Wartime Relations of the Federal Government and the Public Schools, 1917–1918. By Lewis Paul Todd. (Teachers College, Columbia University, Contributions to Education, No. 907.) (New York: Bureau of Publications, Teachers College. 1945. Pp. xi, 240. $3.15.)

1946 ◽  
Keyword(s):  
New York ◽  
Public Schools ◽  
Federal Government ◽  
Columbia University ◽  
Teachers College ◽  
The Public

Pre-Induction Courses in Mathematics

1943 ◽  
Vol 36 (3) ◽  
pp. 114-124
Author(s):  
John W. Studebaker
Keyword(s):  
Public Schools ◽  
Mathematics Teachers ◽  
Armed Forces ◽  
The United States ◽  
National Council ◽  
Columbia University ◽  
University Of Michigan ◽  
Teachers College ◽  
The Public ◽  
Teaching Of Mathematics

The United States Office of Education has received urgent and repeated requests from individuals and organizations throughout the country to give the secondary schools detailed suggestions for the teaching of mathematics for pre-induction purposes. In December 1942, the Office in cooperation with the President of The National Council of Teachers of Mathematics appointed a committee to make a survey of the mathematical needs of the armed forces and upon this basis to make a report concerning what the schools can do for the emergency. The committee consisted of Virgil S. Mallory, Professor of Mathematics, New Jersey State Teachers College at Montclair; William D. Reeve, Professor of Mathematics, Teachers College, Columbia University; Giles M. Ruch, Chief, Research and Statistical Service, U. S. Office of Education; Raleigh Schorling, Professor of Education, University of Michigan; and Rolland It. Smith, Specialist in Mathematics for the Public Schools of Springfield, Massachusetts, and President of the National Council of Teachers of Mathematics. Dr. Smith served as chairman of the Committee.

“An Old Order Is Passing”: The Rise of Applied Learning in University-Based Teacher Education during the Great Depression

2015 ◽  
Vol 55 (3) ◽  
pp. 319-345 ◽  
Author(s):  
Diana D'Amico
Keyword(s):  
New York ◽  
Public Schools ◽  
Professional Education ◽  
Late Nineteenth Century ◽  
Columbia University ◽  
New York University ◽  
Teachers College ◽  
The Great Depression ◽  
Old Order ◽  
The University

From the late nineteenth century through the first decades of the twentieth century, New York City housed two contrasting models of professional education for teachers. In 1870, the Normal College of the City of New York opened in rented quarters. Founded to prepare women to teach in the city's public schools, in just ten weeks the tuition-free, all-female college “filled to overflowing” with about 1,100 enrolled students. Based upon a four-year high school course approved by the city's Board of Education, the “chief purpose” of the college was to “encourage young women… to engage in the work of teaching in elementary and secondary schools.” Vocationally oriented and focused on practical skills, the Normal College stood in contrast to the School of Pedagogy at New York University and Teachers College, Columbia University founded in 1890 and 1898, respectively. The Normal College's neighbors situated their work within the academic traditions of the university. According to a School of Pedagogy Bulletin from 1912, faculty sought to,meet the needs of students of superior academic training and of teachers of experience who are prepared to study educational problems in their more scientific aspects and their broader relations.

scholarly journals The Centenary of William H. Kilpatrick’s “Project Method“: A Landmark in Progressive Education Against the Background of American-German Relations After World War I

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Hein Retter
Keyword(s):  
New York ◽  
Public Schools ◽  
World War I ◽  
Critical Examination ◽  
Columbia University ◽  
Teachers College ◽  
Project Method ◽  
Starting Point ◽  
The Usa ◽  
Training Schools

In 1935 a book was published in Germany with essays by John Dewey, the most famous American philosopher, and his equally internationally-renowned pupil, William H. Kilpatrick. Kilpatrick’s essay, “The Project Method”, published in 1918 (September), had triggered a storm of enthusiasm in the USA to convert the curriculum of public schools to the project method, which, however, in principle, had been used decades earlier in manual training schools. The article is the starting point of a larger investigation which shows how Kilpatrick’s Project Method came to Germany when its popularity had already evaporated and criticism dominated. This attempt at historical construction is based on previously unpublished letters by Kilpatrick 1931-34. To do this, we must describe the contemporary background, in particular the relations between American and German specialists in education, which were institutionally fostered by the Teachers College of Columbia University, New York City, and the Zentralinstitut für Erziehung und Unterricht (Central Institute for Education and Teaching), in Berlin. Both institutions were engaged in an exchange of educational experience through study trips until 1932. The different attitude and the ambivalence of Kilpatrick and Dewey with regard to the race question in the USA will also be mentioned. Claims of the more recent German Dewey reception that there was no interest in Dewey, Kilpatrick and American education in Germany between 1918-1932 are given critical examination.

CAN PUBLIC SCHOOLS SAVE AMERICA?: Culture, Race, Academic Achievement, and the American Dream

2005 ◽  
Vol 2 (1) ◽  
pp. 127-136
Author(s):  
James D. Anderson
Keyword(s):  
New York ◽  
Public Schools ◽  
American Dream ◽  
Common Ground ◽  
Harvard University ◽  
Teachers College ◽  
The Public ◽  
Oxford University ◽  
Diverse Society ◽  
City Schools

Pedro A. Noguera,City Schools and the American Dream: Reclaiming the Promise of Public Education. New York: Teachers College Press, 2003, 187 pages, ISBN: 0-8077-4382-8, Cloth, $50.00, and 0-8077-4381-X, Paper, $19.95.Jennifer Hochschild and Nathan Scoveronick.The American Dream and the Public Schools. New York: Oxford University Press, 2003, 301 pages, ISBN: 0-19-515278-6, Cloth, $35.00.David Tyack,Seeking Common Ground: Public Schools in a Diverse Society. Cambridge, MA: Harvard University Press, 2003, 237 pages, ISBN: 0-674-01198-8, Cloth, $22.95.Abigail Thernstrom and Stephan Thernstrom,No Excuses: Closing the Racial Gap in Learning. New York: Simon and Schuster, 2003, 334 pages, ISBN: 0-7432-0446-8, Cloth, $26.00, and 0-7432-6522-X, Paper, $15.00.

Sign in / Sign up

Export Citation Format

Share Document