This essay examines the development of a research faculty and culture at the Lincoln School, a laboratory school founded in 1917 by the Rockefeller General Education Board (GEB) at Teachers College, Columbia University. The school was dedicated to the production of education research by practicing teachers. The essay focuses in particular on the role played by the two men first charged by the GEB to organize and administrate the school, Abraham Flexner and Otis Caldwell, and some of the school's teachers. Flexner and Caldwell promoted a working environment marked by experimentation, academic freedom, and faculty collaboration. This leadership model created tensions between Flexner and Caldwell and some Teachers College faculty over the use of Lincoln School classrooms as a resource for education research. Over the twenty-four years of the school's existence, Lincoln School teachers published hundreds of studies and textbooks focusing on curriculum development, child development, teaching techniques, and democratic school administration. In a profession where members are expected to be consumers rather than creators of knowledge, and practitioners rather than “experts,” the teachers and administrators of the Lincoln School defied many of the most foundational premises that have guided schools and the production of education research alike.
Research Conversations for Promoting Interdisciplinary Education, Research, and Faculty Collaboration
