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CHARLES KELLER: A STUDY OF THE DEVEL...

MARLIN, BERNARD.

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CHARLES KELLER: A STUDY OF THE DEVELOPMENT OF HIS EDUCATIONAL THOUGHT.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	CHARLES KELLER: A STUDY OF THE DEVELOPMENT OF HIS EDUCATIONAL THOUGHT./
作者:	MARLIN, BERNARD.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1980,
面頁冊數:	187 p.
附註:	Source: Dissertations Abstracts International, Volume: 41-07, Section: A.
Contained By:	Dissertations Abstracts International41-07A.
標題:	Educational theory. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8103202

CHARLES KELLER: A STUDY OF THE DEVELOPMENT OF HIS EDUCATIONAL THOUGHT.
MARLIN, BERNARD.

CHARLES KELLER: A STUDY OF THE DEVELOPMENT OF HIS EDUCATIONAL THOUGHT. - Ann Arbor : ProQuest Dissertations & Theses, 1980 - 187 p.

Source: Dissertations Abstracts International, Volume: 41-07, Section: A.

Thesis (Ph.D.)--University of Connecticut, 1980.

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

The purpose of this dissertation is to provide a study of the development of the educational thought of Charles Keller during the fifty-seven year period from 1922 to 1979. It traces this development as evident in his roles as professor of history at Williams College, administrator of both the Advanced Placement Program and the John Hay Fellows Program, and as an educational critic and activist in retirement. Three questions are basic to this study: (1) How did Charles Keller perceive the significance of subject matter and its organization in the curriculum? (2) How did Charles Keller view students and teachers in schools and how was his perception of them reflected in his writings, conversations and speeches? (3) What were the areas of intellectual development that accounted for Charles Keller's interest in education. The methodology used is two-pronged: historical research in the form of documentary analysis and oral history with selected informants. The development of Keller's educational thought was established through a study of his private papers, public speeches and activities. Interviews were conducted with the subject himself, former colleagues, students, persons from the Advanced Placement Program, the John Hay Fellows Program, and young people who have met Keller since his retirement. Over one hundred responses were received to a questionnaire mailed to people who knew Keller personally. All queries focused on the questions previously mentioned. The University of Connecticut Library was utilized for further reference work. The findings of this study are presented in a topical-chronological framework, each chapter covering a different time period in Keller's educational experience. The purpose of this study is to suggest the role that an individual may play in the broad field of education. Charles Keller has inspired change in educational thinking, particularly in the area of humanities education. He has been a significant figure in American education for over twenty years and is currently still an active and provocative critic of public education.Subjects--Topical Terms:

3435806
Educational theory.

CHARLES KELLER: A STUDY OF THE DEVELOPMENT OF HIS EDUCATIONAL THOUGHT.
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520 $a The purpose of this dissertation is to provide a study of the development of the educational thought of Charles Keller during the fifty-seven year period from 1922 to 1979. It traces this development as evident in his roles as professor of history at Williams College, administrator of both the Advanced Placement Program and the John Hay Fellows Program, and as an educational critic and activist in retirement. Three questions are basic to this study: (1) How did Charles Keller perceive the significance of subject matter and its organization in the curriculum? (2) How did Charles Keller view students and teachers in schools and how was his perception of them reflected in his writings, conversations and speeches? (3) What were the areas of intellectual development that accounted for Charles Keller's interest in education. The methodology used is two-pronged: historical research in the form of documentary analysis and oral history with selected informants. The development of Keller's educational thought was established through a study of his private papers, public speeches and activities. Interviews were conducted with the subject himself, former colleagues, students, persons from the Advanced Placement Program, the John Hay Fellows Program, and young people who have met Keller since his retirement. Over one hundred responses were received to a questionnaire mailed to people who knew Keller personally. All queries focused on the questions previously mentioned. The University of Connecticut Library was utilized for further reference work. The findings of this study are presented in a topical-chronological framework, each chapter covering a different time period in Keller's educational experience. The purpose of this study is to suggest the role that an individual may play in the broad field of education. Charles Keller has inspired change in educational thinking, particularly in the area of humanities education. He has been a significant figure in American education for over twenty years and is currently still an active and provocative critic of public education.
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