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- W2402882560 abstract "Despite an awareness of the need to improve elementary and secondary and efforts in the direction, the university study of developed important concerns not always related to the most pressing needs of public school education. The growth of a university study of at Chicago undermined the development of a unified study of education. The success of the sciences in universities stimulated the development of a science of education which became very removed from the public school teacher and her classroom. Chicago created a specialized and fragmented curriculum and fostered the development of specialized professional organizations. The proliferation of course offerings at Chicago as well as research activities and department publications served best the needs of those preparing for academic or administrative careers. Chicago encouraged the desire of white male educators for a more acceptable career identity by supporting their move into positions above classroom teaching and practicing racial and sexual discrimination against other kinds of students seeking advanced training. The American classroom was no longer the central place of action for many professionals. The university study of in the United States began in the late nineteenth century as the recently transformed institutions of higher learning sought to exercise influence over public in order to expand their undergraduate enrollments. But with the development of a group of educationists, the scope of the university study of was greatly expanded. Gradually pedagogy developed a substance and content of its own that gave it meaning beyond the needs of universities interested in bringing high school curricula" @default.
- W2402882560 created "2016-06-24" @default.
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- W2402882560 date "2016-01-01" @default.
- W2402882560 modified "2023-09-23" @default.
- W2402882560 title "The Decline of the Classroom and the Chicago Study of Education" @default.
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