In Search of "Time-Tested Truths": Historical Perspectives on Educational Administration

Autor/in	Aldrich, Richard
Titel	In Search of "Time-Tested Truths": Historical Perspectives on Educational Administration
Quelle	In: Journal of Educational Administration and History, 46 (2014) 2, S.220-233 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2014.889095
Schlagwörter	Educational Administration; Educational History; Educational Policy; Educational Practices; Futures (of Society); Historians; Educational Change; Educational Legislation; Foreign Countries; Educational Research; Research Needs; United Kingdom; United States + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Bildungspraxis; Future; Society; Zukunft; Historian; Historiker; Bildungsreform; Bildungsrecht; Schulgesetz; Ausland; Bildungsforschung; Pädagogische Forschung; Forschungsbedarf; Großbritannien; USA
Abstract	This article has a dual purpose. The first is to pay tribute to the work of Richard Selleck and Geoffrey Sherington; the second to argue that historians of education can make substantial contributions to current and future educational policy and practice by identifying what Ravitch has called "time-tested truths". The nature and purpose of historical study are examined with particular reference to education and to making maps of the past. Examples are provided of the application of historical perspectives to contemporary education issues in 1985 and 1996. The final section draws upon an analysis by leading historians in the USA of the failures of school reform, and a research project into the establishment, nature and likely fate of the Department for Education and Employment in the UK. The basic conclusion is that the development of the field of educational administration requires both specialist historical studies and those informed by a broader understanding of educational and human perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10