Outlines the life and philosophy of noted French child psychologist, Henri Wallon (1879-1962). Reviews the philosophical origins of the Wallonian Approach including the theory of emotions, the development of representational thought, the role of imitation in the formation of representation, and the role of language in the development of thought…

Maintains that women are a critical, yet neglected part of U. S. education history. Reviews six recent works in the field and pleads for a new history of women's education in the United States. (JDH)

Analyzes the way in which schooling has traditionally been used in the United States to inculcate national identity and culture. The analysis is based on research about political socialization at different time periods and on widely used textbooks. Also discusses questions of indoctrination. (DB)

Demonstrates how education can be studied through folk literature and humor, using Seba Smith's folk hero, Major Jack Downing. Illustrates a broadened conception of what constitutes education and contributes to education other than schooling. (Author/CK)

Examines the relationship of norms and conventions of society at different periods to child portraiture. Questions whether artists influence educators or educators influence artists. Concludes that child images in early modern portraiture are representative of educational ideals. (Author/DB)

Follows trends in American university faculty salaries and duties since World War II. Concludes that the job market is tighter than ever before, teaching loads are higher, and there is little encouragement for research. (Author/DB)

Examines the University of Michigan between 1945 and the early 1960s as a case study of the physical and philosophical changes that occurred to usher in the process of university corporatization. Focuses predominantly on one major research project, the Phoenix Memorial Project, that set in motion many of these changes. (DSK)

Reexamines aspects of the "real books/reading scheme books" debate that erupted into British literacy education in the late 1980s. Argues that the debate was not over-polarized, but that it did not take appropriate account of scholarly review of related research. Notes the relationships to current developments in the field. (DSK)