activities as a public school activist, and her life as a charismatic leader.In the more than forty years of her political life, Haley was constantly in the news, butting heads with captains of industry, challenging autocracy in urban bureaucracy and school buildings alike, arguing legal doctrine and tax reform in state courts, and urging her constituents into action. An extraordinary figure in American history, Haley's contemporaries praised her as one of the nation's great orators and called her the Joan of Arc of the classroom teacher movement.Haley's belief that well-funded, well-respected teachers were the key to the development of a positive civic community remains a central tenet in American education. Her guiding vision of the democratic role of the public school and the responsibility of teachers as activist citizens is relevant and inspirational for educators today.

This collection of essays on the social history of disciplinary practices in education in North America, Northern Europe, and Colonial Bengal coverage upon an understanding that schools regulate the behavior of beliefs of students, teachers, and parents by enforcing certain disciplinary social norms.

This collection of essays is drawn from a series of international seminars in which participants explored different methodologies for writing the social history of the classroom. Essays in the collection address questions of research methodology and approach in writing the history of education, drawing on oral history, photographs, architecture, letters, and diaries. The authors explore the different ways in which historians might use different methodologies and sources. In so doing they raise different questions about history and historical practice.

This collection of essays on the social history of disciplinary practices in education in North America, Northern Europe, and Colonial Bengal coverage upon an understanding that schools regulate the behavior of beliefs of students, teachers, and parents by enforcing certain disciplinary social norms.

This collection of essays on the social history of disciplinary practices in education in North America, Northern Europe, and Colonial Bengal coverage upon an understanding that schools regulate the behavior of beliefs of students, teachers, and parents by enforcing certain disciplinary social norms.

This collection of essays on the social history of disciplinary practices in education in North America, Northern Europe, and Colonial Bengal coverage upon an understanding that schools regulate the behavior of beliefs of students, teachers, and parents by enforcing certain disciplinary social norms.

The history of education in the modern world is a history of transnational and cross-cultural influence. This collection explores those influences in (post) colonial and indigenous education across different geographical contexts. The authors emphasize how local actors constructed their own adaptation of colonialism, identity, and autonomy, creating a multi-centric and entangled history of modern education. In both formal as well as informal aspects, they demonstrate that transnational and cross-cultural exchanges in education have been characterized by appropriation, re-contextualization, and hybridization, thereby rejecting traditional notions of colonial education as an export of pre-existing metropolitan educational systems.

This book is the first biography of the life and career of Lawrence Cremin (1925-1990), a Pulitzer and Bancroft Prize-winning historian of American education. The study examines Cremin’s contributions to modern educational research and reform in the broader context of mid-20th century liberalism and modernity, offering readers an analysis of how social science, technology, and government policies shaped educational equality. It provides a rich historical perspective on educational reform that remains relevant today. Through Cremin’s tenure as president of Teachers College, Columbia University, and the Spencer Foundation, this biography offers an insider’s perspective on the development of American higher education, detailing how Cremin balanced his scholarship, teaching, and administrative leadership.

This book is the first biography of the life and career of Lawrence Cremin (1925-1990), a Pulitzer and Bancroft Prize-winning historian of American education. The study examines Cremin’s contributions to modern educational research and reform in the broader context of mid-20th century liberalism and modernity, offering readers an analysis of how social science, technology, and government policies shaped educational equality. It provides a rich historical perspective on educational reform that remains relevant today. Through Cremin’s tenure as president of Teachers College, Columbia University, and the Spencer Foundation, this biography offers an insider’s perspective on the development of American higher education, detailing how Cremin balanced his scholarship, teaching, and administrative leadership.

The first book-length biography of Margaret Haley (1861–1939) focuses on her political vision, her activities as a public school activist, and her life as a charismatic woman leader.Finalist for the 2006 History of Education Society's Outstanding Book AwardWinner of the 2005 Critics' Choice Award presented by the American Educational Studies Association Citizen Teacher is the first book-length biography of Margaret Haley (1861–1939), the founder of the first American teachers' union, and a dynamic leader, civic activist, and school reformer. The daughter of Irish immigrants, this Chicago elementary school teacher exploded onto the national stage in 1900, leading women teachers into a national battle to secure resources for public schools and enhance teachers' professional stature. This book centers on Haley's political vision, activities as a public school activist, and her life as a charismatic leader.In the more than forty years of her political life, Haley was constantly in the news, butting heads with captains of industry, challenging autocracy in urban bureaucracy and school buildings alike, arguing legal doctrine and tax reform in state courts, and urging her constituents into action. An extraordinary figure in American history, Haley's contemporaries praised her as one of the nation's great orators and called her the Joan of Arc of the classroom teacher movement.Haley's belief that well-funded, well-respected teachers were the key to the development of a positive civic community remains a central tenet in American education. Her guiding vision of the democratic role of the public school and the responsibility of teachers as activist citizens is relevant and inspirational for educators today.

The first comprehensive history of principals in the United States.The Principal's Office is the first historical examination of one of the most important figures in American education. Originating as a head teacher in the nineteenth century and evolving into the role of contemporary educational leader, the school principal has played a central part in the development of American public education. A local leader who not only manages the daily needs of the school but also represents district and state officials, the school principal is the connecting hinge between classroom practice and educational policy. Kate Rousmaniere explores the cultural, economic, and political pressures that have impacted school leadership over time and considers professionalization, the experiences of women and people of color, and progressive community initiatives. She discusses the intersections between the role of the school principal with larger movements for civil rights, parental and community activism, and education reform. The school principal emerges as a dynamic character in the center of the educational enterprise, ever maneuvering between multiple constituencies, responding to technical and bureaucratic demands, and enacting different leadership strategies. By focusing on the historic development of school leadership, this book provides insights into the possibilities of school improvement for contemporary school leaders and reformers.