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1. Critical Issues in Curriculum Revisited.

Author

Tanner, Laurel N.

Abstract

Compares critical curriculum issues from 1988 to the current situation. Finds that standards, measurement, and testing still shape curriculum and are still strongly pushed by policymakers; opposition to teaching evolution is stronger; curriculum fads remain a problem; and a backlash against standardized tests may be forming. (SK)

Published
2000

2. The Role of Paraprofessionals in the Schools: A National Study.

Author

Tanner, Laurel N. and Tanner, Daniel

Abstract

By means of a nationwide survey, this study of teacher aides sought to determine (1) their legal status in the classroom and (2) the distinction between teaching or instruction and non-teaching functions. A questionnaire was sent to the chief state school officer of the 50 states, asking for information on (1) state laws regulating teacher aide duties, (2) policy statements defining and delimiting their duties, and (3) their role and function as perceived by the state education department, whether or not there were laws concerning them. All 50 states replied. Ten states have laws governing teacher aide employment and functions; 11 have policies or guidelines; 29 have neither statutes nor guidelines, although seven of these are developing regulations of some sort. Extreme ranges of interpretation were found between teaching and non-teaching tasks, rather than clear distinctions. Nevada, for example, requires each local board to establish its own policies on teacher aide duties. California, on the other hand, has its Instructional Aide Act of 1968. The law specifies that aides may perform tasks that, "in the judgment of the certified personnel to whom the instructional aide is assigned, may be performed by a person not licensed as a teacher." Although the use of teacher aides is nationwide, the study found not discernible direction or trend in the definition of their role or functions. (HH)

Published
1969

3. Dewey's Laboratory School. Lessons for Today.

Author

Tanner, Laurel N. and Tanner, Laurel N.

Abstract

This book reviews the history of the University of Chicago Laboratory School established by John Dewey in light of the current resurgent interest in the ideas and work of this educator. Chapter 1 deals with two lessons: the social nature of learning and developmentally appropriate practice. Chapter 2 examines the laboratory school idea as conceived by Dewey, and the present day opportunities for laboratory schools. Chapter 3 examines Dewey's model and discusses ways that the school's teachers capitalized on children's interests, activities, and natural talent for imagination. Chapter 4 discusses the resources used by the teachers in developing a new curriculum and the resulting two-dimensional curriculum organized around the children's side (activities) and the teacher s side (logically organized bodies of subject matter). In chapter 5, the teachers themselves describe their approaches to instruction (illustrating the value of ongoing teacher input in instructional improvement). Chapter 6 discusses how teacher cooperation functioned as a substitute for supervision based on levels of authority. It also addresses elementary teachers as subject specialists and departmental organization at the elementary level. Chapter 7 is concerned with children's development as self-directed learners; Dewey's theories are compared with those of Piaget and Kohlberg. Stages of discipline with pupil and teacher responsibilities are also addressed. Chapter 8 applies the principles to current educational settings. This final chapter also discusses the issue of youth crime and how Dewey's ideas can be applied in this area. (Contains 260 references.) (JLS)

Published
1997

4. The Meaning of Curriculum in Dewey's Laboratory School (1896-1904).

Author

Tanner, Laurel N.

Abstract

Discusses John Dewey's concept of curriculum, as applied in his Laboratory School. Describes the planning of the school and how its curriculum evolved over time. Identifies both Dewey's belief in educational specialization and his understanding of its limits. Notes the implications of Dewey's work for today's educators. (SG)

Published
1991

10. Environmentalism in American Pedagogy: The Legacy of Lester Ward.

Author

Tanner, Laurel N. and Tanner, Daniel

Abstract

A review is presented of the legacy of Lester Frank Ward, widely recognized as the architect of environmentalism in American pedagogy and the creator of some of the most fundamental ideas about American curriculum. (CB)

Published
1987

11. Papers of the Society for the Study of Curriculum History.

Author

Tanner, Laurel N.

