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Strang, Ruth M.
Teachers College, Columbia University
RUTH M. STRANG is a professor emeritus of education at Teachers College, Columbia University, and is a professor of education and director of the Reading Development Center at the University of Arizona, Tucson.

Ruth M. Strang — 1971
An autobiographical sketch.

Ruth M. Strang — 1961
The evaluation process begins when we state the goals of teaching reading. Some of these are fairly specific, such as learning to recognize words; others are more intangible, such as enjoyment and appreciation of literature. These goals should be stated as specific abilities, habits, attitudes, appreciations, activities, and interests that can be observed or measured in the teaching-learning situation.

Ruth M. Strang — 1958
If we are to identify gifted children and help them develop their potentialities, we must understand the nature of giftedness—what it is, how it originates, how it develops. We also need to know how widely it is distributed, by what general characteristics it may be recognized, and what variations may be expected among gifted individuals. To reach such an understanding, we must start with several basic concepts.

Ruth M. Strang — 1955
As teachers live day by day with their pupils, they become aware of innumerable opportunities to contribute to their mental health. They try to understand the pupils as individuals, to provide the experiences they need, to guide as they teach, and to recognize danger signs of maladjustment.

Ruth M. Strang — 1955
A description of aims and emphases toward which guidance workers should move in the years ahead.

Ruth M. Strang — 1953
Interpersonal relations are the warp and woof of the community-school program. The success of the community school depends largely on community understanding of the group-work process and skill in using it.

Ruth M. Strang — 1953
In addition to providing a "lush" and "benign" environment, it is necessary to guide individuals in the use of this environment and to help them, when possible, to take the initiative in making the environment more favorable to adolescent growth and development. This is the individualized aspect of education which we call guidance.

Ruth M. Strang — 1953

Ruth M. Strang — 1952
Within the framework Of rural life today, rural people, aided by education, can improve the quality of their living. This has been done in many local communities. In numerous places the widespread faith in education, mentioned in the previous chapter, has been justified. Education has influenced homes, health, use of the land, interpersonal relations, values. What some schools have done successfully, thousands of others can accomplish in their own ways in their own communities.

Ruth M. Strang — 1951
So far as published reports show, personnel work for graduate students has been neglected. In the Encyclopedia o] Educational Research, only one brief statement about personnel work is made in the article on the Graduate School, and only one sentence that mentions graduate students is included in the seventy-two-page article on Student Personnel Work. A canvass of recent publications in the field of education likewise failed to supply much information about personnel services for graduate students in education.

Ruth M. Strang — 1949
Students' development in reading is an intrinsic part of their total adjustment. They improve when they take initiative in analyzing their reading, gain insight into the reading process, and practice along the lines indicated by the diagnosis.

Ruth M. Strang — 1948
This chapter will deal with ways of meeting, however belatedly, the needs of the large number of students who have grown up under unfavorable conditions. These students need attention over and above the normal reading program of the classroom and the library.

Ruth M. Strang — 1948
In this yearbook the school is viewed as the hub of the program for stemming the rising tide of juvenile delinquency. The foundation of the school's program is the teacher, who has contact with every child before he starts on the road to delinquency. Equipped with an understanding of delinquent behavior and of the conditions out of which it arises, the teacher is ready to act constructively in the classroom.

Ruth M. Strang — 1948
Profound and technical concepts obviously cannot be written so that anyone can comprehend them without difficulty. But the reader will grasp even essentially difficult material more easily if the principles briefly stated in this article are applied.

Ruth M. Strang — 1948
Although the teacher sometimes has to deal with delinquent behavior in the classroom, his far more important responsibility is to promote the social development of all his pupils. One of the most effective ways of achieving this positive goal is through guidance of everyday group experiences. The teacher will accomplish more if, instead of devoting himself to ferreting out potential delinquents in his class and planning a special program for them, he makes all the experiences of the school contribute to the attainment of exhilarating, inviting, well-defined personal goals.

Ruth M. Strang — 1946
This article discusses frequently recurring reading problems recognized by veterans, and how to improve reading.

Ruth M. Strang — 1945
A healthy America in an improved world is not an idle dream. It can be realized. Through the contributions of the natural and humane sciences, the men, women, and children of tomorrow may become more fit to think, to work, to enjoy life, to contribute to the welfare of all.

