Pub Date : 1982-05-01DOI: 10.1038/scientificamerican12221860-404
H. Broudy
{"title":"What Knowledge Is of Most Worth","authors":"H. Broudy","doi":"10.1038/scientificamerican12221860-404","DOIUrl":"https://doi.org/10.1038/scientificamerican12221860-404","url":null,"abstract":"","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1038/scientificamerican12221860-404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57560632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1981-02-01DOI: 10.5040/9781474210799.ch-008
Izaak Wirszup
I n the last decade the Soviet Union has made dramatic gains both quantitative and qualitative in mathematics and science education and in training at the preuniversity level. For the 98 percent of the school-age population that now com pletes secondary school or ks equiva lent, the Soviets have introduced sci ence and mathematics curriculums whose content and scope place them far ahead of every other nation, in cluding the United States. Their fore most scholars and educators are engaged in a concerted drive to pro vide mass education of unmatched quality. In order to appreciate the scale of Soviet educational expansion, it is worth remembering that during the Stalin era the secondary school gradu ation rate was as low as 5 percent out of 1,000 children entering the first grade in 1930, only 49 completed the tenth grade in 1940. In 1957 the year of Sputnik, and just prior to the Khrushchev reforms of 1958 no more than 1,728,000 students gradu ated from secondary schools. In June of 1978, however, after years of extraordinary investment and effort culminating in the introduction of compulsory ten-year schooling in 1975, over 5,200,000 students gradu ated from secondary schools of all types, a success rate of 98 percent. (In the United States, by contrast, about 75 percent graduate from high
{"title":"The Soviet Challenge.","authors":"Izaak Wirszup","doi":"10.5040/9781474210799.ch-008","DOIUrl":"https://doi.org/10.5040/9781474210799.ch-008","url":null,"abstract":"I n the last decade the Soviet Union has made dramatic gains both quantitative and qualitative in mathematics and science education and in training at the preuniversity level. For the 98 percent of the school-age population that now com pletes secondary school or ks equiva lent, the Soviets have introduced sci ence and mathematics curriculums whose content and scope place them far ahead of every other nation, in cluding the United States. Their fore most scholars and educators are engaged in a concerted drive to pro vide mass education of unmatched quality. In order to appreciate the scale of Soviet educational expansion, it is worth remembering that during the Stalin era the secondary school gradu ation rate was as low as 5 percent out of 1,000 children entering the first grade in 1930, only 49 completed the tenth grade in 1940. In 1957 the year of Sputnik, and just prior to the Khrushchev reforms of 1958 no more than 1,728,000 students gradu ated from secondary schools. In June of 1978, however, after years of extraordinary investment and effort culminating in the introduction of compulsory ten-year schooling in 1975, over 5,200,000 students gradu ated from secondary schools of all types, a success rate of 98 percent. (In the United States, by contrast, about 75 percent graduate from high","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1981-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70523139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1979-11-01DOI: 10.1080/00940771.1981.11494861
P. Paparella
{"title":"They Are Your Children. And Mine.","authors":"P. Paparella","doi":"10.1080/00940771.1981.11494861","DOIUrl":"https://doi.org/10.1080/00940771.1981.11494861","url":null,"abstract":"","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1979-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.1981.11494861","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59031619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1979-10-01DOI: 10.1080/00094056.1979.10520328
B. Bloom
"If you can be moved to try these ideas with a few teachers in your school for even as short a period as three months, you can determine the validity and limits of these ideas where they really belong—in your classrooms and with your teachers and students. Even more important, I hope this conception of education and of the enormous potentials of our students and schools will inspire you and your teachers to strive toward a renewed and attainable dream of American education during the remainder of this century. '
{"title":"New Views of the Learner: Implications for Instruction and Curriculum.","authors":"B. Bloom","doi":"10.1080/00094056.1979.10520328","DOIUrl":"https://doi.org/10.1080/00094056.1979.10520328","url":null,"abstract":"\"If you can be moved to try these ideas with a few teachers in your school for even as short a period as three months, you can determine the validity and limits of these ideas where they really belong—in your classrooms and with your teachers and students. Even more important, I hope this conception of education and of the enormous potentials of our students and schools will inspire you and your teachers to strive toward a renewed and attainable dream of American education during the remainder of this century. '","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1979-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00094056.1979.10520328","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59148917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Improving the Quality of Education.","authors":"J. Rich","doi":"10.2307/j.ctvc7722f.16","DOIUrl":"https://doi.org/10.2307/j.ctvc7722f.16","url":null,"abstract":"","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1979-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68832185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To the great concern of educators and par ents alike, many school children in America today are borderline illiterates. Perhaps it is true, as many educational experts contend, that teaching children to read and write skillfully is becoming a neglected art. Alarming deficiencies in literacy have prompted a re-evaluation of goals within the educational community and from it has sprung a nationwide "back to basics" movement. But rather than follow a dreary basic program, per haps an important key to improved literacy is to blend basics with the humanities: as an example, to teach basics through poetry. Many authori tative studies articulate the importance of pro viding opportunities for creativity linked with communication for students. Certainly there are no skills more necessary and fundamental to the learning process than those that facilitate creative and effective com munication. As a teacher, I realize that the mas tering of writing skills includes the use of strong verbs, precise words, effective openers, and a wide range of syntax; elimination of wordiness; and the use of active instead of passive language. As a poet, I remain partial to the belief that the most important basic skill of all is the ability to create. Pennsylvania's State Department of Educa tion lists creative activities and feelings toward self and others as among the most important of its program goals. A statement of essential pri orities by the Wisconsin State Department of Instruction refers to self-actualization and reali zation as well as creative and critical thinking. Wilmington's (Delaware) K indergarten Hand-