Abstract

The 13 papers that comprise this collection were, with certain exceptions, presented at the first and second annual meetings of the Society for the Study of Curriculum History. Papers by the society's members, who attempt to achieve more disciplined inquiry into the history of curriculum, include: (1) "What We Can Learn from Our Experiences with the Deweyan Tradition" (Arthur G. Wirth); (2) "Conceptualizing Method: A History" (Mary Louise Seguel); (3) "Educational Control for Crazy-Making: Notes Toward an Alternative" (Arthur G. Wirth); (4) "FBI Surveillance of Three Progressive Educators: Curricular Aspects" (Murry R. Nelson and H. Wells Singleton); (5) "The Progressive Malaise of Revisionist Historians--As Seen by a Progressive" (R. Freeman Butts); (6) "The Revisionist Historians and Educational Practice" (Hollis L. Caswell); (7) "The Revisionist Historians and Educational Theory" (J. Paul Leonard); (8) "Progressives and Revisionist History" (Paul C. Violas); (9) "Curriculum History: Flight to the Sidelines or Source of New Vitality?" (R. V. Bullough, Jr.); (10) "Conceptions of Curriculum History" (J. Stephen Hazlett); (11) "An Elusive Quarry: On the Trail of Curriculum History" (O. L. Davis, Jr. and George L. Mehaffy); (12) "Research into the Curriculum, 1918-1938: Highlights of the Work of the First Generation" (Kate Strickland); and (13) "Richmond and Berkeley: Paradigms for Curriculum Innovation at the Turn of the Century" (Murry R. Nelson and H. Wells Singleton). An introduction by the papers' editor, Laurel N. Tanner, gives brief overviews of the Society for the Study of Curriculum History and of the papers contained in this document. (CJ)

Published
1981

12. Classroom Discipline for Effective Teaching and Learning.

Author

Tanner, Laurel N. and Tanner, Laurel N.

Abstract

The intent of this book is to present the developmental stages of discipline and a conceptual framework for the role of the teachers. Chapters cover the nature of discipline, discipline and development, discipline and the curriculum, teaching (including teacher authority), lack of attention and teacher expectation, discipline in special settings (such as open classrooms), the ecology of classroom discipline, socialization, discipline problems, and the needs and rights of students. The author maintains that it is important for short-range disciplinary measures to be consonant with long-range developmental goals. (Author/DS)

Published
1978

13. Critical Issues in Curriculum. Eighty-Seventh Yearbook of the National Society for the Study of Education, Part I.

Author

National Society for the Study of Education, Chicago, IL., Tanner, Laurel N., Tanner, Laurel N., and National Society for the Study of Education, Chicago, IL.

Abstract

This book comprises part I of the eighty-seventh annual yearbook of the National Society for the Study of Education. Focusing on the theme of critical issues in curriculum, this volume consists of 12 articles by different authors. The first four articles focus on issues of professionalism: "Curriculum Issues in Historical Perspective" by Laurel N. Tanner; "Fads, Fashions, and Rituals: The Instability of Curriculum Change" by Herbert M. Kliebard; "Unapplied Curriculum Knowledge" by Henrietta Schwartz; and "Political Pressures on Supervisors" by Robert H. Anderson. The next six articles focus on issues of policy: "The Influence of Testing on the Curriculum" by George F. Madaus; "The Textbook Controversies" by Daniel Tanner; "Are We Improving or Undermining Teaching?" by Karen K. Zumwalt; "Who Decides? The Basic Policy Issue" by Richard W. Clark; "Issues of Access to Knowledge: Grouping and Tracking" by A. Harry Passow"; and "Issues of Access to Knowledge: Dropping Out of School" by Murry R. Nelson. The final two articles concern issues of leadership; "Leadership for Curriculum Improvement: The School Administrator's Role" by Gary A. Griffin, and (2) "Progress in Dealing with Curriculum Problems" by Ralph W. Tyler. Appended are a name index, a subject index, membership information, and a list of publications of the society. (TE)

Published
1988

14. A Model of School Discipline.

Author

Tanner, Laurel N.

