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...However, that survey omitted the ten largest programs in the state. Stanford Education Professor Michael Kirst, who serves as a HEW adviser, calls it "a loosely done, uncontrolled study" with "very weak findings," and concludes: "The Administration is picking any straws it can gather." A. Harry Passow, a Columbia educationist, is only slightly more sanguine about compensatory education. "If you spend money properly, it can help," he says. "But it can help more if you integrate...

Author: /time Magazine | Title: Education: If Not Busing, What? | 4/24/1972 | See Source »

Actually, Jones's book is itself a rather long footnote to the educational psychology of Bruner. America's pre-eminent educationist. Fantasy and Feeling in Education purports to be nothing more than a theoretical and practical complement to Bruner's pioneering Toward a Theory of Instruction (1966). Over and over Jones says that it is not his fiend and former colleague's "specific suggestions toward a theory of instruction, nor the specific prescriptions for educational reform that have been derived from these suggestions, with which I have taken exception. Only their exclusivism...

Author: By Sandy Bonder, | Title: From the Shelf Educational Theory . . . . . . and Children | 3/6/1970 | See Source »

...available. Last week's beneficiaries: Bucknell University. Central Michigan College, Cornell University, Johns Hopkins University, New York University. University of North Carolina. University of Southern California, Vanderbilt University. Wayne State University. All are hard at work on stepped-up programs following the Ford formula: end trivial, time-consuming "educationist" courses by broadening liberal education for teachers, and get them into classrooms faster...

Author: /time Magazine | Title: Education: More from Ford | 7/13/1959 | See Source »

What Is Truth? In the Educational Record, Byron S. Hollinshead, onetime president of Coe College of Cedar Rapids, Iowa, writes what is virtually an educationist manifesto: "One can be lost in admiration for hard work and high standards . . . without believing that rote learning and a heavy emphasis on past civilizations constitute the best preparation for solving modern problems." French children, says he, are interested in Latin because it is similar to their own language, because it is used in Roman Catholic churches, and because Roman ruins arouse their curiosity, but "one cannot expect an American boy to have the same...

Author: /time Magazine | Title: Education: Back Talk | 4/21/1958 | See Source »

...professors, who must further train for intellectual leadership much of the product of the schools, and who know also something about why college graduates avoid schoolteaching, were not in evidence." Worse still: the final reports to the conference on the six topics discussed did nothing more than echo an educationist party line...

Author: /time Magazine | Title: Education: Dissent at Table 40 | 12/19/1955 | See Source »

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