This book talks of perhaps one of the greatest education experiments in the history of America. In 1894 John Dewey moved his position as Chairman of the Philosophy Department at the University of Michigan to assume the position as Chairman of the Department of Philosophy, Psychology, and Pedagogy at the University of Chicago. He would remain there until 1904, his departure prompted in great part by his dissatisfaction regarding his wife's treatment by the administration in her role of principal of the Laboratory School. At this time Dewey was anxious to translate his more abstract ideas into practical form and he saw the position at Chicago affording him a rare opportunity to do this. The school itself was conceived by Dewey as having an organic functional relation to the theoretical curriculum. Just as Dewey was anxious to merge philosophy and psychology and to relate both of these disciplines to the theoretical study of education, similarly he saw the school as a laboratory for these studies analogous to the laboratory used in science courses. This effort to merge theory and practice is perhaps the major characteristic of Dewey's entire professional career. In the opening sentence of Dewey's remarks in his essay in this volume, "The Theory of the Chicago Experiment," we see the extent to which this problem preoccupied him: "The gap between educational theory and its execution in practice is always so wide that there naturally arises a doubt as to the value of any separate presentation of purely theoretical principles." This book is an accurate and detailed account of one of the most experiments ever undertaken in America. It provides the reader with the complexity of John Dewey's abstract philosophy experimentalism. Katherine Camp Mayhew and Anna Camp Edwards were active leaders in the development and administration of the Dewy School the both taught at this school and later gave a full account of the remarkable experiment that was the Dewey School that is enclosed in this book.
John Dewey (October 20, 1859 - June 1, 1952) was an American psychologist and philosopher. His thoughts and ideas have been greatly influential in the United States and around the world. He is also recognized as one of the founders of the philosophical school of Pragmatism and he is known as the father of functional psychology Dewey was born in Burlington, Vermont. He graduated from the University of Vermont in 1879. He received his PhD from the Krieger School of Arts & Sciences at Johns Hopkins University in 1884. From 1904, he was professor of philosophy at both Columbia University and Teachers College, Columbia University. Beside ""How We Think"" (1910), his most significant writings were ""The Reflex Arc Concept in Psychology"" (1896), a critique of a standard psychological concept and the basis of all his further work; Human Nature and Conduct (1922), a study of the role of habit in human behavior; The Public and its Problems (1927) and many more...
Explore the most effective methods of studying school violence! School violence and safety research will move forward and make unique scientific contributions only if it develops a core literature that critically examines its measurements, methods, and data analysis techniques. Issues in School Violence Research is the first book to expose the limitations of previous research, to critically examine methodological and measurement practices, and to provide guidelines to enhance future school violence research. Early literature focused on school violence as a social problem, not as an integrated area of legitimate scientific research. It is time to move beyond the social problem era of school violence to begin critically assessing its common research practices. Until recently, there has been such a rush to gather information about school violence that the methods used have hardly been questioned. The editors of this book are some of the first to raise questions about how the field conducts its research, especially with regard to self-reports among students. Issues in School Violence Research addresses significant measurement and methodological issues in school violence research. The contributors have been conducting school research for more than 15 years. To enhance your understanding of the practices usedpast and proposednumerous tables are included. In Issues in School Violence Research, you’ll find information about: school-level warning signs of safety problems weapon possession using office referral records in school violence research identification of bullies and victims data quality issues in student risk behavior surveys extreme response bias patterns for youth risk behavior surveys the structure of student perceptions of school safety and much more! Issues in School Violence Research is an important resource for anyone, from professors to policymakers. It is also appropriate as a textbook for research methodology courses. It is only through objective analysis that school violence research can develop new insights. This book presents topics that should stimulate new and better inquiry into the climate within which school violence occurs.
Illustrated with numerous case studies–many drawn from the author’s work as a forensic psychologist–this book identifies 19 myths and misconceptions about youth violence, from ordinary bullying to rampage shootings. It covers controversial topics such as gun control and the effects of entertainment violence on children. The author demonstrates how fear of school violence has resulted in misguided, counterproductive educational policies and practices ranging from boot camps to zero tolerance. He reviews evidence from hundreds of controlled studies showing that school-based school violence prevention programs and mental health services, which are largely effective, are often overlooked in favor of politically popular yet ineffective programs such as school uniforms, Drug Abuse Resistance Education, and Scared Straight. He concludes by reviewing some of his own research on student threat assessment as a more flexible and less punitive alternative to zero tolerance, and presents a wide ranging series of recommendations for improving and expanding the use of school-based violence prevention programs and mental health services for troubled students. Key features include the following: Contrarian Approach–This book identifies and refutes 19 basic misconceptions about trends in youth violence and school safety, and shows how the fear of school violence has been exaggerated through inaccurate statistics, erroneous conclusions about youth violence, and over-emphasis on atypical, sensational cases. Readability–The book translates scientific, evidence-based research into language that educators, parents, law enforcement officers, and policymakers can readily understand and shows what can be done to improve things. Expertise–Dewey Cornell is a forensic psychologist and Professor of Education at the University of Virginia, where he holds an endowed chair in Education. He is Director of the UVA Youth Violence Project and is a faculty associate of the Institute of Law, Psychiatry, and Public Policy. The author of more than 100 publications in psychology and education, he frequently testifies in criminal proceedings and at legislative hearings involving violence prevention efforts. This book is appropriate for courses or seminars dealing wholly or partly with school violence and school safety. It is also an indispensable volume for school administrators and safety officers; local, state, and national policymakers; involved parents; and academic libraries serving these groups.
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