Eric Bredo, Professor
Much of my work centers on the uses and abuses of educational theory. I am interested in where current ways of thinking about education came from and where they are leading us in their practical consequences.
My principal concern is with ways of thinking that dehumanize people and construe them passively, undermining both individual self-realization and democratic social development. Being concerned with the consequences of ideas, I also have an interest in the work of classical philosophical pragmatists like Charles Sanders Peirce, William James, John Dewey, and George Herbert Mead. Much of my work involves a dialogue between their philosophical pragmatism and contemporary theory in psychology, sociology and education.
Ph.D. (1975) Stanford University
MA (1975) Stanford University
MS (1968) Stanford University
BA (1966) University of California-Berkeley
Philosophy of Education
The Philosophy of John Dewey
The Thought of William James
Sociology of Education
Moral and Ethical Dimensions of Leadership (with Dan Duke)
Doctoral Seminar in Social Foundations of Education (with other SF faculty)
Eric Bredo. "Philosophies of Educational Research" in Green, J., Camilli, G., & Elmore, P. (Eds.), Handbook of Complementary Methods in Education Research. (Third Edition) N.Y.: Lawrence Erlbaum Associates. Forthcoming, 2006.
Eric Bredo, "Conceptual Confusion and Educational Psychology." in Phil Winne, Patricia Alexander, and Gary Phye (Eds.), Handbook of Educational Psychology. Forthcoming, 2005. Fairfax, VA: Techbooks.
Eric Bredo. "The Development of DeweyÕs Psychology." in Barry Zimmerman and Dale Schunk (Eds.) Educational Psychology: A Century of Contributions, Mahwah: New Jersey, Lawrence Erlbaum Associates, 2003: 81-112
Eric Bredo. "The Darwinian Center to the Vision of William James." In Jim Garrison, Ron Podeschi and Eric Bredo (Eds.), William James and Education, Teachers College Press, 2002.
Eric Bredo, "Reconsidering Social Constructivism: The Relevance of G. H. Mead's Interactionism," in Denis Phillips (Ed.) Constructivism in Education, NSSE Yearbook, 2000: 127-157.
Eric Bredo. "Ethical Implications of Organization Theory." Managing and Leading, Vol. 4, no. 4, Summer, 1998: 256-274.
Eric Bredo. "Evolution, Psychology, and Dewey's Critique of the Reflex Arc Concept." The Elementary School Journal, Vol. 98, No. 5, 1998, pp. 447-466.
Eric Bredo, "The Social Construction of Learning." Gary Phye (Ed.), Handbook of Academic Learning: The Construction of Knowledge. N.Y.: Academic Press, 1997, pp. 3-43.
Eric Bredo, "Reconstructing Educational Psychology: Situated Cognition and Deweyan Pragmatism," Educational Psychologist, 1994, 29 (1), 23-35.
In addition to teaching and writing over the past thirty-five years, I have served a five-year term as an Associate Dean for External Relations and a six-year term as Chair of the Department of Leadership, Foundations and Policy.
A major focus of my activities as a faculty member has centered on working with practicing teachers and administrators in field-related settings. I designed and have coordinated for the past fifteen years an off-grounds M.Ed. Program in Instruction. And my work with practicing teachers and administrators has sparked a strong interest in thinking and writing about how to bring about constructive change in schools.
In the past few years I have been heavily involved in a program known as Partnership for Leaders in Education (PLE) which a joint endeavor between the Curry School of Education and the Darden Graduate School of Business. While the PLE is involved in several initiatives, one of our strongest programs involves developing leadership programs for principals who have been charged with the responsibility of turning around academically underperforming schools.
Ph.D. (1970) SUNY-Buffalo
M.Ed. (1964) Kent State University
BS (1962) Kent State University
Frequently taught courses
Social Foundations of Education
Doctoral Seminar in Social Foundations of Education (with other SF faculty)
Management and Planning in Higher Education
Schools as Professional Learning Communities
Emerging Issues in the Profession of Teaching
Field Project in Teaching
Burbach, H. J. & Butler, A. R. "In Search of the Deep Smarts in Your District". The School Administrator, December, 2005: 10-16.
Burbach, H. J. & Sayeski, B. "A peer coaching model for improving the instructional and organizational learning capacity of your school." Principal, (accepted for publication and in press)
Burbach, H. J. & Butler, A. R. "What school districts can do to support turnaround principals." The School Administrator, June, 2005: 24-31.
Burbach, H. J. & LaFleur, E.K. "Sometimes a little paranoia can be a good thing: Thoughts on the future of Schools, colleges, and departments of education." Action in Teacher Education, summer, 2001: 50-57.
Heaton, L., Stemhagen, K. & Burbach, H.J. "Virginia algebra resource center: connecting your algebra classroom to the real world." Virginia Mathematics Teacher, 2000, 27: 29-31.
Kauffman, J. M. & Burbach, H. J. "Creating classroom civility." The Education Digest,1998, 63: 12-18.
Kauffman, J. M. & Burbach, H. J "On creating a climate of classroom civility." Phi Delta Kappan, 1997, 79: 320-325.
Burbach, H. J. & Crockett, M. "The learning organization as a prototype for the next generation of schools." 1994, Planning and Changing, 25: 173-179.
Burbach, H. J. & Babbitt, C. E. "An exploration of the social functions of humor among college students in wheelchairs." 1993, Journal of Rehabilitation: 6-9.
Burbach, H. J. &
Figgins, M. A. "A thematic profile of the images of teachers in film." 1993, Teacher Education Quarterly, 20, 65-75.
