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WILLIAM HEARD KILPATRICK: DISSENTER ...

BASHAW, CAROLYN TERRY.

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WILLIAM HEARD KILPATRICK: DISSENTER FROM THE CULT OF EFFICIENCY (PROJECT METHOD, TEACHERS COLLEGE, MOVEMENT, RAYMOND E. CALLAHAN).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	WILLIAM HEARD KILPATRICK: DISSENTER FROM THE CULT OF EFFICIENCY (PROJECT METHOD, TEACHERS COLLEGE, MOVEMENT, RAYMOND E. CALLAHAN)./
作者:	BASHAW, CAROLYN TERRY.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1985,
面頁冊數:	247 p.
附註:	Source: Dissertations Abstracts International, Volume: 46-07, Section: A.
Contained By:	Dissertations Abstracts International46-07A.
標題:	Educational sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8519577

WILLIAM HEARD KILPATRICK: DISSENTER FROM THE CULT OF EFFICIENCY (PROJECT METHOD, TEACHERS COLLEGE, MOVEMENT, RAYMOND E. CALLAHAN).
BASHAW, CAROLYN TERRY.

WILLIAM HEARD KILPATRICK: DISSENTER FROM THE CULT OF EFFICIENCY (PROJECT METHOD, TEACHERS COLLEGE, MOVEMENT, RAYMOND E. CALLAHAN). - Ann Arbor : ProQuest Dissertations & Theses, 1985 - 247 p.

Source: Dissertations Abstracts International, Volume: 46-07, Section: A.

Thesis (Educat.D.)--University of Georgia, 1985.

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

Raymond E. Callahan, in Education and the Cult of Efficiency, identified the cult of efficiency as the dominant movement in American education in the early twentieth century. According to him, such dissent as existed was fragmented and inconsequential. It is the contention of this study, however, that William Heard Kilpatrick was an occasionally explicit, but generally implicit, critic of the cult of efficiency in education. This study is exclusively an examination of sources--the pertinent works of Kilpatrick and the efficiency proponents, with only limited biographical or historical detail. Among these primary sources consulted are those Kilpatrick papers found at Mercer University in Macon, Georgia. Additional papers at Columbia University are not yet available to the public. In an effort to compare the educational theories of Kilpatrick and the efficiency proponents, six components are selected for a chapter by chapter examination: the role of the school as a social institution in a democracy, the learning theory, the curriculum model, the teacher, the administrator, and measurement theory. Through such a detailed examination, based almost exclusively on primary source material, Kilpatrick emerges as a thoroughgoing opponent of the efficiency movement in education. At least three significant consequences emerge from this study. First, it appears clear that Callahan misjudged the actual extent of the dissent from the cult of efficiency in education. Second, the identification of Kilpatrick as dissenter offers an additional dimension to his already productive, distinguished career. Third, such an identification will not only enhance Kilpatrick's reputation, but also serve as a catalyst to further research.Subjects--Topical Terms:

519608
Educational sociology.

WILLIAM HEARD KILPATRICK: DISSENTER FROM THE CULT OF EFFICIENCY (PROJECT METHOD, TEACHERS COLLEGE, MOVEMENT, RAYMOND E. CALLAHAN).
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500 $a Source: Dissertations Abstracts International, Volume: 46-07, Section: A.
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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 Raymond E. Callahan, in Education and the Cult of Efficiency, identified the cult of efficiency as the dominant movement in American education in the early twentieth century. According to him, such dissent as existed was fragmented and inconsequential. It is the contention of this study, however, that William Heard Kilpatrick was an occasionally explicit, but generally implicit, critic of the cult of efficiency in education. This study is exclusively an examination of sources--the pertinent works of Kilpatrick and the efficiency proponents, with only limited biographical or historical detail. Among these primary sources consulted are those Kilpatrick papers found at Mercer University in Macon, Georgia. Additional papers at Columbia University are not yet available to the public. In an effort to compare the educational theories of Kilpatrick and the efficiency proponents, six components are selected for a chapter by chapter examination: the role of the school as a social institution in a democracy, the learning theory, the curriculum model, the teacher, the administrator, and measurement theory. Through such a detailed examination, based almost exclusively on primary source material, Kilpatrick emerges as a thoroughgoing opponent of the efficiency movement in education. At least three significant consequences emerge from this study. First, it appears clear that Callahan misjudged the actual extent of the dissent from the cult of efficiency in education. Second, the identification of Kilpatrick as dissenter offers an additional dimension to his already productive, distinguished career. Third, such an identification will not only enhance Kilpatrick's reputation, but also serve as a catalyst to further research.
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