The received view is that secondary education in Ontario is a result of Egerton Ryerson's Education Act of 1871. But R.D. Gidney and W.P.J. Millar show that Ryerson and the Provincial Education Office responded to rather than directed policy in higher education. In fact, the system in place today is evidence of Ryerson's failure to implement the programs he wanted.

Situating the evolution of Methodist education for women in Ontario within the larger social and cultural context, Methodists and Women's Education in Ontario describes the often unintended and unforeseen forces unleashed by women's education and the ambi

Across much of the world there is now a standard secondary school curriculum based on a traditional array of subjects. This is the first work to tell the story of its invention, from the sixteenth century until the present day. The book concludes with a sketch of an alternative: a curriculum based on a well-argued set of fundamental aims.

This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discussing what can be learned and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

What determines why some countries succeed and others fall behind? Economists have long debated the sources of economic growth, resulting in conflicting and often inaccurate claims about the role of the state, knowledge, patented ideas, monopolies, grand innovation prizes, and the nature of disruptive technologies. B. Zorina Khan's Inventing Ideas overturns conventional thinking and meticulously demonstrates how and why the mechanism design of institutions propels advances in the knowledge economy and ultimately shapes the fate of nations. Drawing on the experiences of over 100,000 inventors and innovations from Britain, France, and the United States during the first and second industrial revolutions (1750-1930), Khan's comprehensive empirical analysis provides a definitive micro-foundation for endogenous macroeconomic growth models. This groundbreaking study uses comparative analysis across time and place to show how different institutions affect technological innovation and growth. Khan demonstrates how top-down innovation systems, in which elites, state administrators, or panels make key economic decisions about prizes, rewards and the allocation of resources, prove to be ineffective and unproductive. By contrast, open-access markets in patented ideas increase the scale and scope of creativity, foster diversity and inclusiveness, generate greater knowledge spillovers, and enhance social welfare in the wider population. When institutions are associated with rewards that are misaligned with economic value and productivity, the negative consequences can accumulate and reduce comparative advantage at the level of individuals and nations alike. So who will arise as the global leader of the twenty-first century? The answer depends on the extent to which we learn and implement the lessons from the history of innovation and enterprise.

This is Volume 12, Number of the Creativity Research Journal published in 1999. Covering longitudinals studies in creative out-of-school activities in intellectually gifted adolescents as predictors of life accomplishments; creative personality in women; Re-analyses of Torrence's- 1958 to the present; pretend play; invention is the mind of the adolescent; procrastination; and a study of exceptional giftedness and creativity.

Specially commissioned to mark the 40th Anniversary of History of Education, and containing articles from leading international scholars, this is a unique and important volume. Over the past forty years, scholars working in the history of education have engaged with histories of religion, gender, science and culture, and have developed comparative research on areas such as education, race and class. This volume demonstrates the richness of such work, bringing together some of the leading international scholars writing in the field of history of education today, and providing readers with original and theoretically informed research. Each author draws on the wealth of material that has appeared in the leading SSCI-indexed journal History of Education, over the past forty years, providing readers with not only incisive studies of major themes, but delivering invaluable research bibliographies. A ‘must have’ for university libraries and a ‘must own’ for historians. This book was originally published as a special issue of History of Education.

How can parents, educators, business leaders and policy makers nurture creativity, prepare for inventiveness and stimulate innovation? One compelling answer, this book argues, lies in fostering the invention of imaginary worlds, a.k.a. worldplay. First emerging in middle childhood, this complex form of make-believe draws lifelong energy from the fruitful combustions of play, imagination and creativity. Unfortunately, trends in modern life conspire to break down the synergies of creative play with imaginary worlds. Unstructured playtime in childhood has all but disappeared. Invent-it-yourself make-believe places have all but succumbed in adolescence to ready-made computer games. Adults are discouraged from playing as a waste of time with no relevance to the workplace. Narrow notions of creativity exile the fictive imagination to fantasy arts. And yet, as Michele Root-Bernstein demonstrates by means of historical inquiry, quantitative study and contemporary interview, spontaneous worldplay in childhood develops creative potential, and strategic worldplay in adulthood inspires innovations in the sciences and social sciences as well as the arts and literature. Inventing imaginary worlds develops the skills society needs for inventing the future. For more on Inventing Imaginary Worlds, check out: www.inventingimaginaryworlds.com

This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense ‘interpretive’, and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between ‘qualitative’ and ‘quantitative’ research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizationally and methodologically). By covering a comprehensive range of research approaches and methodologies, the handbook gives (early career) researchers what they need to know in order to decide what particular methods can offer for various educational research contexts/fields. An extensive overview includes concrete examples of different kinds of research (not limited for example to ‘teaching’ and ‘learning’ examples as present in the Anglo-Saxon tradition, but including as well what in the German Continental tradition is labelled ‘pädagogisch’, examples from child rearing and other contexts of non-formal education) with full description and explanation of why these were chosen in particular circumstances and reflection on the wisdom or otherwise of the choice – combined in each case with consideration of the role of interpretation in the process. The handbook includes examples of a large number of methods traditionally classified as qualitative, interpretive and quantitative used across the area of the study of education. Examples are drawn from across the globe, thus exemplifying the different ‘opportunities and constraints’ that educational research has to confront in different societies.

Born in 1861 to a Methodist family, William Henry Jackson grew up in Ontario before moving to Prince Albert, Saskatchewan, where he sympathized with the Métis and became personal secretary to Louis Riel. After the Métis defeat a Regina court committed the young English Canadian idealist to the lunatic asylum at Lower Fort Garry. He eventually escaped to the United States, joined the labour union movement, and renounced his race. Self-identifying as Métis, he changed his name to the French-sounding “Honoré Jaxon” and devoted the remainder of his life to fighting for the working class and the Indigenous peoples of North America. In Honoré Jaxon, Donald B. Smith draws on extensive archival research and interviews with family members to present a definitive biography of this complex political man. The book follows Jaxon into the 1940s, where his life mission became the establishment of a library for the First Nations in Saskatchewan, collecting as many books, newspapers, and pamphlets relating to the Métis people as possible. In 1951, at age ninety, he was evicted from his apartment and his library discarded to the New York City dump. In poor health and broken in spirit, he died one month later. Heavily illustrated, Honoré Jaxon recounts the complicated story of a young English Canadian who imagined a society in which English and French, Indigenous and Métis would be equals.