An examination of the city’s educational institutions from the perspective of the different school populations who attended them over the course of the 19th and 20th centuries.
Considers the development of American education in the context of American social and intellectual history.
A critical examination of popular representations of teachers during the 20th century.
Understanding the development of schooling in US cities, with an emphasis on social, economic, and spatial changes in the metropolitan environment and their interactions with schools.
Permission of instructor required.
Examines the social, economic, and political factors that once supported segregated schools, led to the victory of Brown v. Board of Education (1954), and created the conditions for resegregated schools in contemporary times.
Part of a two-course sequence; students may take one or both. Combines a topical focus on the history of education in Harlem with practice in digital approaches to researching and sharing historical knowledge, including connections to secondary classrooms. Emphasizes working with and developing archival collections, spatial mapping and creating digital historical exhibits.
Part of a two-course sequence; students may take one or both. Combines a topical focus on the history of education in Harlem with practice in digital approaches to researching and sharing historical knowledge, including connections to secondary classrooms. Emphasizes conducting and archiving oral histories and creating digital historical exhibits.
Examines the historical development of education policy in the U.S., with a particular focus on the increasing federal presence in U.S. education over the course of the 20th century. Traces how U.S. citizens have debated who should govern schools at what scale and how federal actors have defined social problems and sought to address them through education.
What is the purpose of higher education, and how has its purpose changed over time? In this course, we will investigate this fundamental question by contextualizing how religious, cultural, political, and international dynamics have contoured American higher education since the origins of the first colonial colleges to its present-day policies and issues.
An exploration of informal and formal education from slavery to the present.
This research seminar, open to students from any program, supports research on the history of Teachers College as an academic institution. The last history of TC was published in 1954. New histories are vitally needed now. Fresh evidence, more recently published scholarship, and alternative perspectives make this endeavor an excellent opportunity for students to engage in historical research.
Learning through experience is the oldest and perhaps the deepest way to education human beings. Even now, it is the earliest kind of learning for young children. The interplay of learning through experience and what comes later, formal formal education, is a complex and ever-changing dynamic. This seminar takes a historical perspective to explore how that dynamic changed with the rise of mass schooling, increasing urbanization and industrialization, and the revolution in technology and communications. Special attention will be given to initiatives aiming to promote learning through experience amidst the ever-expanding built world and the standardization and regimentation of formal education. The seminar examines the history of efforts to foster learning settings that integrate direct experience, spontaneity, creativity, adventure and play more fully into the education of children and young adults.
Discussion of research and teaching topics in history and education.
Methods, principles, and problems of historical research and interpretation. Designed for students throughout the College undertaking systematic inquiries on historical topics.
Faculty. Permission of instructor required.
Presentation of dissertation proposals and drafts and explorations of the employment prospects of specialists in history and education.
Faculty. Permission of instructor required. Required of doctoral students in the semester following successful completion of certification examinations.
Faculty. Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees