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Powers, Samuel Ralph
Samuel Ralph Powers - 1948
This article is concerned with the question of how understandings achieved through the researches of natural scientists, and social scientists as well, may become increasingly parts of a total culture to be used by the people for a fuller realization of the ways of democracy.
Samuel Ralph Powers - 1944
An introduction to this edition of the TEACHERS COLLEGE RECORD. In the articles which follow, the social role of science teaching is interpreted against the somewhat varied background of experience of nine science teachers.
Samuel Ralph Powers - 1944
Science-trained teachers must play an important part in helping youths to find their place in life. These teachers will improve their services to youth as they learn more about the immediate and practical problems of today, and about how to use their special competence in science in dealing with them.
Samuel Ralph Powers - 1943
Current staff publications.
Samuel Ralph Powers - 1940
This article addresses the question, can science teachers help young people to think, feel, and act in the situations that arise in their lives in ways that are, in larger measure, in agreement with personal and social welfare?
Samuel Ralph Powers - 1939
The most vital problems of educational policy relate to the development of instructional materials and the arrangement of desirable learning and teaching situations.
Samuel Ralph Powers - 1939
Although scientifically planned studies have, to a large extent, replaced classical studies, and though practical activities of various kinds have been introduced into the curriculum, many of the assumptions underlying the older tradition continue to rule the practice of education.
Samuel Ralph Powers - 1939
This article describes The Bureau of Educational Research in Science.
Samuel Ralph Powers - 1938
Investigations in science teaching have been carried forward on a fairly broad front through the interval of the past fifteen years. They have been concerned (1) with the evaluation of subject matter and methods used in current practices in teaching, (2) with the continuous revision of subject matter and methods, and (3) with the study of the learning process. The contributions to science teaching from these investigations will be considered under these three headings.
Samuel Ralph Powers - 1937
UNDER the influence of Marxist philosophy, the State Planning Commission in the U.S.S.R. developed an extensive program of scientific research. The motive was to achieve a synthesis of science and philosophy, and to use this synthesis as a means to the furtherance of a socialistic state.
Samuel Ralph Powers - 1932
The public-school administrator and the teachers must consider the problems of the program of studies in relation to the general purposes of the public-school system and more particularly in relation to the aims and purposes of the various units of the system.
Samuel Ralph Powers - 1932
Current statements of aims and objectives of science for the elementary school show the influence of the points of view that have been formulated during the past half century by workers in the field of nature study. Guided as they were by the philosophy of education formulated under the influence of psychological postulates no longer tenable, many of these statements are inconsistent with the principles of education accepted for guidance today.
Samuel Ralph Powers - 1932
This analysis of the educational values is given in an effort to call to mind some of the situations and some of the problems of everyday life and to show something of the background out of which they have come. Its aim is to illustrate how tested ideas have contributed to building up the things that are secure in our institutions and in our behavior. It illustrates some of the accomplishments in building security and some of the methods that have been the basis of attitudes that are functioning in human behavior.
Samuel Ralph Powers - 1932
From these presentations it is clear, we trust, that practices are not abreast of the best thought in curriculum work. Indeed, many prevailing practices in the schools find their only support in philosophical and psychological postulations that are recognized not only as obsolete but even as directly opposed to the postulations on which the organization of our school system is based. A problem of first rank importance to the educational worker, especially in the field of curriculum, is to define the aim of education in such a way that the definition will function as a guiding thought, will direct the teacher in choosing what to do in order to attain the aim.
Samuel Ralph Powers - 1932
In a discussion of the psychology of learning the question of what to teach—of what knowledge is of most worth—rises to a place of prominence. Current practices in science teaching and in other fields have been severely and justly criticized for overemphasis on memory work for the purpose of enabling the pupil to reproduce unrelated facts. Moreover, there has been so much looseness in claims for various impracticable and vaguely defined outcomes of science teaching that it would seem as if the real materials of education—problems in which methods may be used and situations and conditions toward which attitudes may be developed—have too small a place. Knowledge that has been, and that may be, tested for truthfulness is essential in educa- tion as a basis for problem solving and for understanding.
Samuel Ralph Powers - 1932
A program for the education of teachers must be so planned as to meet the needs of teachers preparing for service in the schools. These needs are defined in the program that is set down and developed in the preceding pages of this volume. The teachers of the elementary school, of the junior high school, and of the senior high school should obtain an education that will prepare them for the work of these respective levels. Throughout the foregoing pages the Committee has stressed the liberalizing function of the school. Education should liberate from ignorance. Speaking positively, the liberally educated person should be able to make intelligent adjustments to the stimuli which are associated with rich living.
Samuel Ralph Powers - 1930
IN HIS treatise on education, Herbert Spencer raised the question, "What knowledge is of most worth?" His analysis of this question recognized educative values for (1) health; (2) vocation; (3) discharge of parental functions; (4) interpretation of national life; (5) enjoyment; and (6) intellectual, moral, and religious discipline. In answer to his own query he said, "The uniform reply is Science.
Samuel Ralph Powers - 1929
RESEARCH in science education is necessary in the first place to determine what people need to know about science, and in the second place to determine how the people (children in particular) may most economically and effectively learn what they need to know.
Samuel Ralph Powers - 1928
AS an instrument for measuring accomplishment and for predicting success in general ability the General Science Test has been developed. It has been prepared in two forms, Form A and Form B, each of which very closely approximates the same degree of difficulty. Each form consists of 100 items arranged as multiple choice statements.
Samuel Ralph Powers - 1926
TEXTBOOKS in high school science are often criticized because of their difficulty, but until recently no effort has been made to define the elements which occasion difficulty.
