Literaturnachweis - Detailanzeige
| Autor/in | Tyack, David B. |
|---|---|
| Titel | Some Models for Interpreting the History of Compulsory Schooling. |
| Quelle | (1975), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Attendance; Educational Development; Educational History; Educational Practices; Elementary Secondary Education; Historical Criticism; Historiography; Models; Political Influences; Public Schools; School Attendance Legislation; Socioeconomic Influences; United States History |
| Abstract | Five models are postulated for interpreting the three historical stages in the development of compulsory schooling in the United States. These three stages include (1) a symbolic stage where compulsory public school education began to gain strength but lacked enforcement procedures, (2) a bureaucratic phase beginning around 1900 where new organizational technologies made compulsory attendance effective, and (3) a postcompulsory phase beginning in the 1960's where the legitimacy of compulsory schooling is being questioned and truancy is rampant. Model 1 interprets the development as an evolution of the self-perpetration of a democratic society. Model 2 reflects a revisionist interpretation where society's economic elites fashioned compulsory school systems in order to produce a stable, rational economy in which they could retain their power. Model 3 stresses socialization and nationalism where schooling creates citizens and legitimizes government hierarchies. Model 4 interprets stage 1 as a subcultural conflict where state legislators passed laws as a symbolic crusade of the virtuous. Model 5 interprets the development of compulsory attendance as the work of political interest groups including both business and labor. (Author/DE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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