Jennifer de Forest, Assistant Professor
I have a web of research interests related to the way large public education systems developed in tandem with child guidance bureaus, the field of psychology, and the childrenÕs courts. In particular I have sought to understand the way parents, child-caring professionals, and the State have contested who gets to decide how children are educated. To this end, I have explicated the history of childrenÕs educational rights, the history of the mental hygiene movement, and the history of efforts to reform NYCÕs schools led by both public and private interests.
My other prevalent research area is the history of philanthropy and education. I am particularly interested in the way foundations have nurtured university-based research centers and think tanks to create a system of knowledge production to innovate and promote educational policy and ideology since WWII.
Frequently Taught Courses
History of American Education
History of American Higher Education
History of Urban Education
History of the American College Presidency
Writing for Publication
Ed.D. (2005) Harvard University
M.A. (1999) Columbia University
B.A. (1989) University of California-San Diego
de Forest, Jennifer, "The Rise of Conservatism on Campus: The Role of the John M. Olin Foundation," Change: The Magazine of Higher Learning, Upcoming Issue, Expected May, 2006.
Lagemann, Ellen Condliffe, and Jennifer de Forest, "What Might Andrew Carnegie Want to Tell Bill Gates? Reflections on the 100th Anniversary of the Carnegie Foundation for the Advancement of Teaching" in Thomas Erlich and Ray Bachetti eds Upcoming Volume (San Francisco, CA: Jossey Bass), 2006.
de Forest, Jennifer "The New York City Failed Teacher Selection Project, 1947-1954: Political Reality Trumps Educational Research," Teachers College Review, Vol. 108, No. 14, 2006.
de Forest, Jennifer "Women United for the United Nations: US Women Educating for Collective Security in the Cold War," Women's History Review, Vol. 14, No. 1, 2005.
de Forest, Jennifer "Editor's Review: Human Rights Education," Harvard Educational Review, Vol. 74, 2004.
Diane Hoffman, Associate Professor
As an educational anthropologist with a commitment to comparative education, my research and writing has focused on the role of culture and cultural diversity in education, with a particular focus on issues of identity, self, and multiculturalism in the United States and East Asia. I am particularly fascinated by the ways in which tacit culturally based constructions of self and self-other relationships inform the educational process. As such, my work lies at the intersection of education and cultural psychologies of self, with a strong cross-cultural comparative focus. I have done research in/on the Middle East (Iran) and East Asia (Japan, Korea), exploring a variety of issues related to the self in the context of conditions of cross- and intercultural contact, including the nature of minority identities, cultural nationalism, and gender.
Most recently, I have developed a focus on the ways in which cultural perspectives on children and childhood affect practices of parenting and early education. Much of my writing is oriented toward inquiry into and critique of tacit ideologies of childhood that inform educators' discourse, including discourses on parenting, emotion and social-emotional education, and globalized representations of children and childhood.
Ph.D. (1986) Stanford University
M.A. (1977) Brown University
B.A. (1976) Brown University
Hoffman, Diane M., and Guoping Zhao (in press) Global Convergence and Divergence in Childhood Ideologies and the Marginalization of Children. In K. Biraimah & W. Gaudelli (Eds.), Education and Social Inequality in the Global Culture. Dordrecht: Kluwer Academic Publishers.
Hoffman, Diane M. (2003) Childhood Ideology in the United States: A Comparative Cultural View. International Review of Education 49 (1-2): 191-211.
Hoffman, Diane M. (2001). Best Practices? The Cultural Discourse of Developmentalism in American Early Education: A cross-cultural comparison. In P. R. Schmidt and P. B. Mosenthal (Eds.), Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism. Greenwich, CT: Information Age Publishing.
Hoffman, Diane M. (2000b). Pedagogies of Self in American and Japanese Early Childhood Education: A Critical Conceptual Analysis. Elementary School Journal 101 (2), 193-208.
Hoffman, Diane M. (2000c). Enculturating the Self: Perspectives on Childrearing in the American Middle Class. In B. Wong (Ed.), Readings in Family, Kin, and Community. Dubuque, IA: Kendall-Hunt.
Hoffman, Diane M. (1999a). Culture and Comparative Education: Toward Re-centering and De-centering the Discourse. Comparative Education Review 43 (4), 464-488.
Hoffman, Diane M. (1999b). Turning Power Inside Out: Reflections on Resistance from the Anthropological Field. International Journal of Qualitative Studies in Education, 12(6), 671-687.
Hoffman, Diane M. (1998). A Therapeutic Moment? Identity, Self, and Culture in the Anthropology of Education. Anthropology and Education Quarterly, 29(3), 324-346.
Hoffman, Diane M. (1997). Diversity in Practice: Perspectives on Concept, Context and Policy. Educational Policy, 11(3), 375-392.
Hoffman, Diane M. (1996). Culture, Self, and Multicultural Education: Reflections on Discourse, Text and Practice. American Educational Research Journal 33(3), 545-569.
Hoffman, Diane M. (1995a). Models of Self and Culture in Teaching and Learning: An Anthropological Perspective on Japanese and American Education. Educational Foundations, 9(3), 19-42.
Hoffman, Diane M. (1995b). Blurred Genders: The Cultural Construction of Male and Female in South Korea. Korean Studies 19, 112-138.
Hoffman, Diane M. (1993). Culture, Self, and Uri: Anti-Americanism in Contemporary South Korea. Journal of Northeast Asian Studies 12(2), 3-20.
Hoffman, Diane M. (1992). Changing Faces, Changing Places: The New Koreans in Japan. Japan Quarterly 39(4), 479-489.