Bibliography - Educational Context and Historical Sources

(for historical sources and context not specifically related to education or education policy, please see http://edpolicy-dissertationjourney.blogspot.com/2011/05/bibliography-context-and-historical.html)

Anderson, J. (1988). The education of blacks in the South, 1861-1935. Chapel Hill: University of North Carolina Press.

Bailyn, B. (1991). Education in the forming of American society. New York: W. W. Norton & Co.

Ballard, A. (1973). The education of black folk: The Afro-American struggle for knowledge in white America. New York: Harper & Row.

Beadie, N. (2001). Academy students in the mid-nineteenth century: Social geography, demography, and the culture of academy attendance. History of Education Quarterly, 41, 251-262.

Browning, J. (2008). “Bringing light to our land... when she was dark as night”: Northerners, freedpeople, and education during military occupation in North Carolina, 1862-1865. American Nineteenth Century History,  9, 1-17.

Carnoy, M. & Levin, H. (1985). Schooling and work in the democratic state. Stanford: Stanford University Press.

Clifford, G. (1976).  Education: Its history and historiography. Review of Research in Education, 4, 210-267.

Cremin, L. (1970). American education: The colonial experience, 1607—1783. New York: Harper & Row.

Donavan, F. (1938).  The schoolma’am. New York: Frederick Stokes Co.

Duffy, J. (1979). School buildings and the health of American school children in the nineteenth century.  In C. Rosenberg, (Ed.), Healing and History: Essays for George Rosen. New York: Science History Publications.

Duitsman, J. (1991).  “When I can read my title clear”: Literacy, slavery, and religion in the antebellum South. Columbia, SC: University of South Carolina Press.

Eelman, B. (2004). An educated and intelligent people cannot be enslaved: The struggle for common schools in antebellum Spartanburg, South Carolina. History of Education Quarterly, 44, 250-270.

Earp, C. (1941). The role of education in the Maryland colonization movement.   The Journal of Negro History, 26 , 365-388.

Farnham, C. (1994).  The education of the southern belle: Higher education and student socialization in the antebellum South.  New York: New York University Press.

Finkelstein, B. (1991). Dollars and dreams: Classrooms as fictitious message systems.  History of Education Quarterly, 31, 463-487.

Finkelstein, B. (1989). Governing the young: Teacher behavior in popular primary schools in nineteenth century United States. New York: Falmer Press.

Fuke, R. (1971).  The Baltimore Association for the Moral and Educational Improvement of the Colored People, 1864-1870. Maryland Historical Magazine, 66, 369-404.

Fuquay, M. (2002). Civil rights and the private school movement in Mississippi.  History of Education Quarterly, 42, 159-180.

Hayden, C. (1971).  Conversion and control: Dilemma of Episcopalians in providing for the religious instruction of slaves in Charleston, South Carolina, 1845-1860. Historical Magazine of the Protestant Episcopal Church, 40, 143-171.

Hoffman, B. (1981). Woman’s "True" Profession: Voices from the History of Teaching. New York: McGraw-Hill.

Johnson, C.  (1904). Old-time schools and school-books. New York: MacMillan Company.

Kaestle, C. (1973). The evolution of an urban school system: New York, 1750—1850. Cambridge, MA.

Kaestle, C. (1983).  Pillars of the republic: Common schools and American society, 1780—1860.  New York: Hill & Wang.

Katz, M. (1968). The irony of early school reform: Educational innovation in mid-nineteenth century Massachusetts. Cambridge, Mass.: Harvard University Press.

Kelley, M. (2006).  Learning to stand and speak: Women, education, and public life in America’s republic.  Chapel Hill: University of North Carolina Press.

Kliebard, H. (1996). The feminization of teaching on the American frontier: Keeping school in Otsego, Wisconsin, 1867-1880. Journal of Curriculum Studies, 27, 545-561.

Knight, E. (1922).  Public education in the South. Boston: Athenaum Press.

Knight, E. (Ed.). (1949).  A documentary history of education in the South before 1860.  Chapel Hill: University of North Carolina Press.

Knopp Biklen, S.(1995). School work: Gender and the cultural construction of teaching. New York: Teacher’s College Press.

Lepore, J. (2002).  A is for American: Letters and other characters in the newly United States. New York: Alfred A. Knopf.

Maddox, A. (1918). The free school ideal in Virginia before the Civil War.  New York: Teachers College Press.

