Showing papers on "Primary education published in 1969"

Education and the French Revolution

Abstract: Preface 1. French education in the period immediately preceding the Revolution 2. Eighteenth-century criticisms of education under the Ancien Regime 3. Pre-Revolution projects for a national system of education 4. The States-General. The cahiers. Mirabeau's educational project 5. Talleyrand's report 6. The Legislative Assembly, Condorcet's report. The education of women 7. The Convention. The reports of Lanthenas and Romme 8. The Sieye's-Daunou-Lakanal report. National festivals. Lepelletier's project 9. Romme's report of 1793. The cult of the Supreme Being 10. L'Ecole Polytechnique. L'Ecole des Armes. L'Ecole de Mars 11. Ecoles de sante. The Museum. L'Ecole Normale. Other ecoles speciales 12. Lakanal's law on primary education. The central schools. The Daunou law of 1795 13. Independent schools under the Directory. Development of the central schools 14. The Consulate. The Chaptal report of 1800. The Fourcroy law of 1802 15. Educational influence of the Revolution. Napoleon and the Imperial University 16. Subsequent influence in France, England, the United States and Germany Appendices Index.

The Impact of the Home Literary Environment on Reading Attitude.

Abstract: This study was undertaken to investigate the influence of the home literary environment on a child's independent reading attitude. Because the home produces the first, most insistent, impact on a child, its importance has long been recognized. Little, however, is known about how the home environment affects later growth patterns. It has been the purpose of this investigation to isolate one sub-class of the home environmentthe home literary environment-to study its effect on a child's reading attitude. For the most part, studies pertaining to the relationship between the home environment and reading have generally employed two measures: (1) home environment has been measured using status characteristics such as fathers occupation, fathers education, family income, source of income, type of dwelling, type of neighborhood, or any combination of these; (2) reading is generally measured by a reading achievement test. Status characteristics have described

5: Changes Through Counseling

Abstract: Research resulting in definitive knowledge of counseling outcomes is still wanting. Unfortunately, great separations among theoretical rationales, research, outcome criteria and practices remain. Laboratorytype research does not always find workable procedures for practitioners. Field research, conversely, often leaves the reader ignorant of both theoretical assumptions and specific results. It is almost impossible to determine whether the non-specific results support or challenge the loosely defined and executed procedures of the typical field study. The failure to describe the nature of the treatment adequately makes many studies of little practical value. Too often the independent variable is labeled \"counseling\" and the dependent variable (the objective of counseling) is some personality test score. This situation is not unlike the medical patient who receives \"doctoring\" for severe abdominal pains, but whose cure is measured by a test on attitudes toward medicine. The knowledge that the patient was given \"doctoring\" and has perhaps changed his attitude toward medicine does little to help other physicians assist patients with similar problems. A few major studies (e.g., Rothney, 1958; Volsky et al., 1965) have attempted to evaluate total counseling services. Although well-designed,

Bilingual/Bicultural Education: A Perspective Model in Multicultural America.

Abstract: Bilingual, bicultural education, with its focus on the linguistic and cultural needs of America's multicultural population, is emerging as a potential type of educational curriculum Since advocates present different perspectives on the educational needs of American children from cultures other than the middle-class Anglo-American culture, the underlying objective of this scheme must be examined

2: History of Education

Abstract: Most historians, including those concerned with education, have been reluctant to give careful attention to their methods. They have been especially hesitant to philosophize about their work. That is, historians have not been anxious to seek the assumptions underlying their research, to explore the implications of these assumptions, and to think through their bases for making statements of fact, values, and social utility. When they do talk about methods, they tend to discuss techniques for locating and verifying data and, to a lesser extent, drawing conclusions from these data. Discussions of that nature are, in the parlance of the profession, conversations about historiography.

A Study of Further Exemplary Programs for the Education of Disadvantaged Children. Final Report.

Abstract: The principal aims of this study were to identify, select, ana_yze, and iescribe educational programs for culturally disadvantaged children from preschool through grade 12 which had yielded measured benefits of cognitive achievement. An earlier (1968) AIR study had identical aims. Identification and selection were accomplished through a literature search and mail inquiries, followed by telephone consultations. Site visits were made to 16 programs finally selected, situated in 12 urban areas, in 8 states, As a result of the site visits, 5 programs were eliminated. For the remaining 11, descriptions were prepared which now constitute the body of this report, Most of the programs described were for inner-city Negro or Mexican-American children. No program was included unless data available indicated that pupils in the program had achieved statistically significantly greater gains on standardized tests than had controls, or had improved at a rate better than national norms. The report also includes details of the methods and procedures employed in the 1969 study., and contains a bibliography citing materials related to programs identified durin the study.

From Junior High School to Middle School.

Abstract: in American education are witnessing a major reorganization of the middle years of our educational ladder. The middle school movement is reaching almost bandwagon proportions and it seems inevitable that the remaining junior high schools soon will be challenged to change to middle schools or at least to adopt some of the middle school concepts. A recent survey (1967-8) by the authors identified some 1101 operating middle schools"schools which combine into one organization and facility certain school years (usually grades 5-8 or 6-8) which have in the past usually been separated in elementary and secondary schools under such plans as the 6-3-3, 6-2-4, and 6-6."1Of the sample of these school randomly selected for further study, almost fifty percent had been developed during the years of 1965 and 1966; only ten percent existed prior to 1960. Although the survey has not been repeated to include all of the middle schools established in the 1967-8, 1968-9, and 1969-70 school years (the most recent data that could be obtained from some states for the 1967-8 survey was from 1966-7 state directories) there is every indication that the increase in number of these schools has been at least as great during these years as it was in the years included in the survey. The numerous publications about the middle school, its popularity as a topic for workshops and conferences, and continuous correspondence to the authors from those interested in information and assistance regarding the planning and operation of middle schools are all indicators that the middle school movement is indeed a burgeoning one.