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The beginnings of a standardized soc...

Thevenet, Patricia Confrey.

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The beginnings of a standardized social studies curriculum in the elementary schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The beginnings of a standardized social studies curriculum in the elementary schools./
作者:	Thevenet, Patricia Confrey.
面頁冊數:	237 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1850.
Contained By:	Dissertation Abstracts International55-07A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9432584

The beginnings of a standardized social studies curriculum in the elementary schools.
Thevenet, Patricia Confrey.

The beginnings of a standardized social studies curriculum in the elementary schools. - 237 p.

Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1850.

Thesis (Ed.D.)--Teachers College, Columbia University, 1994.

This item must not be sold to any third party vendors.

Research on the history of social studies education at the elementary school level has been meager. This dissertation examines an effort in the first decade of the twentieth century by the Committee of Eight of the American Historical Association to recommend a program of history and civics education for the elementary grades.Subjects--Topical Terms:

599244
Education, History of.

The beginnings of a standardized social studies curriculum in the elementary schools.
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245 1 4 $a The beginnings of a standardized social studies curriculum in the elementary schools.
300 $a 237 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1850.
500 $a Sponsor: Stephen J. Thornton.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Research on the history of social studies education at the elementary school level has been meager. This dissertation examines an effort in the first decade of the twentieth century by the Committee of Eight of the American Historical Association to recommend a program of history and civics education for the elementary grades.
520 $a The Committee surveyed existing programs and practices and sought suggestions from classroom teachers, history teachers' associations, and superintendents. In its report the Committee set goals, outlined a program which focused on American history, and recommended a shift from the traditional study of political and military history to a program intended to help students understand the political, industrial, and social problems of their contemporary world. The civics section of the report incorporated concepts from the new field of sociology with attention to the individual as a member of groups working toward a cooperative society. Together the two sections laid the basis for the modern notion of social studies.
520 $a In order to establish the progressive influences guiding the Report, this dissertation examines the makeup of the Committee of Eight through an account of the selection process and through individual biographies which highlight the professional and civic activities of the seven men and one woman constituting the Committee. The writings of John Dewey, minutes and proceedings of the American Historical Association and regional history associations, contemporary accounts in professional journals, and letters in scattered archives have been examined to illuminate the recommendations made.
520 $a Report to the American Historical Association by the Committee of Eight on the Study of History in the Elementary Schools was a significant part of the continuing struggle concerning the "politics of knowledge" and who has the authority to make policy decisions in education. The report supplied a scope and sequence which textbook publishers followed and many urban schools adopted with local modifications in the twenty years following publication in 1909. It supplemented earlier efforts by the National Education Association and the American Historical Association concerning secondary school history education programs and thereby helped establish the concept of a national curriculum encompassing twelve grades of public education.
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