Curriculum Investigations at the Teacher-Training, College, and University Levels

Peik, W. E.; Hurd, A. W.

doi:10.2307/1167919

Cited by 4 publications

(1 citation statement)

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“…An entire issue of the 1934 Review of Educational Research was devoted to reviewing studies related to curriculum in institutions of higher education nationwide, including those that prepared teachers for the classroom. Peik (1934) found that the majority of studies indicated there was much variation throughout the curriculum. Whipple (1930), secretary for the National Society for the Study of Education, adamantly opposed standardization and claimed that state prescription, authorship, and printing of textbooks was "certainly one of the most effective schemes ever contrived to discourage initiative, to retard the spread of new ideas, to encourage mediocrity, to hamper the work of the teacher, to increase the cost of the textbook, and to tempt political interference" (p. 51).…”

Section: S and 1930smentioning

confidence: 99%

From Pedagogical Museum to Instructional Material Center: Education Libraries at Teacher Training Institutions, 1890s to 1970s

Attebury

Kroth

2017

Educ. Lib.

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The development of education libraries cannot be understood outside the context of education history. Changes in educational practices and technology spurred three phases of development in the history of education libraries. Early examples, often called curriculum laboratories, developed as spaces to create educational materials where limited numbers existed. As standardized curriculum grew, common laboratories gave way to curriculum materials centers, which housed materials so that future teachers could preview them. The rise of audio-visual equipment transformed education libraries once again into centers housing a variety of instructional materials. This paper traces the development of education libraries through these three phases.

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Section: S and 1930smentioning

confidence: 99%

From Pedagogical Museum to Instructional Material Center: Education Libraries at Teacher Training Institutions, 1890s to 1970s

Attebury

Kroth

2017

Educ. Lib.

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An Examination of Recent Literature on the Education of the Teachers

Jewett¹,

Hays²

1938

Teachers College Record: The Voice of Scholarship in Education

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Studying teacher preparation: The questions that drive research

Cochran‐Smith

Villegas

2015

European Educational Research Journal

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This article argues that research on teacher preparation over the last 100 years can be understood in terms of the major questions that researchers examined. The analysis is guided by the framework of "research as historically situated social practice," which emphasizes that researchers' interests, commitments, and social experiences guide the research questions they pursue and the theories and perspectives they adopt. Past research on initial teacher education is described in terms of the emergence of three broad questions: "the curriculum question," "the effectiveness question," and "the knowledge question." Present research focuses on two broad animating questions: "the policy question" and "the learning question." We recommend that future research address questions that link teacher learning with student learning and teacher candidates' beliefs and practices as well as questions that examine the relationships between research practices and social, economic and institutional power.

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Curriculum Investigations at the Teacher-Training, College, and University Levels

Cited by 4 publications

References 0 publications

From Pedagogical Museum to Instructional Material Center: Education Libraries at Teacher Training Institutions, 1890s to 1970s

From Pedagogical Museum to Instructional Material Center: Education Libraries at Teacher Training Institutions, 1890s to 1970s

An Examination of Recent Literature on the Education of the Teachers

Studying teacher preparation: The questions that drive research

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