{"title":"Poetry for Basics.","authors":"Charlene Lowry","doi":"10.4324/9781315742137","DOIUrl":"https://doi.org/10.4324/9781315742137","url":null,"abstract":"To the great concern of educators and par ents alike, many school children in America today are borderline illiterates. Perhaps it is true, as many educational experts contend, that teaching children to read and write skillfully is becoming a neglected art. Alarming deficiencies in literacy have prompted a re-evaluation of goals within the educational community and from it has sprung a nationwide \"back to basics\" movement. But rather than follow a dreary basic program, per haps an important key to improved literacy is to blend basics with the humanities: as an example, to teach basics through poetry. Many authori tative studies articulate the importance of pro viding opportunities for creativity linked with communication for students. Certainly there are no skills more necessary and fundamental to the learning process than those that facilitate creative and effective com munication. As a teacher, I realize that the mas tering of writing skills includes the use of strong verbs, precise words, effective openers, and a wide range of syntax; elimination of wordiness; and the use of active instead of passive language. As a poet, I remain partial to the belief that the most important basic skill of all is the ability to create. Pennsylvania's State Department of Educa tion lists creative activities and feelings toward self and others as among the most important of its program goals. A statement of essential pri orities by the Wisconsin State Department of Instruction refers to self-actualization and reali zation as well as creative and critical thinking. Wilmington's (Delaware) K indergarten Hand-","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1978-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4324/9781315742137","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70438712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Research in Review.","authors":"L. Meskill, V. P. Meskill","doi":"10.5849/jof.15-893","DOIUrl":"https://doi.org/10.5849/jof.15-893","url":null,"abstract":"","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1977-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5849/jof.15-893","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70977444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John J. Cogan is Professor of Education, University of Minnesota, Minneapolis. countries, these systems were preserved in tact to such an extent that many countries find themselves today with a retrospective school system whose perspective begins in the nineteenth century. The host countries chronically seem to lag at leasi one or two reforms behind the colonial powers (Botkin and others, 1979, p. 71) Rural vs. urban schooling. One of the direct outgrowths of the colonial educa tional system is the tremendous imbal ance between schooling in rural and urban areas in less developed countries. Colonial power was established in urban centers; inhabitants of rural areas re ceived little to no schooling but instead were put to work on the plantations of the wealthy colonizers This educational gap remains today. The [rural] school itself, in many cases amounting to no more than a common room inadequate to house all the primary grades, is often too far away from where the people live. The teachers are less qualified if they are qualified at all than those in urban areas. They are frequently unprepared for their job and unfamiliar with the sociocultural environment. As they begin to be come more effective after some experience and practice, they are moved to the cities. The teaching facilities and materials are very rudimentary. The divorce between the cur riculum and the needs of the rural commu nity may be almost total (Botkin and others, 1979, p 62). Access to the system. Another major problem faced by Third World coun tries, and also closely linked with their colonial past, is the highly selective na ture of the educational system (Cogan, 1981). Most children in these nations go only to primary school, if they go to school at all. Admission to secondary schools is reserved for those who do very well at the primary level and is generally determined by external exam inations assessment measures pre pared and graded in the former coloniz ing country. These exams, to a large extent, determine not only what i s to be taught, but to some degree how i t is taught. As a result, children learn little that is relevant to their own cultural, his torical or sociopolitical heritage other than the role of the former power in de termining their present status.
{"title":"Education and Development in the Third World","authors":"John Lewis, R. D'Aeth","doi":"10.2307/3119913","DOIUrl":"https://doi.org/10.2307/3119913","url":null,"abstract":"John J. Cogan is Professor of Education, University of Minnesota, Minneapolis. countries, these systems were preserved in tact to such an extent that many countries find themselves today with a retrospective school system whose perspective begins in the nineteenth century. The host countries chronically seem to lag at leasi one or two reforms behind the colonial powers (Botkin and others, 1979, p. 71) Rural vs. urban schooling. One of the direct outgrowths of the colonial educa tional system is the tremendous imbal ance between schooling in rural and urban areas in less developed countries. Colonial power was established in urban centers; inhabitants of rural areas re ceived little to no schooling but instead were put to work on the plantations of the wealthy colonizers This educational gap remains today. The [rural] school itself, in many cases amounting to no more than a common room inadequate to house all the primary grades, is often too far away from where the people live. The teachers are less qualified if they are qualified at all than those in urban areas. They are frequently unprepared for their job and unfamiliar with the sociocultural environment. As they begin to be come more effective after some experience and practice, they are moved to the cities. The teaching facilities and materials are very rudimentary. The divorce between the cur riculum and the needs of the rural commu nity may be almost total (Botkin and others, 1979, p 62). Access to the system. Another major problem faced by Third World coun tries, and also closely linked with their colonial past, is the highly selective na ture of the educational system (Cogan, 1981). Most children in these nations go only to primary school, if they go to school at all. Admission to secondary schools is reserved for those who do very well at the primary level and is generally determined by external exam inations assessment measures pre pared and graded in the former coloniz ing country. These exams, to a large extent, determine not only what i s to be taught, but to some degree how i t is taught. As a result, children learn little that is relevant to their own cultural, his torical or sociopolitical heritage other than the role of the former power in de termining their present status.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"24 1","pages":"269"},"PeriodicalIF":0.0,"publicationDate":"1976-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3119913","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68736559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1973-01-01DOI: 10.4324/9780203010464-12
C. A. Hardy
{"title":"Censorship and the Curriculum.","authors":"C. A. Hardy","doi":"10.4324/9780203010464-12","DOIUrl":"https://doi.org/10.4324/9780203010464-12","url":null,"abstract":"","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1973-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70567024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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