Download The Struggle for the American Curriculum, 1893-1958 by Herbert M. Kliebard PDF

By Herbert M. Kliebard

Released in 1987, the 1st version of The fight for the yankee Curriculum used to be a vintage in curriculum reports and within the heritage of schooling. This new 3rd variation is punctiliously revised and up to date, and comprises new chapters at the renewed assaults at the topic curriculum within the Nineteen Forties and Nineteen Fifties, in addition to the best way person tuition topics advanced through the years and have been tormented by those assaults.

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Although he expressed interest in those school systems that were in the process of experimenting with new curricula, in fact, he focused almost entirely on gathering data on the achievement of thirdgraders in reading and arithmetic. Rice was seeking comparative data that would indicate why some schools and teachers were more successful than others in these subjects. In this respect, he is the acknowledged father of comparative methodology in educational research, a fact recognized by Leonard Ayres as early as 1918 (Engelhart & Thomas, p.

A technological unemployment among teenagers, in a sense, left them with nothing better to do than to go to high school (Troen, 1976). To a large extent, also, clerical jobs requiring higher levels of training were consistently better paying than manual labor in this period, making attendance in high school a worthwhile investment. In addition, the clustering of a larger segment of the American population into cities made attendance in high schools simply more convenient. Evidently, the social changes that were becoming increasingly visible in the 1890s were serving to focus new attention on the institution of schooling.

The rate of speed maintained during the recitation was so great that seventy children passed through the process of defining in a very few minutes. (p. 34) If nothing else, Rice’s survey conveys the sense of urgency that many reformers felt about what had become a largely lifeless system of schooling. But beyond that, Rice found some school systems, such as the one in Indianapolis, to be better than some others, and he was determined to find the secrets of their success. Rice initially shared with the developmentalists the idea that in scientific data on the child lay the key to the relatively successful classroom techniques as well as to a rational curriculum.

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