The School science review最新文献_第6页

Between Home and School: Organized Parents, Clubwomen, and Urban Education in the Progressive Era 在家庭与学校之间:进步时代有组织的家长、俱乐部女性和城市教育

The School science review Pub Date : 1978-11-01 DOI: 10.1086/443450

William J. Reese

{"title":"Between Home and School: Organized Parents, Clubwomen, and Urban Education in the Progressive Era","authors":"William J. Reese","doi":"10.1086/443450","DOIUrl":"https://doi.org/10.1086/443450","url":null,"abstract":"A major concern of professional educators and urban lay people in the Progressive Era was how to define the precise relationships of parents and the public schools. Certainly the problem was not unique to the early twentieth century, since educators from the time of Horace Mann to that of John Dewey were distressed by the alienation and conflict which had historically divided home and school. While theorists agreed that teachers and parents should work in harmony for the educational welfare of the child, both sides were often veritable adversaries, suspicious of each other's motives and influence. If the problem was not unique, however, the organizational response that it generated became a striking social phenomenon in the early twentieth century.' Beginning in the early 1890s, numerous parent organizations, usually dominated by women, were preoccupied with the issue of home and school relationships on the local level. Like many educators today, urban parents and clubwomen tried to isolate the precise areas where home and school responsibilities began, overlapped, and ended. The activities of these coalitions of voluntary associations demonstrated that lay people could play a creative role in public education. By actively supporting innovative educational programs and social services in the schools, they helped break down the isolation of institutions whose increasingly professionalized and centralized nature threatened to drive them far away from the life of the average citizen. Vacation schools, playgrounds, social centers, school lunches, domes-","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"20 1","pages":"3 - 28"},"PeriodicalIF":0.0,"publicationDate":"1978-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75130866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Using Questions to Depress Student Thought 用问题抑制学生的思维

The School science review Pub Date : 1978-11-01 DOI: 10.1086/443452

J. T. Dillon

{"title":"Using Questions to Depress Student Thought","authors":"J. T. Dillon","doi":"10.1086/443452","DOIUrl":"https://doi.org/10.1086/443452","url":null,"abstract":"Against the view that teacher questions are effective stimulants to student thought, I suggest that they are depressants. However, both of these notions require substantial conceptual and empirical study. While emphasis on questions is becoming increasingly pronounced, their effect upon students remains a matter of belief in practice, assertion in theory, and neglect in research. So traditional and prominent are notions as to the efficacy of teacher questions that the case could be taken for granted, as in fact it is. But it cannot be taken as proven. To assume the contrary view takes an effort of thought, misguided possibly, that leads to two conclusions. First, the grounds advanced to support the view that questions stimulate participation do not, as I construe them, provide much support. This point surprised me and may perplex others. It is elaborated here under Critique. There, the grounds that educators have marshalled from theory, practice, and research to sustain the notion are revealed as conceptually beside the point. Second, relatively stronger grounds can be found to support the contrary view, that questions depress student thought and response. This point may surprise others and encourage us to explore the grounds. They are set out here under Counterargument, drawn also from research, practice, and theory.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"87 1","pages":"50 - 63"},"PeriodicalIF":0.0,"publicationDate":"1978-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82074747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 41

Rising School Disruption: A False Alarm? 不断上升的学校干扰:虚惊一场?

The School science review Pub Date : 1978-11-01 DOI: 10.1086/443453

Carl Milofsky

{"title":"Rising School Disruption: A False Alarm?","authors":"Carl Milofsky","doi":"10.1086/443453","DOIUrl":"https://doi.org/10.1086/443453","url":null,"abstract":"Judging by these four books, contemporary research on school disruptions treats them as a variety of youth crime. The focus of all the books is on disruptive teenagers rather than on the institutional setting in which they disrupt. This is true even though each of them examines relations between youth and officials and each recognizes that school organizations have important causal relationships to disruptiveness. There is little talk of the psychology of teachers or administrators, however, or of the broader social agenda schools address. Consequently, even in Kelly's explicitly organizational approach to delinquency one has the sense that the \"system\" is in place and unchanging. Given this, the theory of disruption becomes a theory of how youthful subcultures develop in opposition to official society or of how that official society labels children deviant. Disruptiveness becomes delinquency. This conception differs sharply from those theories of school disruption which are grounded in theories of society. We need not turn only to grand theorists like Parsons (1959) for such macrosociological theories. Pragmatic analysts like Ensign (1921), Counts (1932), Waller (1932), and McCarthy (1972) all see disruptiveness in schools as a direct outcome of social conditions. Schools are a basic vehicle for","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"136 1","pages":"64 - 71"},"PeriodicalIF":0.0,"publicationDate":"1978-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74006642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Hillocks Replies 山丘回复