Ruth M. Strang — 1944
The author discusses Gateways to Readable Books, a graded and annotated bibliography of more than 700 titles for retarded adolescent readers, compiled from all available lists and brought up to date through the teamwork of librarians, teachers of English, teachers of reading, and some of the high school pupils concerned.

Ruth M. Strang — 1944
Here is a book that should be read by all who are interested in the psychology and sociology of the reading of adults. As a matter of fact, it is as a contribution to the sociology of reading that it presents the greatest number of challenges. Dr. Strang believes that the only way one can really understand reading as a functional aspect in every person's life is to study it functionally. It is, of course, almost impossible to make a continuous case study history of a single reader over a life span. As a second approach, the method of case study was utilized, persons of various age groups, economic classification, intelligence levels, and the like being selected in order to determine how reading operates functionally in their lives.

Ruth M. Strang & Latham Hatcher — 1943
In the opinion of this reviewer, this book does admirably a difficult and much-needed job. Although it focuses attention on the rural school, its principles and procedures will be useful for teachers in any schools where expert guidance service is not afforded, and as a supplement to the expert where he is available.

Ruth M. Strang — 1942
The aim of this article is to describe and evaluate briefly a few common situations in which teachers have helped high school students to develop their reading potentialities.

Ruth M. Strang — 1939
Experimental data regarding children's ability to acquire health information, to form health habits, and to build favorable attitudes toward health at various levels of maturity are meager. Most of the available evidence is at least once removed from direct experimental results. Prevailing practices suggest, but they do not give authenticity to, a wide range of placement of health subject matter.

Ruth M. Strang — 1938
In spite of this variation in theory and practice on discipline, three periods may be distinguished: (a) the period of compulsion, (b) the period of competition, and (c) the period of development. In the first period obedience to arbitrary authority was demanded and enforced by physical brutality or forms of fault-finding and sarcasm.

Ruth M. Strang — 1938
Some of the opportunities for guidance which teachers have in the classroom, before, after, and between classes, at club meetings, and in special periods set apart for guidance are described in this article.

Ruth M. Strang — 1938
So much attention has been given to personality development as the central task of education that a yearbook on guidance should devote at least one chapter specifically to this problem. In the treatment of this topic the psychological nature of personality and the processes by which it is developed, so far as they have been discovered, will first be discussed. Next, an attempt will be made to describe concretely some of the manifestations of an individually satisfying and socially acceptable personality and ways in which guidance may function in its development. Finally, maladjustment and the function of guidance in discovering early symptoms and correcting detrimental habit tendencies will be discussed.

Ruth M. Strang — 1937
Three problems are uppermost in the minds of persons concerned with the improvement of reading in high school. The first relates to the all-school program for building better reading habits. The second is that of the organization and teaching of special classes for students who are markedly deficient in reading ability. The third is concerned with helping the individual student who is handicapped by extremely poor reading ability.

Ruth M. Strang — 1937
Three problems are uppermost in the minds of persons concerned with the improvement of reading in high school. The first relates to the all-school program for building better reading habits. The second is that of the organization and teaching of special classes for students who are markedly deficient in reading ability. The third is concerned with helping the individual student who is handicapped by extremely poor reading ability.

Ruth M. Strang — 1936
It is the purpose of this volume to help teachers do better the work with individuals which, of necessity, they must do, adequately or otherwise.

Ruth M. Strang — 1935
The first step in undertaking an investigation into any of the technics considered in this article—as is the first step of all dependable research—is to obtain familiarity with the progress that has already been made in the specific field. Only by this initial and thorough survey of the literature is it possible to continue research from the vantage point gained by earlier investigators.

Ruth M. Strang — 1933
THE marked activity in the field of personnel research during the JL last few years is indicated by the large number of reports of research included in Cowley's Personnel Bibliographical Index [7] 2 of 2,183 titles, the Partial List of Research Projects of the U. S. Office of Education [27] which contains titles of 196 researches contributing to student personnel work under way during 1932 in institutions of higher learning, and the 582 investigations relating to guidance and personnel found in ten educational and psychological journals over a period of ten years [33].1

Sarah M. Stutevant & Ruth M. Strang — 1932
The method proposed and applied in this study is the method of evaluation of a professional course on the basis of its subsequent usefulness in the field.

