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Everytime Counts is mentioned in a reading I immediately want to know more about his ideas

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Judd took over after Dewey left the University of Chicago and all of the work that he accomplished at the Dewey School went without analysis.  It seems like a complete waste for Dewey to not have been given a chance to reflect on that important work.  I wonder how it changed the trajectory of progressive education? What might have been the outcome had Dewey remained in his role?

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Judd took over after Dewey left the University of Chicago and all of the work that he accomplished at the Dewey School went without analysis.  It seems like a complete waste for Dewey to not have been given a chance to reflect on that important work.  I wonder how it changed the trajectory of progressive education? What might have been the outcome had Dewey remained in his role?

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whose name was removed from TC building not long ago.

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Identified the way connections were made: law of readiness, law of exercise and law of effect

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I was fascinated by Thorndike. Having worked in Thorndike Hall for the past 6 years, I've heard that he was problematic, but this book really highlighted some of the ways in which he viewed education that I hadn't heard about. I held onto the phrase "Despite considerable distain for educators and an extremely imperialistic view of psychology, which he thought supreme for studying and controlling human affairs..." That seems to describe the last person who should be conducting educational research (in my biased opinion ).

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invented the dreaded SAT in order to "group" those who are intellectual enough to attend college once the soldiers returned from WW2.

Makes you hate on the SAT even more.

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Presidents of universities tried to compete normal schools to have more students and expanding their influences: W. Eliot of Harvard, William Rainey Harper of Chicago, and Nocholas Murray Burtler of Collumbia Universiy (p. 11).

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Newlon saw curriculum development as a way of incorporating new research into daily school practices.

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Newlon saw curriculum development as a way of incorporating new research into daily school practices.

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I was struck by reading about Ella Flagg Young working with Dewey, I don't think she was mentioned at all in Kliebard, and it spoke to the theory/practitioner discussion we are having

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I was struck by reading about Ella Flagg Young working with Dewey, I don't think she was mentioned at all in Kliebard, and it spoke to the theory/practitioner discussion we are having

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both reluctantly to be associated with education.

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Terman created the term IQ and SAT exams which are still used today.  SATs ???? What's the point and in the age of the pandemic did we really need them? Do we need them?

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When I read this one passage, my eyes widened/jaws dropped -- "...G. Stanley Hall, whom Thorndike once described as a 'mad man,' whose study of Adolescence (1904) was 'chock full of errors, masturbation, and Jesus" (Lagemann, 57)

Anyway, when I read that, it made me realize that these scholars are coming in with biases, predispositions, and attitudes about other scholars.

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Dewey working with Jane Addams at Hull house

Kilpatrick and project work, giving progressive ed a reputation for frivolity that it had to shake

Hall being a complete misogynist and not taking teachers/practitioners seriously. How this probably impacted other thinkers (Thorndike, etc.) and the damage this did to teacher-administrator and teacher-research relationships that we still see

Thorndike and his love of eugenics

All the personal drama between some of these men and how it shaped their views

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Thorndike -
Bobbit- interested in the application of eugenics to education
Dewey-  the study of education needed partnership between and among different people (scholars, teachers, admin, parents, etc.).
Hall encouraged the believed in educational progress through the scientific study of the child

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Thayer agreed that high school should organize their curricula around adolescent interests, which i believe is the beginning of the idea culturally responsive pedagogy in action.