Abstract

The model presented is intended to return discipline to a legitimate place in education and educational research; it focuses on three elements--pupil development, ecological factors, and disciplinary approaches. (DS)

Published
1979

15. Classroom Discipline: The Unclaimed Legacy.

Author

Jones, Regina S. and Tanner, Laurel N.

Abstract

Handling discipline through methods of classroom and school management is not sufficient. Any educational program in the public schools that does not promote the development of self-direction in pupils is gravely flawed. (Author/WD)

Published
1981

18. The Scientific Elite and Teacher Education

Author

Tanner, Laurel N

Abstract

Physical scientists have a great voice in educational decisions and regard themselves as better equipped than nonscientists, including legislators, to make these decisions. (CK)

Published
1970

20. The Science Shortage Myth

Author

Tanner, Laurel N.

Abstract

The nature of the teacher shortage following World War II and its effect on future educational policy are analyzed. (CK)

Published
1971

21. The Swing Away From Science

Author

Tanner, Laurel N.

Abstract

The futile attempt of a massive school system" to shift with changing moods is illustrated by the swing away from science. Within less than a decade the mood of the schools went from wild enthusiasm about the hard sciences to what might be characterized as a mild distaste for these disciplines and indeed for disciplines of any kind. (Editor)

Published
1972

22. Unanticipated Effects of Federal Policy: The Kindergarten

Author

Tanner, Laurel N.

Abstract

The data from this study indicate that the national policy of exploiting the young child's capacity to learn exerted a powerful influence on state educational policy. (Author)

Published
1973

26. Alternative to Performance Contracting. The School-University Program

Author

Tanner, Laurel N.

Abstract

Performance contracting is sometimes expensive and not necessarily successful. Opportune school university programs as evidenced by the Atlanta public Schools project mean utilizing the combined resources to provide optimum in educational opportunities. (DS)

Published
1973

31. Letters

Author

Tanner, Daniel and Tanner, Laurel N.

Published
1980

38. Curriculum History and Educational Leadership.

Author

Tanner, Laurel N.

Abstract

The author reviews trends in the curriculum field, pointing out how it suffers from "ahistoricism." Schools must be responsible for countering cycles and fashions. Curriculum reform efforts should be an attempt to solve problems based on knowledge from previous experience. (MD)

Published
1983

42. Swing of the Pendulum.

Author

Tanner, Laurel N. and Tanner, Daniel

Subjects
EDUCATION, FEDERAL aid to education, TELEVISION in education, COMPULSORY education, SECONDARY education, EDUCATIONAL change, EDUCATIONAL planning
Abstract

The article presents news concerning education in the United States as of May 1974. Jerold R. Zacharias is directing a project for the Education Development Center under a grant from the Office of Education to develop a series of television lessons on mathematical topics to children in the context of realistic human activities. A report by the National Commission on the Reform of Secondary Education has called for the elimination of compulsory education beyond the age of 14. An issue of the periodical "Bulletin of the Council for Basic Education," has criticized the recommendations in the report of the National Commission on the Reform of Secondary Education.

Published
1974

43. Educational Reform or Retrenchment?

Author

Tanner, Laurel N. and Tanner, Daniel

Subjects
UNITED States education system, EDUCATIONAL change, CAREER education, CURRICULUM, SURVEYS, OCCUPATIONAL training
Abstract

The article offers news briefs related to education in United States as of April 1974. A report which recommends that the formal school-leaving age should drop to age 14 was issued by the National Commission on the Reform of Secondary Education. The American Institute of Research for the Center for Occupational Education of the U.S. Office of Education prepared a 390-page bulletin entitled "Career Education: A Curriculum Design and Instructional Objectives Catalogue." Moreover, a survey conducted by the National Education Association indicates that New York has the highest per pupil expenditure among the 50 states in U.S.

