Provides an overview of how oral history has enriched 20th-century U.S. educational history. Focuses on teachers' lives, classroom experiences, and the intersection of teachers' lives and work. Relies on a synthetic approach and taps urban, small town, and rural experiences through a comprehensive oral history review. (DSK)

Investigates changing pattern of teacher-student relationships in 20th century England through the lens of the professional lives and pedagogical practices of teachers using oral history methods. Relates the findings of oral history interviews to those from documentary and secondary sources. Assesses the strengths of the oral history method. (DSK)

Recounts the pedagogical history of the Anglo-Welsh Adams family that spans the 1840s to the 1930s in England and Wales. Comprises summarized biographical details of relevant family members and offers generalizations drawn from this longitudinal case study. Argues that this study highlights neglected aspects within educational history. (DSK)

Challenges the historical myth of egalitarianism in Scottish education through a reconstruction of the different experiences of men and women teachers in the 19th century. Concludes that in structuralist and materialist terms the Scottish coeducational system was relatively more oppressive for women teachers than the English system. (DSK)

Highlights an aspect of the highly gendered nature of 19th-century student teaching and focuses on how the female student teacher was constructed as a "problem." Two sections contextualize the female student teacher "problem" and the feminization of teaching, and analyzes attempts to contain or solve the problem. (DSK)

Draws upon previously unused evidence to offer a revisionist view of the Emergency Training Scheme in England. Contends that published accounts mostly focus on notions of "challenge" and "response," without confronting associated issues of professional dilution. Concludes that the program implicitly fostered a devaluation of formal teacher…