JAMES A. JOHNSON, professor emeritus of education at Northern Illinois University, has been an educator for more than 35 years, serving as a public school teacher, teacher educator, university administrator, researcher, national/international consultant and speaker, and strong education advocate. He is a life member of, and active participant in, many professional associations, has been the lead author of all editions of this Foundations of American Education textbook, as well as the author or coauthor of more than a dozen other college textbooks and scores of professional articles in various professional journals.

DIANN MUSIAL is professor emerita in the Foundations of Education and Northern Illinois University Distinguished Teaching professor. Currently, she is field coordinator for educational internships with Great Basin College and a member of Research and Doctoral Processes with Capella University. Diann has taught middle school science and mathematics in Chicago, Illinois, served as principal of an Individually Guided Education elementary school, and worked in industry as director of training. She has directed more than 20 state and federally funded staff development grants, developed countless performance assessments and test item banks, coauthored Integrating Science with Mathematics and Literacy: New Visions for Learning and Assessment and Foundations for Meaningful Educational Assessment.

GENE E. HALL, professor of Educational Leadership at the University of Nevada, Las Vegas, began his academic career as a teacher education program faculty team member at the national R&D Center for Teacher Education, The University of Texas at Austin. The faculty team was charged with developing an experimental teacher education program, the Personalized Teacher Education Program. Following more than a decade at UTA, he became a faculty member at the University of Florida, then the University of Northern Colorado, and currently the University of Nevada, Las Vegas. He has twice served as the dean of a college of education. His research has always centered on studies of the change process in schools and business settings. He is the lead architect of the Concerns Based Adoption Model (CBAM), which is one of the major perspectives for understanding, facilitating, and evaluating change initiatives. He also has a continuing role in teacher education.

DONNA M. GOLLNICK is the Chief Academic Officer at TEACH-NOW, an online postbaccalaureate program for the preparation of teachers. She previously managed accreditation at the National Council for Accreditation of Teacher Education (NCATE) and was a member of the administrative team that created its successor, the Council for the Accreditation of Educator Preparation (CAEP). Donna is coauthor with Philip Chinn of the textbook Multicultural Education in a Pluralistic Society (Pearson, tenth edition, 2017). She is also a coauthor of Introduction to Teaching: Making a Difference in Student Learning. Donna is a past president of the National Association for Multicultural Education (NAME) and has received Distinguished Alumni Awards from Purdue University and the University of Southern California. She was also honored by the American Association of Colleges for Teacher Education (AACTE) as an “Advocate for Justice.”

BRIEF TABLE OF CONTENTS

I. THE TEACHING PROFESSION

1. Teaching in a Challenging World

II. HISTORICAL FOUNDATIONS OF EDUCATION

2. The Early History of Education in a Changing World

3. Historical Perspectives of Education

III. PHILOSOPHICAL FOUNDATIONS OF EDUCATION

4. Philosophy: Reflections on the Essence of Education

5. Building an Educational Philosophy in a Changing World

IV SOCIOLOGICAL FOUNDATIONS OF EDUCATION

6. The Place of Schools in Society

7. Diversity in Society and Schools

8. Students and Their Families

V. GOVERNANCE, ORGANIZATION, AND LEGAL FOUNDATIONS OF EDUCATION

9. Organizing and Paying for Education

10. Legal Perspectives on Education

VI. CURRICULAR FOUNDATIONS OF EDUCATION

11. Standards, Assessment, and Accountability

12. Designing Programs for Learners in Challenging Times: Curriculum and Instruction

13. Becoming an Effective Teacher in a Challenging World

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