Published
1974

44. We Must Be Doing Something Right!

Author

Tanner, Laurel N. and Tanner, Daniel

Subjects
ASSESSMENT of education, EDUCATIONAL quality, ACADEMIC achievement, STUDENTS
Abstract

The article provides some insights into the results of a study conducted by the International Association for the Evaluation of Educational Achievement concerning the top ranking of the United States among nations in school retentivity and educational yield. Apparently, nations with school systems with the highest rates of retentivity or holding power do not suffer any loss in educational quality as far as the most able students are concerned, which then result to a high educational yield. Education quality was then compared in several countries including the United States, Japan, Sweden, France, England and the Netherlands, among others.

Published
1974

45. Schools Do Make a Difference.

Author

Tanner, Laurel N. and Tanner, Daniel

Subjects
UNITED States education system, SCHOOL attendance, RE-entry students
Abstract

The article offers news briefs in education in the United States. A parent group, "Guardians for Traditional Education," has demanded the removal of inappropriate books from the Prince George's County, Maryland, schools. The Richmond, Virginia, Public Schools dropout program has gained positive results. The Metropolitan Nashville, Tennessee, Public Schools has staged a campaign to improve school attendance.

Published
1974

46. How Do U.S. Pupils Rank?

Author

Tanner, Laurel N. and Tanner, Daniel

Subjects
EDUCATION, RATING of students, READING comprehension, AFRICAN American students, MINORITY students, BLACK students, EDUCATIONAL evaluation, CONFERENCES & conventions, ASSOCIATIONS, institutions, etc.
Abstract

The article presents news and developments regarding education in the United States. The recent studies from the International Association for the Evaluation of Educational Achievement (IEA) which has been reported by the National Assessment of Educational Progress (NAEP) reveals that 14-year-old U. S. pupils were ranked third among 15 developed nations in reading comprehension of which African American pupils scored from 15 to 19 percentage points below the national level. A conference addressing the issue of militant student groups exercising influence over academic decision has been held by the Council on the University Emergency in Venice, Italy last fall of 1974.

Published
1974

48. The Core Curriculum Is Being Reinvented.

Author

Tanner, Laurel N. and Tanner, Daniel

Subjects
CURRICULUM enrichment, CURRICULUM planning, CURRICULUM, CONFERENCES & conventions, ALTERNATIVE schools, PUBLIC schools, EDUCATION
Abstract

The article offers news briefs regarding the reinvention of the core curriculum being undertaken in U.S. educational system. A two-day conference with the theme "The Philosophy of Curriculum" has been conducted at Rockefeller University. Two voluntary alternative schools in Berkeley, California have been closed due to allegations that these schools are discriminatory and threatened to withhold funds. The Board of Education of the Denver Public Schools has authorized 175,000 dollars as funding for schools that suggest innovative programs.

Published
1973

49. Censors Still at Work.

Author

Tanner, Laurel N. and Tanner, Daniel

Subjects
EDUCATION, TEXTBOOKS, HIGH schools, SCULPTURE, SCHOLARSHIPS, MULTICULTURAL education, EDUCATION policy, PUBLIC schools
Abstract

The article presents news briefs pertaining to education in the United States as of November 1973. A supplemental high school textbook on Asia was banned by the school board in Stockton, California after a board member complained that it is "soft on communism." Two sculptures produced by a girl student for a high school are festival in Houston, Texas were banned by school authorities because they depicted nude men and women. A record number of scholarships wee awarded to public high school seniors who participated in the programs conducted by Student Science Fair In. in Chicago, Illinois. The National Study of School Evaluation has developed guidelines for multicultural/multiracial education.

Published
1973

50. NEWS NOTES.

Author

Tanner, Laurel N. and Tanner, Daniel

Subjects
CURRICULUM planning, WORLD news briefs, CURRICULUM, CENSORSHIP, CONFERENCES & conventions
Abstract

The article offers news briefs about curriculum development. Items on the censorship of books and other curricular materials are featured on American Library Association's Newsletter on Intellectual Freedom. The use of D. H. Lawrence's novel "The Rainbow" for advanced study pupils caused some controversy in Ontario, Canada. A survey by the Education Testing Service found an increase of 2% in the graduate school enrollment. The 21st annual convention of the National Association for Core Curriculum will be held on October 15-20, 1973 in Prince George's County, Maryland.

Published
1973

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