Arguments for Learning

Bill Cope is a professor in the Department of Educational Policy Studies at the University of Illinois Urbana-Champaign. He is coauthor of Making Sense: Reference, Agency, and Structure in a Grammar of Multimodal Meaning and coeditor of e-Learning Ecologies: Principles for New Learning and Assessment. Walter Feinberg is the Charles Dun Hardie Professor Emeritus of Educational Policy Studies at the University of Illinois Urbana-Champaign. He is the author of Educating for Democracy and Dewey and Education.

Foreword Mary Kalantzis

Acknowledgments

Introduction

Part I. Beginnings



In the Beginning: Education at Illinois, 1867–1905
A School of Education and the Struggle for a Profession of Teaching, 1905–1917
Growing a College and Establishing a Research Tradition, 1918–1930
Depression, Social Crisis, and Professionalization of Education, 1931–1945

Part II. Defining the Discipline



What Kind of Study Is Education?
Establishing Social Foundations, 1945–1957
Shaping and Debating Educational Psychology, 1948–1966
The Foundations of Cognitive Psychology, 1963–
Debating the Shape of Instruction and Assessment, 1964–
Critical Thinking and Educational Inquiry, 1950–
The Qualitative Turn, 1964–

Part III. Equity and Diversity in Learning



Cold War Tensions, Sputnik, and New Beginnings, 1950–1964
Life Adjustment or Educational Wasteland? Debating Progressive Education, 1953–1986
Special Education and Disability Services, 1946–
Racism and Education, 1948–1956
Growing Diversity, 1968–

Part IV. Technology in Learning



Computers in the Service of Learning, 1949–1976
New Math and Inquiry Science, 1951–1976
The Cybernetics of Learning, 1949–1975
Going Online, 1993–
New Learning, 2006–

Notes

References

Index