Social Change, Discipline, and the Common School in Early Nineteenth-Century America
Bibliographic Data
| ID | 3412562 |
|---|---|
| Authors | Carl F Kaestle (corresponding author) |
| Year | 1978 |
| Volume | 9 |
| Issue | 1 |
| Pages | 1 |
| Publication date | 1978-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Interdisciplinary History (JOURNAL) |
| Journal identifiers | ISSN: 0022-1953 • E-ISSN: 1530-9169 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/203666 |
| OpenAlex | W2317085892 |
| Language | EN |
| Citations received | 9 |
of the sharp rise in educators' attention to discipline and character formation in the nineteenth century, especially in the decades of school reform after 1840. This article relates the urgent concern for school discipline to other developments in early industrial America. It comments upon two explanations offered recently and proposes a broader explanation which at once supports and revises the functionalist framework as it is applied to the history of education
Political science · Social change · Social science · Sociology · Educator Training and Historical Pedagogy · History · Law
Settlement Patterns and the Governing Structures of Nineteenth-Century School Systems
A Sin against Childhood
Childhood as Ideology
Discipline, punishment, and the moral community of schools
Production, family, and free-time projects
Civilized into sleeplessness
Situated action, double dialogicality and the sociogenesis of categorizing in institutional practices
Family and Schooling in Colonial and Nineteenth-Century America
The Social Creation of School Dropouts
| Citations per year | 0.19 |
|---|---|
| Citation span | 1979 - 2024 (46) |
| Highly cited | No |