The School science review Pub Date : 1978-11-01 DOI: 10.1086/443464

G. Hillocks

{"title":"Hillocks Replies","authors":"G. Hillocks","doi":"10.1086/443464","DOIUrl":"https://doi.org/10.1086/443464","url":null,"abstract":"I am certainly flattered that Mr. Dawkins, an author of an unprofitable textbook series caught up in the Kanawha County controversy, agrees with \"most\" of my analysis and entirely with my conclusion. I agree that Mr. Dawkins was indeed naive in assuming that an \"openended approach would accommodate any and all beliefs\" (italics added). Unfortunately, as much as I would like to, I cannot bring myself to believe with Mr. Dawkins that third graders are able to ignore the dramatic impact of an abridged selection, \"A Penny's Worth of Character,\" until such time as they run eagerly to the library to \"find the book,\" \"read the entire story, and report on it to the class.\" On the other hand, perhaps the series teaches youngsters to hold judgment in abeyance-to subject everything to \"systematic doubt.\" Some of us agree that subjecting everything to systematic doubt is a useful, even necessary, procedure in any search for whatever truth we may hope to find; the protesters do not. But they do believe the books move toward that goal. I have no difficulty in agreeing with Mr. Dawkins's penultimate point (he labels it \"finally,\" but it is not final). Obviously, any publisher bringing out a text or series with any degree of difference from those in existence offers \"teachers, students, and parents an option\"expecially when all individuals are permitted free choice in the matter. Q.E.D. by definition. Mr. Dawkins, however, ignores the fact that the protesters were not objecting so much to the availability of the series of which he and his colleagues were proud as they were to the selection of that series as required. As my article indicates, the protest was quelled when parents were belatedly given the option of requesting or rejecting the use of the protested books by their children.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"155 1","pages":"126 - 127"},"PeriodicalIF":0.0,"publicationDate":"1978-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77246900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Book Review:Collegiate Women: Domesticity and Career in Turn-of-the-Century America Roberta Frankfort 书评:《大学女性:世纪之交美国的家庭生活与事业》罗伯塔·法兰克福

The School science review Pub Date : 1978-11-01 DOI: 10.1086/443458

Lynn D. Gordon

引用次数: 0

Book Review:The Declining Significance of Race William Julius Wilson 书评:种族重要性的衰落威廉·朱利叶斯·威尔逊

The School science review Pub Date : 1978-11-01 DOI: 10.1086/443460

Robert G. Newby

引用次数: 1

Book Review:Centers of Learning: Britain, France, Germany, United States Joseph Ben-David 书评:学习中心:英国、法国、德国、美国

The School science review Pub Date : 1978-11-01 DOI: 10.1086/443457

W. Vogt

引用次数: 1

Book Review:A School for Fools Sasha Sokolov, Carl R. Proffer 书评:傻瓜学校。萨沙·索科洛夫，卡尔·r·普罗弗

The School science review Pub Date : 1978-11-01 DOI: 10.1086/443459

David Milofsky

引用次数: 0

A Response to a Response to a Response: Comments on the Berk and Berson Reply 回应对回应的回应:对Berk和Berson回复的评论

The School science review Pub Date : 1978-11-01 DOI: 10.1086/443462

E. Fishhaut, D. Pastor

引用次数: 1

"Should the Public Schools Be Entrusted with Preschool Education?" A Reply to Fishhaut and Pastor “应该把学前教育交给公立学校吗?”对鱼窝和牧师的答复

The School science review Pub Date : 1978-11-01 DOI: 10.1086/443461

L. Berk, M. P. Berson

{"title":"\"Should the Public Schools Be Entrusted with Preschool Education?\" A Reply to Fishhaut and Pastor","authors":"L. Berk, M. P. Berson","doi":"10.1086/443461","DOIUrl":"https://doi.org/10.1086/443461","url":null,"abstract":"Fishhaut and Pastor's article blasting the push for preschool programs in public schools has received much visibility since its appearance in the November 1977 issue of School Review. This is no surprise, since the public schools have always been fair game for critics, and when college professors, especially, take the trouble to knock them, the public information systems seem to have a field day. We take issue with the notion that it is simplistic and idealistic to consider the possibility of public schools as presumed prime sponsors of day care. Stating at the outset that neither of us happens to be a card-carrying member of the AFT, let us reexamine the eight questions raised by Fishhaut and Pastor. These questions ask: (1) Given control, will the public schools have a true commitment to early childhood programs? (2) Is AFT's goal realistic? (3) Can the schools provide the variety of services necessary for quality child care? (4) Who will staff the programs? (5) What is the potential of public schools for providing flexible programming? (6) Will parents be involved in programs for their children? (7) Won't the dominant genes prevail over the recessive? (8) Is there an alternative?","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"46 1","pages":"107 - 120"},"PeriodicalIF":0.0,"publicationDate":"1978-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73326291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1