Samuel Ralph Powers - 1925
The Thorndike vocabulary studies have produced a list of the 10,000 most important words. These were selected from an enormous amount of reading material on the basis of range and frequency of use.
Samuel Ralph Powers - 1924
A significant measure of the functional value of a subject of study is the extent to which it is mastered by those who study it. If a majority fail to acquire any mastery of its contents, it is clear that the subject is lacking in value for the particular group.
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A., M.
A.Bailey II, M.D., Joseph
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
Abe, Shigetaka
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, David
Abney, Louise
Abo-Zena, Mona
Aboulafia, Mitchell
Abouzaglo, Shanee
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
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
Aemero Tekleselassie, Abebayehu
af Malmborg, Nils M.
Afonso, Robert
Afzal, Saima
Agans, Jennifer P.
Agee, Jane
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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
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Ahern, T. James
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Ahmad, Iftikhar
Ahmad, Nabeel
Ahn, June
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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
Akridge, Samantha L.
Al Atiyat , Ibtesam
Alaca, Zahide
Alarcon, Jeannette
Alatis, James E.
Alba, Richard
Albers, Peggy
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, Khalilah
Ali, Salma
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, Carrie D.
Allen, Charles R.
Allen, Clinton M.
Allen, Danielle
Allen, Danielle
Allen, David
Allen, Forrest
Allen, Harvey A.
Allen, Ira Madison
Allen, Jan
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Allen, Jennifer
Allen, Keisha McIntosh
Allen, R. V.
Allen, Richard D.
Allen, Ryan
Allen, Ryan M.
Allen, Tawannah G.
Allen, Virginia F.
Allen, W. Paul
Allen, Walter R.
Allen, Wendell C.
Allen, Willard Paul
Allen-Handy, Ayana
Allen-Jones , Glenda L.
Allensworth, Elaine
Allensworth, Elaine
Allexsaht-Snider, Martha
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
Alomary, Norah
Alonso, Harriet Hyman
Alonzo, Julie
Alpern, D. K.
Alperstein , Janet F.
Alpert, Augusta
Alridge, Derrick P.
Alsaedi, Najah
Alsbury, Thomas L.
Alson, Allan
Alston, Amberlina
Alston, Chandra
Altbach, Philip G.
Althouse, J.G.
Altman, James W.
Altman, William
Altshcul, Sarah R.
Alvarado, Rafael E.
Alvarez, Adam Julian
Alvermann, Donna E.
Alviar-Martin, Theresa
Alvy, Harvey B.
Amanpour, Christiane
Amanti, Cathy
Ambach, Gordon M.
Ambrosio, John
Ames, Carole A.
Ammah-Tagoe, Naa
Amonette, Henry L.
Amory, Alan
Amos, Yukari
Amrein-Beardsley, Audrey
Amsel, Eric
Amster, Jeanne E.
Amthor, Ramona Fruja
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An, Sohyun
Anagnostopoulos , Dorothea
Anastasi, Anne
Ancess, Jacqueline
and Associates,
And His Students,
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Anderegg, David
Anderman, Lynley H.
Anders, Patricia
Andersen, C. T.
Andersen, Erik A.
Andersen, Neil
Anderson, Archibald W.
Anderson, Ashlee
Anderson, Barry D.
Anderson, Bernice E.
Anderson, Brett
Anderson, C. Arnold
Anderson, Cecilia
Anderson, Cecilia
Anderson, Celia Rousseau
Anderson, Celia M.
Anderson, Eleanor R.
Anderson, Erin
Anderson, G. Lester
Anderson, Gary L.
Anderson, Gina
Anderson, Gregory M.
Anderson, Haithe
Anderson, Harold A.
Anderson, Helen
Anderson, Homer W.
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Anderson, James D.
Anderson, James
Anderson, Jeffrey B.
Anderson, Jervis
Anderson, John E.
Anderson, Kaitlin P.
Anderson, Kate T.
Anderson, Kelly
Anderson, Kenneth Alonzo
Anderson, L. Dewey
Anderson, Lauren
Anderson, Lorin W.
Anderson, Marti
Anderson, Michael L.
Anderson , Noel S.
Anderson, O. Roger
Anderson, Richard E.
Anderson, Richard C.
Anderson, Robert H.
Anderson, Rodino F.
Anderson, Rowland C.
Anderson, Roy N.
Anderson, Sir George
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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
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Angoff, Charles
Angulo, A. J.
Angus, David L.
Annamma, Subini
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Ansell, Amy E.
Anthony, Albert S.
Anthony, Kate S.
Antia , Shirin
Antler, Joyce
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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
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Araujo, Blanca
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Arbeit, Miriam R.
Arberg, Harold W.
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Armstrong, Denise E.
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Armstrong, Willis C.
Arndt, C. O.
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Arnheim, Rudolf
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Arnstine, Barbara
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Arroyo, Andrew T.
Arroyo, Michelle A.
Arsenian, Seth
Arseo, Sean
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Ascher, Abraham
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Ashbaugh, Ernest J.
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Ashcom, Banjamin M.
Ashcraft, Carrie
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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
Ateh, Comfort
Athanases, Steven Z.
Atherley, Marilyn
Atkin, J. Myron
Atkinson, Ruth V.
Attannucci, Jane S.
Atteberry, Allison
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Attwood, Adam
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Atwater, Sheri
Atwell, Nancie
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Au, Wayne
Aubert, Adrianna
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Auerbach, Susan
Auguste, Byron
Augustine, Norman R.
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.
Author, No
Autin, David B.
Avalos, Mary A.
Avcioglu, Ilhan
Averch, Harvey
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
Ayalon, Aram
Ayalon, Hanna
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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