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Snedden, David

David Snedden - 1938
The author discusses and interprets several issues with elementary school eduction.

David Snedden - 1936
The purpose of this article is to describe certain improvements in American education which the writer believes to be both desirable and practicable.

David Snedden - 1935
Education needs to be more dynamically aware of the factors and forces which operate in our complex, industrial civilization. It needs to have a more definite program for developing that degree of social literacy which a modern industrial nation must possess if it is to take the democratic, rather than the dictatorial, route to the solution of its problems.

David Snedden - 1935
AMERICAN educators who make public addresses and write papers for popular journals seem still to be romantics rather than realists whenever they talk about teachers. As habitual promoters, they seldom think it expedient to face present-day realities in the teaching personnel as it now is, but prefer rather to idealize the "teaching profession" as it is hoped that it will yet be. As a consequence these philosophizing educators, speaking incessantly about a romanticized abstraction called the teacher, are rarely able or willing realistically to plan for or even consider a variety of relatively inescapable conditions determining the natural qualities and the working potentialities of the personnel available for service in our gigantic system of publicly supported education.

David Snedden - 1935
It is the author’s belief that a variety of social pressures have been developing in the United States in recent years which tend to have two effects: first, to discourage generally the early development of that class of workers whom the older economists called entrepreneurs, and who are in this paper referred to as enterprisers; and second, especially to quench the aspirations of those potential enterprisers who combine superior abilities for business leadership with sensitive desires for public approval—that is, the more altruistic kinds of leaders in large economic enterprises.

David Snedden - 1934
A discussion of topics of vocational education.

David Snedden - 1934
WE hear and read much these days about the increasing amounts of voluntary leisure time which are becoming available to Americans. On all hands, too, we encounter aspirations calling for more purposive educations designed to increase the "wise use of leisure." But comprehensive and carefully studied programs for such educations are as yet very few and very tentative.

David Snedden - 1933
THE great majority of the learnings acquired by human beings from birth to maturity are nearly costless, either to themselves, to their parents, or to the state.

David Snedden - 1933
These comments have been offered by Professor Snedden as a contribution to invited discussion of an address delivered by Professor Rexford G. Tugwell of Columbia University at Teachers College and since published in Teachers College Record for November, 1932.

David Snedden - 1932
If the republicanism of politic institutions is to function under our more involved social conditions, new and far more direct forms of civic education must be evolved to prepare citizens for their shares of the new responsibilities.

David Snedden - 1932
Present tendencies towards high-flown if not romantic interpretations of the purposes and possible scopes of education seem to be persuading increasing numbers of persons that "teaching” is a highly esoteric and difficult art, if not one of the "mysteries,” as conceived by mediaeval minds.

David Snedden - 1931
THREE major ideas are discussed in some detail in this paper: a) Mass-production methods are essential in efficient and economical education, as they are in economic production, in national defense production, in knowledge diffusion production, and in other fields where millions of utilizers urgently demand much of the goods of life.

David Snedden - 1931
HAS the American John Doe of 1931 "culture"? Opinions expressed by critics who specialize in the study of one or another phase of cultural output or appreciation—literary, musical, mannered, philosophical, and other varieties—seem to differ "widely.

David Snedden - 1930
Some recent writers on educational philosophy have made the fairly natural inferences, first, that as societies become increasingly complex the roles of the individuals composing such societies will also become proportionately involved and even bewildering; and, second, that in proportion as entire civilizations or at least certain vital divisions or factors within them become more dynamic the persons affected will find it necessary in scores of ways more strenuously to exert, and more self-consciously to allocate, themselves if they are to escape cruel maladjustment or destruction. It is the purpose of this paper to suggest that under many conditions these inferences may be completely wrong.

David Snedden - 1930
The adage "Be not the first by whom the new is tried" makes little appeal to progressive American educators. The last few years have witnessed mushroom-like growths of "the social studies." We even find programs of social studies for kindergarten schools. But the very wealth of materials available in the social studies makes it probable that most of them will at first be used sentimentally and fruitlessly in school educations.

David Snedden - 1929
Time was not many years ago when very few really poor pupils either reached the seventh grade or remained in school beyond their twelfth year. Now that situation is nearly completely changed. Our schools must provide best practicable learning accommodations for all the children of all the people up to at least fifteen years of age—and that will presently be seventeen or eighteen.

David Snedden - 1929
We all know well, and we readily appreciate the fact when reminded, that all persons, young and old, learn extensively, variously, and inevitably from other agencies than schools. We know well that these learnings, whether having their external sources in agencies purposing education or not, do result in many and varied skills, items of knowledge, ideals, attitudes, and all the other learning products which psychology can qualitatively distinguish.

David Snedden - 1929
DO SCHOOLS exist to teach children—or to teach the particularized kinds and amounts of skill, knowledge, and ideal which we call "subjects"?

David Snedden - 1928
SOME weeks ago the present writer had occasion to criticize adversely the use of the term "education" in Everett Dean Martin's The Meaning of Liberal Education.

