 How Research Has Changed American Schools: A History form 1840 to the Presentreviewed by Jonas F. Soltis - 1985  Title: How Research Has Changed American Schools: A History form 1840 to the PresentAuthor(s): Robert M. W. Travers Publisher: John Wiley, New York ISBN: , Pages: , Year: Search for book at Amazon.com Travers’s book is a sprawling, fascinating history of the beginning of empirical-scientific educational research. It has a depth and feeling for the “great men” of that tradition that can be likened only to E. G. Boring’s classic History of Experimental Psychology. In it, we are offered Travers’s reverent sense of the real contributions ordinary mortals have made to the shaping of education into a serious field of inquiry. Unlike Boring, however, who traces an inevitable path of psychology becoming a real science, Travers is more circumspect and more openly critical of the good and the bad influences of empirical research on the schools. Nonetheless, he sees scientific research as the most promising way to address educational problems over the long term. The volume begins by considering some of the great men in early educational research and psychology. Barnard, Mann, and Harris represent the early empirical collectors of facts and Herbart, Wundt,... (preview truncated at 150 words.) To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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