Teaching-learning theory and teacher education 1890 to 1950.

Monroe, Walter S.

doi:10.1037/14507-000

Cited by 14 publications

(6 citation statements)

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“…By 1948, AATC merged with the National Association of Teacher Education Institutions in Metropolitan Areas and the National Association of Colleges and Departments of Education to form the American Association of Colleges of Teacher Education (AACTE). The AACTE continued the accrediting work of the AATC until 1954 when it delegated the authority (always voluntary) to the National Council for the Accreditation of Teacher Education (NCATE) (Monroe, 1952;Stinnet, 1969).…”

Section: Professionalization: a Long And Winding Roadmentioning

confidence: 99%

Constructions of Teaching: Alternative Certification and the Education Profession

Brown¹,

Vaughn

Smith

2004

Action in Teacher Education

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Section: Professionalization: a Long And Winding Roadmentioning

confidence: 99%

Constructions of Teaching: Alternative Certification and the Education Profession

Brown¹,

Vaughn

Smith

2004

Action in Teacher Education

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“…He pointed out that patterns designated by the same name in different situations were likely to be far from identical, and that patterns under different names were often similar in outline. Monroe's review (49) of the literature and research regarding teaching-learning theory from 1890 to 1950 noted the trend toward a single "pattern method of teaching." He commented on the recent tendency to define a "method of teaching" as "an ordered enumeration of the teacher's instructional responsibilities" or as "a course of procedure" rather than to continue to identify various methods of teaching, each as "an organization of teaching devices" (51: 177-78).…”

Section: Changing Concepts Of Methodsmentioning

confidence: 97%

“…A considerable number of reviews and bibliographies (3,4,6,22,38,49,53,69) attest to the frequency of such studies and also to the lack of conclusiveness-indeed, sometimes to the contradictory evidence-regarding the merits of individual methods. The relative infrequency of these comparative studies of named methods in the past decade and the appearance of more studies of particular aspects or factors of teaching method in general, suggest an important change in present conceptions of method.…”

Section: Changing Concepts Of Methodsmentioning

confidence: 98%

Chapter VI: Schools for Adolescents: Instructional Procedures

Alexander¹,

Ersoff²

1954

Review of Educational Research

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FOLLOWING an introductory analysis of the changing concepts of method indicated by the research literature, attention is given in this chapter to four basic aspects of instructional method: (a) organization of the learning situation, (b) maintenance of interpersonal relations for effective learning, (c) guidance of learning experiences, and (d) evaluation of learning. A concluding section summarizes needs for research in instruction. Changing Concepts of MethodUntil one or two decades ago, research dealing with instruction in the high school was largely confined to comparative studies of various "named" methods of teaching such as the project, laboratory, Morrisonian, socialized recitation, or recitation. A considerable number of reviews and bibliographies (3,4,6,22,38,49,53, 69) attest to the frequency of such studies and also to the lack of conclusiveness-indeed, sometimes to the contradictory evidence-regarding the merits of individual methods. The relative infrequency of these comparative studies of named methods in the past decade and the appearance of more studies of particular aspects or factors of teaching method in general, suggest an important change in present conceptions of method. This change has been noted in several recent syntheses of research on methodology.Stiles (69) concluded from his review of the research in this area that certain provisions which might be common to many patterns of teaching are more significant than the pattern itself. He pointed out that patterns designated by the same name in different situations were likely to be far from identical, and that patterns under different names were often similar in outline. Monroe's review (49) of the literature and research regarding teaching-learning theory from 1890 to 1950 noted the trend toward a single "pattern method of teaching." He commented on the recent tendency to define a "method of teaching" as "an ordered enumeration of the teacher's instructional responsibilities" or as "a course of procedure" rather than to continue to identify various methods of teaching, each as "an organization of teaching devices" (51: 177-78). In their review and analysis of methodology, Thelen and Tyler (72) defined methodology as a set of procedures for dealing with problem-solving processes and noted as phases of the methodology of group instruction the usual steps in group problemsolving activities. 54 at NANYANG TECH UNIV LIBRARY on June 15, 2015 http://rer.aera.net Downloaded from

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“…Recent data indicate that of this group of about 71 million persons, almost 33 million, Table 1 Relationships Between the Education of the General Population and the Level Required of Teachers, 1910Teachers, -1986 aSnyder (1988) 'Monroe (1952) 'Woellner & Wood (1969) or 46 %, have either attended college or received a college degree (Snyder, 1988). Moreover, this college-experienced group will continue to grow in influence as younger, more educated people become parents, and older cohorts, with less college experience, no longer have school-age children.…”

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confidence: 97%

An Issue for the 1990s: The Efficacy of the Required Master's Degree

Turner¹

1990

Journal of Teacher Education

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By the turn of the century, the societal expectation that teachers should be better educated than the general population will require that teachers have a master's degree. Data showing a modest relationship between the percentage of teachers within a district holding the master's degree and student achievement are presented. The probable effect of state policy requiring teachers to obtain a master's degree on this relationship is discussed. It is recommended that states offer adequate and equitable salary incentives to teachers with a master's degree and that they institute policies that allow beginning teachers with a bachelor's degree to receive provisional certification but require a master's degree after a specified number of years for permanent certification. Knapp, McNergney, Herbert, and York (1990) argued that their cost/benefit analysis does not warrant implementation of a state policy requiring a master's degree for career teachers. In this article, I contend that the master's degree will be a requirement for teaching by the end of this decade and that cost/benefit calculations will have little bearing on whether states implement such a policy, although cost/benefits may affect its timing. The primary determinant of this policy is the societal expectation that teachers should be better educated than the general population.Professionalism requires that teachers have demonstrable efficacy in teaching, that they receive equitable incentives and remuneration, and that they be empowered to make decisions about their work. Baccalaureate preparation of teachers fails to provide sufficient time for the adequate development of professionalism. Master's-level education is necessary, if teachers are to achieve the professionalism society requires. The principal issue for teacher education in the 1990s is whether schools, colleges, and departments of education can respond to this challenge. I offer a rationale for the requirement of the master's degree for teachers and suggestions for how such a policy could be implemented.

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Teaching-learning theory and teacher education 1890 to 1950.

Cited by 14 publications

References 0 publications

Constructions of Teaching: Alternative Certification and the Education Profession

Constructions of Teaching: Alternative Certification and the Education Profession

Chapter VI: Schools for Adolescents: Instructional Procedures

An Issue for the 1990s: The Efficacy of the Required Master's Degree

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