David Snedden - 1928
ARE Americans a cultured people?1 Are even those Americans who have had the advantages of high school education a cultured people? What evidence of the culture of the American people can we derive by studying the circulation of library books, the sale of newsstand magazines, the patronage of moving pictures, the reading of comic strips in newspapers, our use of English, and our persistent interests in "high and noble thinking"? Finally, we may ask, are our teachers as a professional class genuinely cultured folk?

David Snedden - 1928
THE "new aims" discussed in this address are not proposals for new subjects, but for new adaptations of all subjects.1 Can we, should we, have high schools for low I. Q.'s? Should we have colleges for morons? Can manual workers have "culture"? Can farmers learn from the social sciences? Can "common people" share in liberal education? Can we really democratize vocational education ?

David Snedden - 1927
IN the construction of curricula, the general problems of using the natural sciences are: 1. What useful functions to societies or to the members composing them can be served by natural science studies in schools from kindergarten through high school?

David Snedden - 1926
FOR convenience let us use the term "home economics" to cover all the knowledge, arts, and appreciations which, deriving from the maintenance of homes, the domestic rearing of children, the conduct of home-centered productive processes, and the relation of homes to other social agencies, can or should be taught in schools.

David Snedden - 1926
UNFORTUNATELY, scientific investigation of what is going on during this educable period (in cases of children two to four years of age) has proved that the children of all the people—not alone the child of the slums, the child of foreign parentage, the orphan—suffer the consequences of home training inadequate for the educational needs of the nursery period."

David Snedden - 1926
IF courses and curricula for various types of schools are to be derived scientifically rather than intuitively and empirically, they must rest upon validated objectives—that is, defined and tested educational values.

David Snedden - 1925
AS used here, industrial arts does not include any ordinary topics from the household arts, gardening, commercial work, or the professions.

David Snedden - 1924
It will readily be agreed that a science of education must have not only scientific methods and means—it must have scientific aims as well. Scientific aims must not only be accurately defined and well organized, they must be scientifically validated as well.

David Snedden - 1924
There is as yet no system of vocational industrial schools in the United States. Here and there are found experimental all-day schools, touching, as it were, the fringes of this great field of work. A bare half-dozen of these are dealing with trades entered by girls and women. A score or more are giving partial vocational training to prospective machinists, carpenters, electricians, printers, automobile repair men, sheet metal workers, and the like. So far as the present writer is aware, rio one of these incipient trade schools has yet reached the point where its training can be substituted in lieu of a complete apprenticeship training; if that has been standardized for the vocation. The best that has been accomplished is to have a year or two years on apprenticeship allowed for two or more years of training in the industrial school.

David Snedden - 1923
The direction and support of education constitute the largest and most costly public function now exercised by civilized states, barring only the function of public defence.

David Snedden - 1922
In contemporary efforts to substitute scientific for faith values in secondary education, early consideration should be given to the modern languages.

David Snedden - 1921
Teachers of art2 and the arts have never balked at inquiry. All their subjects are still in frontier stages of development in America.1

David Snedden - 1919
The education of women and girls for the homemaking vocations has evolved to a point where many specific problems can be diagnosed. It is the purpose of this article to state a few of these problems, to suggest some methods for their further study, and to submit certain tentative proposals for criticism.

David Snedden - 1918
The following proposed shop for boys from twelve to fourteen years of age with a tentative program of activities is here described in order to give a measure of concrete exemplification to the pedagogical findings set forth in the present paper.

David Snedden - 1918
The following contribution contains a series of proposals for the reorganization of the theory of industrial, commercial, agricultural, and household arts with especial reference to their employment as means of general education for pupils from twelve to sixteen years of age.

David Snedden - 1917
The origins of the Boy Scout Movement can best be described in the words of General Baden-Powell, its originator, as found in the Fifth Annual Report of the English Boy Scouts (dated January, 1914): "It has been suggested to me that a few notes to show how the Boy Scout Movement originated might be of interest.

David Snedden - 1915
Sirs:—In response to the request of Dean Russell that I look over certain divisions of the work of Teachers College and report observations to you as to how this work appears to an "outsider," I am submitting herewith such observations and suggestions as I have been able to prepare on the basis of a very brief examination made on October 19th and 20th, 1914.

