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The holistic teaching methods of Fra...

Cavanaugh, Mary Patricia.

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The holistic teaching methods of Francis Parker, John Dewey, Rudolf Steiner, Hughes Mearns, and Laura Zirbes: Literacy via the whole child.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The holistic teaching methods of Francis Parker, John Dewey, Rudolf Steiner, Hughes Mearns, and Laura Zirbes: Literacy via the whole child./
Author:	Cavanaugh, Mary Patricia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1990,
Description:	391 p.
Notes:	Source: Dissertations Abstracts International, Volume: 52-08, Section: A.
Contained By:	Dissertations Abstracts International52-08A.
Subject:	Educational theory. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9028632

The holistic teaching methods of Francis Parker, John Dewey, Rudolf Steiner, Hughes Mearns, and Laura Zirbes: Literacy via the whole child.
Cavanaugh, Mary Patricia.

The holistic teaching methods of Francis Parker, John Dewey, Rudolf Steiner, Hughes Mearns, and Laura Zirbes: Literacy via the whole child. - Ann Arbor : ProQuest Dissertations & Theses, 1990 - 391 p.

Source: Dissertations Abstracts International, Volume: 52-08, Section: A.

Thesis (Ph.D.)--Michigan State University, 1990.

This item must not be sold to any third party vendors.

This is an historical description of the lives and educational endeavors of Francis Parker, John Dewey, Rudolph Steiner, Hughes Mearns, and Laura Zirbes. The lives and educational endeavors spanned 100 years. The findings have been divided into six areas commencing with the biographies of the five educators. This is followed by their study of children--the center of their schools and their curriculum--which includes a definition of childhood, how children learn, how they should be treated in a holistic classroom, of what they are capable, and the role of education and society in relation to children. Chapter III covers language and literacy and includes a theoretical base along with how children learn language, holistic methodologies for teaching and learning language, and practices to avoid. The section on academic and school discipline combines curriculum discipline and methodological discipline. This discussion of school structure includes the history of the schools involved--the Quincy (Massachusetts) Schools, the Cook County (Illinois) Normal School, the Laboratory School of the University of Chicago, the Chicago Institute, the Waldorf Schools, the Lincoln School of Teachers College at Columbia University, and the Laboratory School of The Ohio State University--their purposes, how they were organized, and the roles of the teachers, students, and parents. The study concludes with a comparatively brief presentation of the attitudes and practices of these five educators toward grading, evaluation, and assessment.Subjects--Topical Terms:

3435806
Educational theory.

The holistic teaching methods of Francis Parker, John Dewey, Rudolf Steiner, Hughes Mearns, and Laura Zirbes: Literacy via the whole child.
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245 1 4 $a The holistic teaching methods of Francis Parker, John Dewey, Rudolf Steiner, Hughes Mearns, and Laura Zirbes: Literacy via the whole child.
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300 $a 391 p.
500 $a Source: Dissertations Abstracts International, Volume: 52-08, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--Michigan State University, 1990.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This is an historical description of the lives and educational endeavors of Francis Parker, John Dewey, Rudolph Steiner, Hughes Mearns, and Laura Zirbes. The lives and educational endeavors spanned 100 years. The findings have been divided into six areas commencing with the biographies of the five educators. This is followed by their study of children--the center of their schools and their curriculum--which includes a definition of childhood, how children learn, how they should be treated in a holistic classroom, of what they are capable, and the role of education and society in relation to children. Chapter III covers language and literacy and includes a theoretical base along with how children learn language, holistic methodologies for teaching and learning language, and practices to avoid. The section on academic and school discipline combines curriculum discipline and methodological discipline. This discussion of school structure includes the history of the schools involved--the Quincy (Massachusetts) Schools, the Cook County (Illinois) Normal School, the Laboratory School of the University of Chicago, the Chicago Institute, the Waldorf Schools, the Lincoln School of Teachers College at Columbia University, and the Laboratory School of The Ohio State University--their purposes, how they were organized, and the roles of the teachers, students, and parents. The study concludes with a comparatively brief presentation of the attitudes and practices of these five educators toward grading, evaluation, and assessment.
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