Sarah M. Sturtevant & Ruth M. Strang — 1931
Principals, deans in service, and students preparing for the position of dean of girls in high schools have made many inquiries concerning the status and function of a dean of girls—her training, duties, relationship with other members of the staff and with agencies outside of the school, salary, teaching load, professional satisfactions, and problems. In order to answer these questions, data were obtained from one hundred deans selected to represent "best" practice, judged by certain objective standards set up, rather than "average" practice in various parts of the United States.

Sarah M. Sturtevant & Ruth M. Strang — 1931
Principals, deans in service, and students preparing for the position of dean of girls in high schools have made many inquiries concerning the status and function of a dean of girls—her training, duties, relationship with other members of the staff and with agencies outside of the school, salary, teaching load, professional satisfactions, and problems. In order to answer these questions, data were obtained from one hundred deans selected to represent "best" practice, judged by certain objective standards set up, rather than "average" practice in various parts of the United States.

Ruth M. Strang — 1929
AT THE present time many deans report research as one of their functions. According to Jones's study, certain deans in liberal arts colleges and universities, especially in large institutions, are "conducting investigations concerning scholarships, activities, means of transportation, and housing."

Sarah M. Sturtevant & Ruth M. Strang — 1929
The specific questions to be answered in this article are: What is the average daily time spent in the various activities by six groups of high school girls? What similarities and differences in the amount of time spent in daily activities are found among the groups and among individuals within each group? How does the distribution of time of the superior girls compare with that of an unselected group in the same school? Are there any outstanding differences between the way college girls and high school girls spend their time?

Ruth M. Strang — 1929
A discussion of the dean of women and research. At the present time many deans report research as one of their functions.

Sarah M. Sturtevant & Ruth M. Strang — 1927
THE need of knowing pupils in four interrelated dimensions--physical, mental, social, and moral--is being recognized more and more. Nutrition experts emphasize not vitamins alone, nor minerals alone, nor calories alone, but a diet adequate in every respect.

Sarah M. Sturtevant & Ruth M. Strang — 1927
HOW do first year high school girls spend their time outside of school? How much time do those of a given range of intelligence, who are working up to their ability, spend on home study? Do they have regular periods each day for home study? What is their most common form of recreation? What are the schedules of several of the most outstanding girls in the group? These are some of the questions which a study of daily schedules attempts to answer for a particular group.

Ruth M. Strang & Sarah M. Sturtevant — 1927
HOW do first year high school girls spend their time outside of school?1 How much time do those of a given range of intelligence, who are working up to their ability, spend on home study?

Arthur I. Gates & Ruth M. Strang — 1925
Within the short space of ten years the education of children in the principles of healthy living has progressed from factual instruction in physiology to the encouragement of children in the application of health knowledge to everyday life.

Ruth M. Strang & Thos. D. Wood — 1925
THE method of making this tentative course of study in health may be of value to others who, until the results of more thorough and adequate research in curriculum making are available, must make a temporary course of study for a specific group.1 For the health of children does not flourish by a laissez-faire policy.

Thomas D. Wood & Ruth M. Strang — 1925
THE method of making this tentative course of study in health may be of value to others who, until the results of more thorough and adequate research in curriculum making are available, must make a temporary course of study for a specific group.1

Arthur I. Gates & Ruth M. Strang — 1924
The test herein described is one of several which have been devised for use in the study of reading ability in the elementary grades. The pronunciation test was constructed primarily as an instrument to use in the diagnosis of special difficulty in reading.

