Ryan W. Coughlan

Bio: Ryan W. Coughlan is an academic researcher from City University of New York. The author has contributed to research in topics: Sociology of Education & Education theory. The author has an hindex of 3, co-authored 8 publications receiving 114 citations.

Exploring Education: An Introduction to the Foundations of Education

Abstract: Preface Acknowledgments Chapter 1 The Limits and Promises of Education: Toward Reflective Practitioners Chapter 2 The Politics of Education: Conservative, Liberal, Radical, and Neo-liberal Perspectives * HIJACKED! How the Standards Movement Turned into the Testing Movement, Diane Ravitch * What "Counts" as Educational Policy? Notes toward a New Paradigm, Jean Anyon Chapter 3 The History of Education * Popular Schooling, Lawrence A. Cremin * Capital Accumulation, Class Conflict, And Educational Change, Samuel Bowles And Herbert Gintis Chapter 4 The Sociology of Education * The Contribution of Schooling to the Learning of Norms, Robert Dreeben * On Understanding the Processes of Schooling: The Contributions of Labeling Theory, Ray C. Rist * The Politics of Culture: Understanding Local Political Resistance to Detracking in Racially Mixed Schools, Amy Stuart Wells and Irene Sena Chapter 5 The Philosophy of Education and Its Significance for Teachers * My Pedagogic Creed, John Dewey * Wide-Awakeness and the Moral Life, Maxine Greene * The Ideal of the Educated Person, Jane Roland Martin Chapter 6 Schools as Organizations and Teacher Professionalization * Contradictions of Reform, Linda M. McNeil * Rich Land, Poor Schools, David Baker And Gerald Letendre * Is The Supply Of Mathematics And Science Teachers Sufficient? Richard M. Ingersoll And David Perda Chapter 7 Curriculum, Pedagogy, and the Transmission of Knowledge * The Politics of a National Curriculum, Michael W. Apple * The Mimetic and the Transformative: Alternative Outlooks on Teaching, Philip W. Jackson * The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children, Lisa D. Delpit Chapter 8 Equality of Opportunity and Educational Outcomes * Class and the Classroom: Even the Best Schools Can't Close the Race Achievement Gap, Richard Rothstein * Chartering and Bartering: Elite Education and Social Reproduction, Caroline Hodges Persell and Peter W. Cookson, Jr. * College-for-All: Do Students Understand What College Demands? James E. Rosenbaum Chapter 9 Explanations of Educational Inequality * It's Not "a Black Thing": Understanding the Burden of Acting White and Other Dilemmas of High Achievement, Karolyn Tyson, William Darity, and Domini Castellino * Gender Inequalities in Education, Claudia Buchman, Thomas A. Diprete, and Anne McDaniel * From social ties to social capital: Class differences in the relations between schools and parents networks, Erin McNamar Horvat, Elliot B. Weininger, and Annette Lareau * A Black Student's Reflection on Public and Private Schools, Imani Perry Chapter 10 Educational Reform and School Improvement * A Few Thoughts on Making This Work, Frederick Hess * Education and Poverty: Confronting the Evidence, Helen F. Ladd * The Politics of School Reform: A Broader and Bolder Approach for Newark, Pedro Noguera and Lauren Wells Appendix: Suggested Resources References Index

Leaders in the Sociology of Education

Abstract: The Sociology of Education is no different in form than other fields of scholarship in that it depends wholly on the creativity, passion, assiduousness, and luck of the women and men who commit themselves to the advancement of the discipline Surely world events and the political economy of a given time and place bear tremendous responsibility for shaping research agendas and directing intellectual thought, but it is the humanity and individuality of the scholars who interact with all that surrounds them that defines an academic field As such, an intimate look into the careers of a selection of leaders in the sociology of education has much to offer those seeking a better understanding of the present state of this field of study

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

The Future of the Capitalist State.

Abstract: List of Boxes. List of Tables and Figure. Preface. Abbreviations. Introduction. 1. Capitalism and the Capitalist Type of State. 2. The Keynesian Welfare National State. 3. The Schumpeterian Competition State. 4. Social Reproduction and the Workfare State. 5. The Political Economy of State Rescaling. 6. From Mixed Economy to Metagovernance. 7. Towards Schumpeterian Workfare Postnational Regimes?. Notes. References. Index.

A Content Analysis Exploring Lesbian, Gay, Bisexual, and Transgender Topics in Foundations of Education Textbooks.

Abstract: This research analyzed the most widely used foundations of education textbooks for lesbian, gay, bisexual, and transgender (LGBT) content. Because foundations of education coursework routinely intr...

Negotiated identities: dynamics in parents\' participation in school governance in rural Eastern Cape schools and implication for school leadership

Abstract: School governance is a feature of school leadership in schools in South Africa. Currently, there is a dearth of research examining the dynamics in, and how parents navigate their way through, the process of school governance. Using a qualitative approach, we investigated these dynamics. The sample was parents in rural communities in secondary schools in the Eastern Cape. The parents responded to questions in semi-structured phenomenological interviews. Multiple factors linked to gender politics and African traditions shaped how parents participated in school governance. School governance practices were imbued with a tension between values inherent in African traditions/ customs and values of modern school policies/legislations. While outlining the implications for school leadership, we argue that conflict and tension in school governance is likely to continue unless leadership practices and policy provisions reflect more of people's customs/traditions. South African Journal of Education Vol. 28 (3) 2008: pp. 431-450

Physical education teachers’ professionalization: A review of occupational power and professional control:

Abstract: This article reviews research on physical education (PE) teachers’ professionalization considering their relative position at schools and in the community as well as their control over the lesson f...