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Abbot, Julia W.
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Abbott, Daniel H.
Abbott, Dorothy
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Abrahams, Salie
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Abrams, Alfred W.
Abrams, Lisa
Abrams, Samuel E.
Abrams, Sandra Schamroth
Abramson, David A.
Abrego, Michelle
Abry, Tashia
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.
Adams-Bass, Valerie
Adamson, Susan C.
Adelson, Joseph
Adely, Fida J.
Adeyemo, Adeoye O.
Adigun, Olajumoke "Beulah"
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.
Afonso, Robert
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.
Aguilera-Black Bear, Dorothy
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
Aiken-Wisniewski, Sharon A
Aikin, Wilford M.
Aikins, Ross
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
Akinrinola, Ademola
Akita, Kiyomi
Akkari, Abdeljalil
Akom, Antwi
Akrawi, Matta
Al Atiyat , Ibtesam
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Albert, Gerald
Albert, Marta K.
Alberty, H. B.
Alberty, Harold
Albrecht, Arthur E.
Albrecht, Lisa
Albright, Julie M.
Albright, Kathy Zanella
Albro, Elizabeth
Alcantar, Cynthia M.
Aldemir, Jale
Alden, Elizabeth
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, Arshad Imtiaz
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, Charles R.
Allen, Clinton M.
Allen, Danielle
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, Ryan
Allen, Tawannah G.
Allen, Virginia F.
Allen, W. Paul
Allen, Walter R.
Allen, Wendell C.
Allen, Willard Paul
Allen-Jones , Glenda L.
Allensworth, Elaine
Allensworth, Elaine
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Alleyne, Melissa L.
Alline, Anna L.
Allington, Richard
Allison, Valerie A.
Allport, Gordon W.
Allyn, David
Almack, John C.
Almamoori, Omar J.
Almeda, Victoria Q.
Almog, Tamar
Almy, Millie
Alonso, Harriet Hyman
Alonzo, Julie
Alpern, D. K.
Alperstein , Janet F.
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Alridge, Derrick P.
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Alsbury, Thomas L.
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Altbach, Philip G.
Althouse, J.G.
Altman, James W.
Altman, William
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Alvarez, Adam Julian
Alvermann, Donna E.
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Alvy, Harvey B.
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Ambach, Gordon M.
Ambrosio, John
Ames, Carole A.
Amonette, Henry L.
Amory, Alan
Amos, Yukari
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Anderson, Erin
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Anderson, Gina
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Anderson, Howard R.
Anderson, James D.
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Anderson, Jeffrey B.
Anderson, Jervis
Anderson, John E.
Anderson, Kate T.
Anderson, Kelly
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Anderson, L. Dewey
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Anderson, Lorin W.
Anderson, Michael L.
Anderson , Noel S.
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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-Long, Maria
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
Anglum, J. Cameron
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.
Antonenko, Pavlo
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
Araujo, Blanca
Araujo, Blanca
Arbeit, Miriam R.
Arberg, Harold W.
Arbuckle, Dugald
Archambault, Leanna
Archibald, Sarah
Arcilla, Rene Vincente
Ardsdale, May B.
Areen, Judith
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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, Bryan P.
Arnold, David B.
Arnold, Karen D.
Arnold, Katharine S.
Arnold, Noelle Witherspoon
Arnot, Madeleine
Arnspiger, V. C.
Arnstein, George E.
Arnstine, Barbara
Arnstine, Donald J.
Arnstine, Donald
Arntsine, Barbara
Aronowitz, Stanley
Arons, Stephen
Aronson, Brittany
Arrastia, Lisa
Arrington, Angelique Renee
Arrington, Ruth E.
Arrowsmith, Mary Noel
Arrowsmith, Mary Noel
Arroyo, Andrew T.
Arsenian, Seth
Arseo, Sean
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, Carrie
Ashcraft, Catherine
Asheim, Lester
Asher, Nina
Ashford, Shetay N.
Ashida, K.
Ashley, Dwayne
Ashmore, Jerome
Ashton, Patricia E.
Ashworth, Delmer
Asil, Mustafa
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Askeland, O.
Assouline, Susan G.
Assow, A. Harry
Assuncao Flores, Maria
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Aster, Samuel
Astin, Helen S.
Astin, John A.
Astor, Ron Avi
Astuto, Terry A.
Ata, Atakan
Atanda, Awo Korantemaa
Athanases, Steven Z.
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Atkin, J. Myron
Atkinson, Ruth V.
Attannucci, Jane S.
Atteberry, Allison
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Attwood, Adam
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Atwater, Sheri
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Au, Wayne
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Aubrey, Roger F.
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Augustine, Norman R.
Aultman, Lori
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Auser, Cortland P.
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Austin, Duke W.
Austin, Glenn
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Austin, Mary C.
Austin, Mike
Austin, Theresa
Austin, Vance
Ausubel, David P.
Author, No
Autin, David B.
Avalos, Mary A.
Avcioglu, Ilhan
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Averill, Hugh M.
Averill, Julia
Averill, W. A.
Avila, Maria
Avila, Oscar
Avila Saiter, Sean M.
Aviles, Ann M.
Avison, O. R.
Axelrod, Paul
Axelrod, Ysaaca
Axelson, Alfhild J.
Axline, Virginia M.
AXT, Richard G.
Axtelle, G. E.
Axtelle, G. E.
Ayala, Jennifer
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Ayer, Adelaide M.
Ayer, Adelaide M.
Ayer, Adelaide M.
Ayer, Fred C.
Ayers , Bill
Ayers, David
Ayers, Leonard P.
Ayers, Richard
Ayers, Rick
Ayers, William
Ayieko, Rachel
Aylward, Lynn
Ayscue, Jennifer B.
Azano, Amy
Azevedo, Roger
Azzam, Tarek
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