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Courtis, Stuart A.
University of Michigan
S. A. COURTIS is a Professor of Education at the University of Michigan.

Stuart A. Courtis — 1938
Individualization, as one of the outstanding and developing trends of the education in the generation now ending, is unique in that, as a movement, it has no organized body of adherents, no systematic formulation of aims and purposes, no organic unity of structure and practice.

Stuart A. Courtis — 1935
The purpose of this chapter is to discuss educational growth as biological maturation: to define the maturation concept, to describe both the process and the factors involved, to present methods of appraising the degree of maturation in any given child or function, and to discuss the implications for general educational diagnosis, so far as it is possible to carry out such an ambitious program within the limits of one brief chapter.

Stuart A. Courtis — 1927
The excellence of the General Statement makes it necessary for a critic to defend his attempt to aclu to, or subtract from, the collective wisdom of so many able minds. Therefore, let me hasten to express my complete acceptance of the statement as it stands. Each time I reread the document, I am filled afresh with wonder at its perfection. Every essential element is there, in its proper place and in due proportion. I regard the work of the Committee as a masterpiece, destined to have a profound influence upon educational thought and action. The comments which follow are offered more by way of interpretation than of criticism.

Stuart A. Courtis — 1927
No study of curriculum-revision would be complete which did not include a description of the agents who are charged with the responsibility for such revision, the range of their activities, and the methods used. Accordingly, a questionnaire covering these points was prepared and sent to selected cities throughout the United States.

Stuart A. Courtis — 1927
Scientific curriculum-revision has been carried on continuously in Detroit since 1910, the year when the first standard test was given in the public schools of the city. Mr. Charles L. Spain, at that time assistant superintendent of schools, upon reviewing the results of the first arithmetic tests, immediately undertook a series of research studies in this field. He used his conclusions as a basis for a partial revision of the existing course of study in arithmetic.

Stuart A. Courtis — 1925
While one or more of the various plans which have been described in Section II may seem alluring, and while each one represents long, thoughtful effort to solve the pressing problem of fitting schools to individual differences, it is not enough at this time of a dawning science of education merely to work out a plan, no matter how ingenious. Such plans are only hypothetical solutions of the underlying problem, until careful experimentation and adequate statistical results prove or disprove their claims.

Regina R. Heller & Stuart A. Courtis — 1921
Reading is carried on primarily for the purpose of controlling behavior. A citizen reads the campaign statements of the various candidates in order to cast his vote intelligently, or the advertisements in his daily paper to find out where to go to buy the articles he desires. To be sure, in poetry and other forms of artistic expression, aesthetic appreciation seems at first sight far removed from action; but in the last analysis, all reading of whatever type or kind modifies the behavior of the reader.

Stuart A. Courtis — 1920
The topic assigned me in this morning's discussion is an important one because it deals with a question which, more frequently than any other, rises in a teacher's or a superintendent's mind when he is “on the fence” and has not yet decided on which side to get down.

Stuart A. Courtis & Edward L. Thorndike — 1920
The score of an individual in a mental test is merely a partial record of what the individual did with the test material under the test conditions. No score indicates the totality of performance.

Stuart A. Courtis — 1918
The rapid growth of the movement for measurement and the importance of the knowledge gained from surveys and experimental studies have led to a demand for definite training in measurement work. From superintendent to teachers, educational workers have been quick to recognize both the possibilities of the new tools and their own need for training. Wherever courses in measurement have been offered, the response has been surprisingly large.

Stuart A. Courtis — 1916
From August 1, 1914, to August 1, 1915, between four and five hundred thousand tests (455,007) of the various Courtis standard research tests were sent from Detroit to school men in 42 different states. This material was mainly Series B Arithmetic Tests, and the growth from the use of the tests by a single school in 1909 maybe taken as an index of the growth throughout the United States of the interest in the movement for measurement. It should be evident at once that if this great quantity of material is being used so as to result in benefit to the schools tested, then measurement must be already exerting throughout the country a very widespread influence on the teaching of arithmetic. On the other hand, this extensive use of testing material may represent merely natural curiosity and an experimental trial by wide-awake school men of a new and much-discussed type of examination.

Robinson G. Jones, Stuart A. Courtis & William S. Gray — 1915
The word "reading" is here used to include the formal aspects of oral and silent reading. The content aspect of reading is discussed in a later chapter on literature. The determination of the minimum essentials in reading involves two problems, one the determination of standard vocabularies and the other the determination of standard rates of reading. One of these is discussed by Mr. Jones and the other by Mr. Courtis. In view of the active scientific experimentation and investigation that are being carried on at the present time in the subject of reading, a select bibliography by Mr. Gray is provided in order to introduce the reader to some of the more recent experiments.

 
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Abbot, Julia W.
Abbott, Allan
Abbott, Daniel H.
Abbott, Dorothy
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Abeles, Harold F.
Abelmann, Nancy
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Abrams, Samuel E.
Abrams, Sandra Schamroth
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Achenbach, Thomas M.
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Achner, M. J.
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Ackerman, Phillip L.
Ackerman, Winona B.
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Acosta, Melanie M.
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af Malmborg, Nils M.
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Agee, Jane
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Agius, Kirsten
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Agnew, Walter D.
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