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The life and work of Paul Robert Hanna.

Stallones, Jared Reuel.

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The life and work of Paul Robert Hanna.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The life and work of Paul Robert Hanna./
Author:	Stallones, Jared Reuel.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1999,
Description:	434 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4348.
Contained By:	Dissertation Abstracts International60-12A.
Subject:	Education history. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9956932
ISBN:	9780599605343

The life and work of Paul Robert Hanna.
Stallones, Jared Reuel.

The life and work of Paul Robert Hanna. - Ann Arbor : ProQuest Dissertations & Theses, 1999 - 434 p.

Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4348.

Thesis (Ph.D.)--The University of Texas at Austin, 1999.

Paul Robert Hanna was among the most prominent figures in social studies education in the twentieth century. Beginning with a critical analysis of modern culture, Hanna developed several curriculum applications designed to help children and youth understand their social, economic, and political environment and to work toward social improvement. His 'expanding communities' design for the elementary social studies curriculum is the best-known of these applications.

ISBN: 9780599605343Subjects--Topical Terms:

3171959
Education history.

The life and work of Paul Robert Hanna.
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300 $a 434 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4348.
500 $a Supervisor: O. L. Davis, Jr.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 1999.
520 $a Paul Robert Hanna was among the most prominent figures in social studies education in the twentieth century. Beginning with a critical analysis of modern culture, Hanna developed several curriculum applications designed to help children and youth understand their social, economic, and political environment and to work toward social improvement. His 'expanding communities' design for the elementary social studies curriculum is the best-known of these applications.
520 $a Three chronologically-organized chapters trace Hanna's childhood, youth, and professional career. These chapters describe major events in Hanna's life and analyze influences on his development.
520 $a Born in Iowa in 1902, Paul Hanna developed a deep appreciation for democratic values and social justice during his childhood and youth, as well as a disdain for traditional methods of instruction. After graduating form Hamline University in 1924, Hanna attended Teachers College, Columbia University, completing M.A. and Ph.D. degrees. He joined the faculty in 1929. Mentors such as William Heard Kilpatrick, Jesse Newlon, and Harold Rugg exposed him to the ideas of social reconstructionism popular during the Great Depression.
520 $a In 1936, Hanna joined the faculty of Stanford University, where he spent the remainder of his career. At Stanford, Hanna launched his career in textbook production and international consulting. He also built the Hanna-Honeycomb House, his home designed by Frank Lloyd Wright, and engaged in philanthropic activities.
520 $a Three topically-organized chapters describe and analyze Hanna's major contributions to education in the United States and abroad. One chapter is devoted to Hanna's writing career, including his production of social studies textbooks, curriculum materials, and spelling textbooks. Another chapter describes Hanna's involvement with influential professional organizations, including the Progressive Education Association, the John Dewey Society, and the Society for Curriculum Study. Through these organizations, Hanna promoted his views on social education. The third topical chapter describes Hanna's work in international education consulting, through which he spread his curriculum ideas around the world.
520 $a The final chapter analyzes Hanna's impact on American education in the twentieth century and investigates reasons for Hanna's neglect by educational historians. It concludes with a call for greater attention by education scholars to educational biography.
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