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The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history.
Volume 37, Number 1
Editor's Introduction
Why Do We Need a Philosophy of Education?
Struggle for the Soul
William Van Til
Chicago School Desegregation and the Role of the State of Illinois, 1971–1979
The Very Meaning of Our Lives
The Cardinal Principles
Francis Wayland Parker’s Morning Exercise and the Progressive Movement
Consolidation of Small Rural Schools in One Southeastern Kentucky District
Setting the Record Straight
Learning to Be Homesteaders
“Living in a Changing Society”
Engines of Economic Development
The Politics of Language and National School Reform
“World-Mindedness”
Book Review – The Courage to Change
Volume 37, Number 2
Introduction to Volume 37, Number 2 — Editor’s Introduction
Professionalization of Educational Administration Viewed Through the Lens of Institutional Theory, 1947–1990
Improved Reflections
A Black Who Wore White — A Look Back
Land-Grant Colleges and American Engineers
The Fear of Color
A Nation at Risk and Sputnik
A Nation at Risk
Civic Learning Through County Fairs
Fair and Tender Ladies Versus Jim Crow
Section 504 in American Public Schools
God’s Country
Becoming Illuminated
Tsuda Umeko and a Transnational Network Supporting Women’s Higher Education in Japan During the Victorian Era