Laggards, Morons, Human Clinkers, and Other Peculiar Kids: Progressivism and Student Difference in Shaping Public Education in the United States

Autor/in	Osgood, Robert L.
Titel	Laggards, Morons, Human Clinkers, and Other Peculiar Kids: Progressivism and Student Difference in Shaping Public Education in the United States
Quelle	In: Philosophical Studies in Education, 41 (2010), S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Educational History; United States History; Public Education; Social Change; School Administration; Student Diversity; Attendance; Dropouts; Progressive Education; Special Education; Disabilities; Urban Schools + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Öffentliche Erziehung; Sozialer Wandel; Anwesenheit; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Reformpädagogik; Progressive Erziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The year was 1909. The United States was in the throes of tremendous social and institutional changes: a rapidly diversifying population, dramatic shifts in political and economic structures, the rise of Progressivism as a paradigm for social reform and social control, and the intense and often grating sounds of a public education system really beginning to come into its own across the nation. During that year, Leonard P. Ayres and the Russell Sage Foundation published a book that fit the times perfectly. "Laggards in Our Schools: A Study of Retardation and Elimination in City School Systems" took a detailed and often harsh look at public school development in the United States, paying particular attention to the growing pains all bureaucratic systems face at some point and relying heavily on the use of basic but revelatory quantitative data and Progressivist perspectives to critique the efficiency of large urban school operations. Ayres' basic thesis was that for school systems to function efficiently, school officials had to acknowledge, confront, and address the fact that significant numbers of children were not attending, performing, or behaving in ways that contributed to effective school administration and operation. (Contains 19 footnotes.) (ERIC).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://www.ovpes.org/journal.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10