Author Index
Jump to lastname starting with:
A B C D E F G H I J K L M
N O P Q R S T U V W X Y Z
A.Boyce, George
A.Hanson, Abel
Aagaard, Lola
Abbate, Fred J.
Abbe, George
Abbot, Julia W.
Abbott, Allan
Abbott, Daniel H.
Abbott, Dorothy
Abbott, Forest L.
Abbott, Herbert V.
Abbott, Mary Allen
Abbott, Mary Ellen
Abbs, Peter
Abdi, Ali A.
Abdus-Sabur, Qadir
Abedi, Jamal
Abel, David A.
Abel, Emily K.
Abel, Jerian
Abel, Yolanda
Abeles, Harold F.
Abelmann, Nancy
Abelson, Harold H.
Aben, Patricia
Abernathy, Ruth
Abernathy, Scott F.
Abeson, Alan
Abney, Louise
Abo-Zena, Mona
Aboulafia, Mitchell
Abowitz, Kathleen Knight
Abrahams, Frank
Abrahams, Salie
Abram, Percy
Abrams, Alfred W.
Abrams, Lisa
Abrams, Samuel E.
Abrams, Sandra Schamroth
Abramson, David A.
Abrego, Michelle
Abu El-Haj, Thea
Acharya, Urmila
Achenbach, Thomas M.
Achilles, Charles M.
Achinstein, Betty
Achner, M. J.
Ackerman, Debra
Ackerman, John M.
Ackerman, Phillip L.
Ackerman, Winona B.
Acosta, Elda
Acosta, Melanie M.
Acosta, Rudy
Acosta , Vasthi Reyes
Acuff, Bette
Ada, Alma Flor
Adair, Jennifer Keys
Adair, Vivyan C.
Adam, Roy
Adamany, David
Adams, Arlene
Adams, Arthur S.
Adams, Curt M.
Adams, Donald
Adams, Hazard
Adams, Kathy
Adams, Kenneth R.
Adams, Margaret
Adams, Megan
Adams, Natalie Guice
Adams, Susan R.
Adamson, Susan C.
Adelson, Joseph
Adely, Fida J.
Adkins, Amee
Adkins, Dorothy C.
Adkins, Winthrop D.
Adkison, Judith
Adler, Chaim
Adler, Karlyn
Adler, Mortimer J.
Adler, Susan Matoba
Ado, Kathryn
af Malmborg, Nils M.
Afzal, Saima
Agans, Jennifer P.
Agee, Jane
Agirdag, Orhan
Agius, Kirsten
Agne, Russell M.
Agnew, Walter D.
Agosto, Vonzell
Agre, Gene P.
Agren, Raymond
Aguiar, Jeff
Aguilar, Jose V.
Aguirre, Julia
Aguirre Jr, Adalberto
Ahearn, Amy
Ahern, T. James
Ahern, Terence
Ahlberg, Mauri
Ahlstrom, Winton M.
Ahmad, Iftikhar
Ahmad, Nabeel
Ahn, June
Ahram, Roey
Ahrens, Maurice R.
Aiken, Henry David
Aikin, Wilford M.
Airasian, Peter W.
Airton, Lee
Aitchison, Alison E.
Aitchison, Gertrude M.
Aitken, Graeme
Aitken, Jenny
Aitken, Johanna
aka Don Trent Jacobs, Four Arrows
Akanbi , Linda
Akers, Milton E.
Akerson, Valarie L.
Akiba, Daisuke
Akiba, Motoko
Akin, Clayton
Akita, Kiyomi
Akkari, Abdeljalil
Akom, Antwi
Akrawi, Matta
Alarcon, Jeannette
Alatis, James E.
Alba, Richard
Albert, Gerald
Albert, Marta K.
Alberty, H. B.
Alberty, Harold
Albrecht, Arthur E.
Albrecht, Lisa
Albright, Julie M.
Albright, Kathy Zanella
Aldemir, Jale
Alden, Elizzabeth
Alden, Vernon R.
Alderfer, H.F.
Aldrich, Grace L.
Alessi, Jr., Samuel J.
Alexander, Carter
Alexander, Dameon V.
Alexander, Francie
Alexander, Gadi
Alexander, Herbert B.
Alexander, Jonathan
Alexander, Karl L.
Alexander, Leslie
Alexander, Nathan N.
Alexander, Neville
Alexander, Nicola A.
Alexander, Patricia A.
Alexander, Theron
Alexander, Thomas
Alexander, W. P.
