| Description |
1 online resource (558 pages) : illustrations |
| Series |
Ebsco PsychBooks
|
| Summary |
"Education as a science is young; as a profession it is just beginning to find itself: consequently, the theory and practice of education has not crystallized. In education, as in similar fields of applied knowledge, we must be unusually sensitive to the many changes which are taking place in our knowledge and in our social philosophy. Much of our educational practice is experimental and exploratory, and with the accretion of experience, is subject to re-evaluation and re-interpretation. Textbooks in education written to guide the young neophyte into a clear understanding of the principles and practices of teaching, or to provide inservice stimulation for the teacher at work, must reflect the many changes which result from tested experience and thought as these affect educational theory and practice. Few books in this area can escape the occasional need of some revision to bring them into harmony with current developments. The author claims no exception for Teaching in Secondary Schools. There were some aspects of instruction just emerging at the time this book was written which now have become much more clearly defined. The author does admit a feeling of satisfaction that he had anticipated many of these developments. In this edition the text has undergone major changes to insure that it is abreast of the latest facts bearing upon every phase of methodology. For example, the interrelations of teaching method and the curriculum have made advisable two new chapters in that area. The section on Problems of Method has undergone radical change to conform to recent trends and developments. It has seemed desirable to introduce an extended chapter discussion on Practices and Reviews. The emergence of television as an important adjunct of our culture, with many educational possibilities, has required its consideration in the chapter with its near relative the radio. The unique place of the teacher in modern education has suggested a more extended consideration of the teacher in a textbook devoted to the teaching art. No chapter has remained unchanged. The bibliographical material at the end of each chapter has been completely revised. Section headings have been cast in question form to conform to better pedagogical practice. If the long popularity enjoyed by this book is enhanced by this revision, much credit will be due the many users of this text, students, experienced teachers and instructors, who have contributed their suggestions for its improvement. To all these the author is greatly indebted. This edition is made available to the members of the teaching profession, both actual and prospective, with the earnest hope that it will be found as helpful as the enthusiastic reception accorded the earlier editions would indicate has been true of it"--Preface. (PsycINFO Database Record (c) 2014 APA, all rights reserved) |
| Notes |
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL |
|
digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL |
|
Print version record |
| Subject |
Teaching.
|
|
Education, Secondary.
|
|
Educational psychology.
|
|
High school teaching.
|
|
Junior high school teaching.
|
|
Psychology, Educational
|
|
Teaching
|
|
secondary education.
|
|
teaching.
|
|
Junior high school teaching.
|
|
High school teaching.
|
|
Education, Secondary.
|
|
Educational psychology.
|
|
Teaching.
|
| Form |
Electronic book
|
|