McCaul, R. (1987). The black struggle for public schooling in nineteenth century Illinois. Carbondale: Southern Illinois University Press.

Middlekauff, R. (1961).  A persistent tradition: The classical curriculum in eighteenth-century New England. William & Mary Quarterly, 18, 54-67.

Moss, H. (2004). “Opportunity and opposition: African American struggle for education in New Haven, Baltimore, and Boston, 1825-1855." (PhD diss., Brandeis University).

Nash, M. (2005). Women’s education in the United States: 1780-1840. New York: Palgrave Macmillan.

Park, R. (1978). “Embodied selves”: The rise and development of concern for physical education, active games and recreation for American women, 1776-1865.  Journal of Sport History, 5, 5-41.

Pawa, J. (1971). Workingmen and free schools in the nineteenth century: A comment on the labor- education.  History of Education Quarterly, 11, 287-302.

Perillo, J. (2003). Beyond progressive reform: Discipline and construction of the “professional teacher” in interwar America. History of Education Quarterly, 44, 337-63.

Perlmann, J. & Margo, R. (2001). Women’s work? American schoolteachers: 1650—1920. Chicago: University of Chicago Press.

Preston, J. (1993).  Domestic ideology, school reformers, and female teachers: Schoolteaching becomes women's work in nineteenth-century New England.  The New England Quarterly, 66, 531-551.

Preston, J. (2004). Transformations in organizational structures and the feminization of schoolteaching.  American Sociological Association Annual Meeting, San Francisco.

Rudolph, J. (2005). Epistemology for the masses: The origins of “the scientific method” in American schools. History of Education Quarterly, 45, 341-376.

Rury, J.  (1989). Who became teachers? The social characteristics of teachers in American history.  In D. Warren (Ed.), American Teachers: Histories of a Profession at Work (pp. 9-48).  New York: Macmillan Publishing Co.

Rury, J.  (2006).  The curious status of the history of education: A parallel perspective. History of Education Quarterly, 571-98.

Shannon, W. (1964). “Public education in Maryland (1825-1868) with special emphasis upon the 1860s.” (PhD diss.: University of Maryland, College Park).

Sheller, T. (1982).  The origins of public education in Baltimore, 1825-1829. History of Education Quarterly, 22, 23-44.

Spring, J. (1986). The American school, 1642-1985: Varieties of historical interpretation of the foundations and development of American education. New York: Longman.

Strober, M., & Tyack, D. Why do women teach and men manage? A report on research on schools. Signs, 5, 494-503.

Sugg, R. (1978).  Motherteacher: The feminization of American education. Charlottesville: University Press of Virginia.

Sundue, S. (2007).  Confining the poor to ignorance? Eighteenth-century American experiments with charity education.  History of Education Quarterly, 47, 123-148.

Swett, J. (1900).  American public schools: History and pedagogics. New York: American Book Company.

Taylor, W. (1966). Toward a definition of orthodoxy: The patrician South and the common schools.  Harvard Educational Review, 36, 412-426.

Teaford, J. (1970).  The transformation of Massachusetts education, 1670-1780.  History of Education Quarterly, 10, 287-307.

Thomas, B. (1971). Public education and black protest in Baltimore, 1865-1900. Maryland Historical Magazine, 66, 381-391.

Tolley, K. (1996). Science for ladies, classics for gentlemen: A comparative analysis of scientific subjects in the curricula of boys' and girls' secondary schools in the United States, 1794-1850. History of Education Quarterly, 36, 129-153.

Tolley, K., & Beadie, N. (2006).  Socioeconomic incentives to teach in New York and North Carolina: Toward a more complex model of teacher labor markets, 1800-1850. History of Education Quarterly, 46, 36-72.

Tyack, D. (1976). Ways of seeing: An essay on the history of compulsory schooling. Harvard Educational Review, 46, 355-389.

Vinovskis, M. & Bernard, R. Beyond Catharine Beecher: Female education in the antebellum period.  Signs: Journal of Women in Culture and Society, 3.

Warren, D. (Ed.). (1989).  American teachers: Histories of a profession at work. New York: Macmillan Publishing Company.

Williams, H. (2005).  Self-taught: African American education in slavery and freedom.  University of North Carolina Press.

Wyman, A. (1995). The earliest early childhood teachers: Women teachers of America's dame schools.  Young Children, 50, 29-32.