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Developmentally Appropriate Practice: A Case Study of Educational Inertia by David Elkind - 1991The first aim of this chapter is to highlight some of the differences
between these two educational philosophies. A second aim is to
contrast a few of the practical educational implications of the two
philosophies. A final aim is to argue that true educational reform in
this country will only come about when we have a paradigm shift
away from the reigning psychometric educational psychology. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: This article originally appeared as NSSE Yearbook Vol 90, No. 1. |
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- David Elkind
Tufts University E-mail Author DAVID ELKIND is a Professor in the Department of Child Development at Tufts University in Medford, Massachusetts.
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