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Studenting: An Historical and Sociol...

Goldin, Simona.

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Studenting: An Historical and Sociological Study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Studenting: An Historical and Sociological Study./
Author:	Goldin, Simona.
Description:	225 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0879.
Contained By:	Dissertation Abstracts International72-03A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3441194
ISBN:	9781124443010

Studenting: An Historical and Sociological Study.
Goldin, Simona.

Studenting: An Historical and Sociological Study. - 225 p.

Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0879.

Thesis (Ph.D.)--University of Michigan, 2010.

I seek to comprehend how thinkers have understood students' work and the practices they thought were associated with different versions of studenting. In my work, studenting is comprised of the activities and tasks that students must engage in to learn; studenting is understood to be the means to learning outcomes. A central question runs through this analysis: how have educators, theorists, researchers and sociologists understood studenting?

ISBN: 9781124443010Subjects--Topical Terms:

626654
Education, Sociology of.

Studenting: An Historical and Sociological Study.
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020 $a 9781124443010
035 $a (UMI)AAI3441194
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100 1 $a Goldin, Simona. $3 1679609
245 1 0 $a Studenting: An Historical and Sociological Study.
300 $a 225 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0879.
500 $a Adviser: David K. Cohen.
502 $a Thesis (Ph.D.)--University of Michigan, 2010.
520 $a I seek to comprehend how thinkers have understood students' work and the practices they thought were associated with different versions of studenting. In my work, studenting is comprised of the activities and tasks that students must engage in to learn; studenting is understood to be the means to learning outcomes. A central question runs through this analysis: how have educators, theorists, researchers and sociologists understood studenting?
520 $a I analyze three important and historically rooted arguments about the nature of studenting, all of which continue today. The first occurred at the inception of public education in the U.S. during the Common School era, the second at the turn of the 20th century when school enrollment continued to swell and urbanization and industrialization increased, and a third in the mid-1900s when the school system was maturing. This is a study of those ideas and arguments, with attention to the historical context of those ideas. This analysis is framed by the following elements: what students bring to their work; the politics of studenting, which here means how students respond to learning under conditions of compulsion; and, the nature of the work that students were to do.
520 $a While the three sets of thinkers that I consider wrote at different times and with different theoretical frames, I find a continuing refrain: enabling effective studenting came down to managing a key problem: securing student engagement -- which was conceived by all of the thinkers as necessary for learning -- when students might not be interested in what teachers believe they should be learning.
590 $a School code: 0127.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, History of. $3 599244
650 4 $a Education, Philosophy of. $3 783746
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690 $a 0520
690 $a 0998
710 2 $a University of Michigan. $3 777416
773 0 $t Dissertation Abstracts International $g 72-03A.
790 1 0 $a Cohen, David K., $e advisor
790 $a 0127
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3441194