Alexander, William M.
Alexander, M.D., Franz
Alfonso, Mariana
Alford, Harold D.
Alford, Schevaletta M.
Alfred, Mary
Alger, Chadwick F.
Alharthi, Ahmad A.
Ali-Khan, Carolyne
Alibutod, Marilyn
Alicea, Monica
Alishahi, Afsoon
Alkin, Marvin C.
Allegrante, John P.
Alleman, Janet
Allen, Anna-Ruth
Allen, Arthur
Allen, Ayana
Allen, C. R.
Allen, Clinton M.
Allen, Danielle
Allen, David
Allen, Forrest
Allen, Harvey A.
Allen, Ira Madison
Allen, Jan
Allen, Jane C.
Allen, Jennifer
Allen, Keisha McIntosh
Allen, R. V.
Allen, Richard D.
Allen, Tawannah G.
Allen, Virginia F.
Allen, W. Paul
Allen, Walter R.
Allen, Wendell C.
Allen, Willard Paul
Allen-Jones , Glenda L.
Allensworth, Elaine
Alleyne, Melissa L.
Alline, Anna L.
Allington, Richard
Allison, Valerie A.
Allport, Gordon W.
Allyn, David
Almack, John C.
Almeda, Victoria Q.
Almog, Tamar
Almy, Millie
Alonso, Harriet Hyman
Alonzo, Julie
Alpern, D. K.
Alperstein , Janet F.
Alpert, Augusta
Alridge, Derrick P.
Alsaedi, Najah
Alsbury, Thomas L.
Alson, Allan
Alston, Chandra
Altbach, Philip G.
Althouse, J.G.
Altman, James W.
Altman, William
Alvermann, Donna E.
Alviar-Martin, Theresa
Alvy, Harvey B.
Amanti, Cathy
Ambach, Gordon M.
Ambrosio, John
Ames, Carole A.
Amonette, Henry L.
Amory, Alan
Amrein-Beardsley, Audrey
Amsel, Eric
Amster, Jeanne E.
Amthor, Ramona Fruja
An, Sohyun
Anagnostopoulos , Dorothea
Anastasi, Anne
Ancess, Jacqueline
and Associates,
And His Students,
and others,
and others,
and others,
Anderegg, David
Anderman, Lynley H.
Anders, Patricia
Andersen, C. T.
Andersen, Erik A.
Andersen, Neil
Anderson, Archibald
Anderson, Barry D.
Anderson, Bernice E.
Anderson, Brett
Anderson, C. Arnold
Anderson, Celia Rousseau
Anderson, Celia M.
Anderson, G. Lester
Anderson, Gary L.
Anderson, Gina
Anderson, Gregory M.
Anderson, Haithe
Anderson, Harold A.
Anderson, Helen
Anderson, Homer W.
Anderson, Howard R.
Anderson, James D.
Anderson, James
Anderson, Jeffrey B.
Anderson, Jervis
Anderson, John E.
Anderson, Kate T.
Anderson, Kelly
Anderson, Kenneth Alonzo
Anderson, L. Dewey
Anderson, Lauren
Anderson, Lorin W.
Anderson, Michael L.
Anderson , Noel S.
Anderson, O. Rober
Anderson, Richard E.
Anderson, Richard C.
Anderson, Robert H.
Anderson, Rodino F.
Anderson, Rowland C.
Anderson, Roy N.
Anderson, Sir George
Anderson, Thomas H.
Anderson, W. P.
Anderson-Thompkins, Sibby
Andic, Martin
André, Aline B.
Andreescu, Titu
Andrei, Elena
Andress, Paul
Andrew, Thomas
Andrews, Alon
Andrews, Benjamin R.
Andrews, Gillian "Gus"
Andrews, Richard L.
Andrews-Larson, Christine
Andrianaivo, Solange
Andrus, Ruth
Andry, Robert C.
Andrzejewski, Carey E.
Angelis, Janet
Angoff, Charles
Angulo, A. J.
Angus, David L.
Annamma, Subini
Annenberg, Norman
Ansari, Sana
Ansell, Amy E.
Anthony, Albert S.
Anthony, Kate S.
Antia , Shirin
Antler, Joyce
