Scientists in the Classroom: The Cold War Reconstruction of American Science Education

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9780312295714: Scientists in the Classroom: The Cold War Reconstruction of American Science Education

During the 1950s, leading American scientists embarked on an unprecedented project to remake high school science education. Dissatisfaction with the 'soft' school curriculum of the time advocated by the professional education establishment, and concern over the growing technological sophistication of the Soviet Union, led government officials to encourage a handful of elite research scientists, fresh from their World War II successes, to revitalize the nations' science curricula. In Scientists in the Classroom , John L. Rudolph argues that the Cold War environment, long neglected in the history of education literature, is crucial to understanding both the reasons for the public acceptance of scientific authority in the field of education and the nature of the curriculum materials that were eventually produced. Drawing on a wealth of previously untapped resources from government and university archives, Rudolph focuses on the National Science Foundation-supported curriculum projects initiated in 1956. What the historical record reveals, according to Rudolph, is that these materials were designed not just to improve American science education, but to advance the professional interest of the American scientific community in the postwar period as well.

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About the Author:

JOHN L. RUDOLPH is Assistant Professor in the Department of Curriculum and Instruction at the University of Wisconsin- Madison.

From Library Journal:

In this masterly study of federally sponsored efforts to reform K-12 science education in the early postwar era, Rudolph (education, Univ. of Wisconsin) sheds light not only on familiar political debates over the role of the federal government in sponsoring educational reform but on the history of science, the place of science in American culture and society in the 20th century, and the relationship between philosophical debates over the aims of education and curriculum development and reform. "All representations of science in schools embody social and political ends," writes Rudolph, and his study of the impact of these forces on science education reform during the 1950s and 1960s will provide valuable insights for science educators, who continue to face these issues today. Although Rudolph builds on earlier studies of federally funded curriculum programs namely, Barbara Barksdale Clowse's Brainpower for the Cold War and Peter B. Dow's Schoolhouse Politics he provides a much richer context for understanding the role of science (and science education) in 20th-century American culture. Highly recommended. Scott Walter, Washington State Univ. Lib., Pullman
Copyright 2002 Reed Business Information, Inc.

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Descripción Palgrave USA, United States, 2002. Paperback. Estado de conservación: New. 2002 ed.. Language: English . Brand New Book ***** Print on Demand *****. During the 1950s, leading American scientists embarked on an unprecedented project to remake high school science education. Dissatisfaction with the soft school curriculum of the time advocated by the professional education establishment, and concern over the growing technological sophistication of the Soviet Union, led government officials to encourage a handful of elite research scientists, fresh from their World War II successes, to revitalize the nations science curricula. In Scientists in the Classroom , John L. Rudolph argues that the Cold War environment, long neglected in the history of education literature, is crucial to understanding both the reasons for the public acceptance of scientific authority in the field of education and the nature of the curriculum materials that were eventually produced. Drawing on a wealth of previously untapped resources from government and university archives, Rudolph focuses on the National Science Foundation-supported curriculum projects initiated in 1956. What the historical record reveals, according to Rudolph, is that these materials were designed not just to improve American science education, but to advance the professional interest of the American scientific community in the postwar period as well. Nº de ref. de la librería AAV9780312295714

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Descripción Palgrave USA, United States, 2002. Paperback. Estado de conservación: New. 2002 ed.. Language: English . Brand New Book ***** Print on Demand *****.During the 1950s, leading American scientists embarked on an unprecedented project to remake high school science education. Dissatisfaction with the soft school curriculum of the time advocated by the professional education establishment, and concern over the growing technological sophistication of the Soviet Union, led government officials to encourage a handful of elite research scientists, fresh from their World War II successes, to revitalize the nations science curricula. In Scientists in the Classroom , John L. Rudolph argues that the Cold War environment, long neglected in the history of education literature, is crucial to understanding both the reasons for the public acceptance of scientific authority in the field of education and the nature of the curriculum materials that were eventually produced. Drawing on a wealth of previously untapped resources from government and university archives, Rudolph focuses on the National Science Foundation-supported curriculum projects initiated in 1956. What the historical record reveals, according to Rudolph, is that these materials were designed not just to improve American science education, but to advance the professional interest of the American scientific community in the postwar period as well. Nº de ref. de la librería AAV9780312295714

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Descripción Palgrave Macmillan. Paperback. Estado de conservación: New. Paperback. 288 pages. Dimensions: 8.1in. x 5.3in. x 0.8in.In response to Soviet advances in science and engineering education, the countrys top scientists with the support of the federal government in 1956 launched an unprecedented program to reform pre-college science education in the United States. Drawing on a wide range of archival material, John Rudolph traces the origins of two of the leading projects in this movement in high school physics and biology. Rudolph describes how the scientists directing these projects drew on their wartime experiences in weapons development and defense consultation to guide their foray into the field of education and he reveals how the broader social and political conditions of the 1950s Cold War America fundamentally shaped the nature of the course materials they eventually produced. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Nº de ref. de la librería 9780312295714

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