Klappentext

The purpose of this text is to draw attention to eight forgotten heroes: William C. Bagley, Charles DeGarmo, David Felmley, William Torrey Harris, Isaac L. Kandel, Charles McMurry, William C. Ruediger, and Edward Austin Sheldon. They have been marginalized from our profession, and drawing upon their legacy is the best hope for restoring the profession of teaching today. This work also includes a chapter at the end of the book entitled "John Dewey's Forgotten Essays." The audience for this book includes: 1) classroom teachers, 2) school administrators, 3) teacher educators, 4) deans and other university administrators, 5) college and university presidents, 6) legislators, 7) historians of education, 8) curriculum specialists, 9) specialists in teacher training, and 10) the general public.

Inhalt
Foreword by Ravitch; Introduction by Null; William C. Bagley, 1904, Ideals Versus Generalized Habits; 1907, The School's Responsibility for Developing the Controls of Conduct; 1907, Craftsmanship in Teaching; 1908, Optimism in Teaching; 1908, The Ideal Teacher; 1909, Education and Utility; 1910, The Scientific Spirit in Education; 1910, Some Possible Functions of a School of Education; 1913, The Future of the Training of Teachers; 1916, Some Handicaps to Education in a Democracy; 1918, The Distinction Between Academic and Professional Subjects; 1918, Education and our Democracy; 1918, The Status of the Classroom Teacher; 1921, The Nation's Debt to the Normal Schools; 1921, Projects and Purposes in Teaching and Learning; 1922, Preparing Teachers for the Urban Service; 1924, The Army Tests and the Pro-Nordic Propaganda; 1928, What is Professionalized Subject-Matter?: A Statement and Brief Development of Thesis; 1929, The Profession of Teaching in the United States; 1929, The Teacher's Contribution to Modern Progress; 1930, The Future of Education in America; 1930, Teaching as a Fine Art; 1930, The Upward Expansion of Mass Education: Its Causes and Some of the Problems That It Has Raised; 1931, The University School of Education as a Source of Educational Leadership; 1933, What Does The Dominant American Theory of Education Imply for the Redirection of the Professional Education of Teachers?; 1933, The Ideal Preparation of a Teacher of Secondary Mathematics from the Point of View of an Educationist; 1933, Modern Educational Theories and Practical Considerations; 1936, Some Master Teachers I Have Known; 1938, Are the Essentialists the True Progressives?; 1938, Teachers' Rights, Academic Freedom, and the Teaching of Controversial Issues; 1939, Basic Problems in Teacher Education; 1941, Latin from an Educationist's Point of View; 1943, Persisting Prejudice Against the Professor of Pedagogy; 1945, Again: The Denaturing of the Professional Schools of Education; 1946, A 'Realistic' Attitude Toward the Teachers-College Problem; Charles DeGarmo, 1907, Social Aspects of Moral Education; David Felmley, 1914, The Reorganization of the Normal-School Curriculum; William Torrey Harris, 1879, The Science of Education; 1890, University and School Extension; 1897, The Relation of School Discipline to Moral Education; Isaac L. Kandel, 1929, The Influence of Dewey Abroad; 1936, Is the New Education Progressive?; 1939, Prejudice the Garden Toward Roses?; 1940, Address at St. Paul's Chapel, Columbia University; 1940, The Profession of Teaching; 1941, The Fantasia of Current Education; 1943, Selection from The Cult of Uncertainty; 1959, Character Formation: A Historical Perspective; 1960, Revival of American Education; Charles Alexander McMurry, 1880, How to Conduct the Recitation; 1894, Special Method for Literature and History in the Common Schools; 1897, Selection from The Elementary Schools and Civic Education; 1925, Practical Teaching; William C. Ruediger; 1912, The Present Status of Education as a Science; Edward Austin Sheldon, 1862, Selection from A Manual of Elementary Instruction; John Dewey's Forgotten Essays, 1896, Pedagogy as a University Discipline; 1903, The Relation of Theory to Practice in the Education of Teachers; 1926, Individuality and Experience; 1930, How Much Freedom in New Schools? Index. About the Editors.