Antler, Stephen
Antonelli, George A.
Antrop-González, René
Anyon, Jean
Aoudé, Ibrahim G.
Apfel, Nancy
Appell, Clara T.
Appiah, Kwame Anthony
Apple, Michael W.
Applebaum, Barbara
Applebee, Arthur N.
Appleman, Deborah
Aptheker, Herbert
Apugo , Danielle L.
Aquino-Sterling, Cristian
Araaya, Hailu
Arafeh, Sousan
Arbeit, Miriam R.
Arberg, Harold W.
Arbuckle, Dugald
Archibald, Sarah
Arcilla, Rene Vincente
Ardsdale, May B.
Areen, Judith
Arenas, Alberto
Arends, Jack
Arent, Emma
Ares, Nancy
Arey, Charles K.
Argyris, Chris
Arias, M. Beatriz
Arisman, Kenneth J.
Arlett, Elizabeth
Armbruster, Bonnie B.
Armentrout, W.D.
Armor, David J.
Arms, Emily
Armstrong, Denise E.
Armstrong, John A.
Armstrong, Louis W.
Armstrong, Willis C.
Arndt, C. O.
Arnesen, Arthur E.
Arnett, Alex Mathews
Arnheim, Rudolf
Arnold, David B.
Arnold, Katharine S.
Arnold, Noelle Witherspoon
Arnot, Madeleine
Arnspiger, V. C.
Arnstein, George E.
Arnstine, Barbara
Arnstine, Donald J.
Arntsine, Barbara
Aronowitz, Stanley
Arons, Stephen
Aronson, Brittany
Arrastia, Lisa
Arrington, Angelique Renee
Arrington, Ruth E.
Arrowsmith, Mary Noel
Arroyo, Andrew T.
Arsenian, Seth
Arshad, Rosnidar
Arshavsky, Nina
Artelt , Cordula
Artiles, Alfredo J.
Arzubiaga, Angela E.
Asby, Sir Eric
Asch, Adrienne
Aschbacher, Pamela R.
Ascher, Abraham
Ascher, Carol
Ash, Doris
Ashbaugh, Ernest J.
Ashby, Christine
Ashby, Lloyd W.
Ashcom, Banjamin M
Ashcraft, Catherine
Asheim, Lester
Asher, Nina
Ashford, Shetay N.
Ashida, K.
Ashley, Dwayne
Ashmore, Jerome
Ashton, Patricia E.
Ashworth, Delmer
Asil, Mustafa
Asimeng-Boahene, Lewis
Askeland, O.
Assouline, Susan G.
Assow, A. Harry
Assuncao Flores, Maria
Astelle, George E.
Aster, Samuel
Astin, Helen S.
Astin, John A.
Astor, Ron Avi
Astuto, Terry A.
Ata, Atakan
Atanda, Awo Korantemaa
Athanases, Steven Z.
Atherley, Marilyn
Atkin, J. Myron
Atkinson, Ruth V.
Attannucci, Jane S.
Atteberry, Allison
Attwood, Adam
Atwater, Mary
Atwater, Sheri
Atwell, Nancie
Atwell, Robert King
Atwood, Virginia Rogers
Atyco, Henry C.
Au, Wayne
Aubert, Adrianna
Aubrey, Roger F.
Audley-Piotrowski, Shannon
Auerbach, Susan
Auguste, Byron
Aultman, Lori
Aurini, Janice
Auser, Cortland P.
Austin, Ann E
Austin, David B.
Austin, Duke W.
Austin, Glenn
Austin, Jean
Austin, Mary C.
Austin, Mike
Austin, Theresa
Austin, Vance
Ausubel, David P.
Autin, David B.
Avalos, Mary A.
Avcioglu, Ilhan
Averch, Harvey
Averill, Hugh M.
Averill, Julia
Averill, W. A.
Avila, JuliAnna
Avila Saiter, Sean M.
Aviles, Ann M.
Avison, O. R.
Axelrod, Paul
Axelrod, Ysa
Axelson, Alfhild J.
Axline, Virginia M.
Axtelle, G. E.
Ayala, Jennifer
Ayalon, Hanna
Ayer, Adelaide M.
Ayer, Fred C.
Ayers , Bill
Ayers, David
Ayers, Leonard P.
Ayers, Richard
Ayers, Rick
Ayers, William
Azevedo, Roger
Azzam, Tarek
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