Stories of the Eight-Year Study

Craig Kridel is Professor of Educational Studies and Curator of the Museum of Education at the University of South Carolina. Robert V. Bullough Jr. is Professor of Teacher Education and Associate Director of the Center for the Improvement of Teacher Education and Schooling at Brigham Young University.

• ForewordJohn I. GoodladAcknowledgments IntroductionVignette: Wilford Merton Aikin (1882-1965): Hope, Success, and Realistic Expectations 1. The Educational Context of the Eight-Year StudyVignette: V. T. Thayer (1886-1979): A Middle Position of Integrity without Compromise 2. Tests and Records: The Veneer of College AdmissionsVignette: Eugene Randolph Smith (1876-1968): Recognizing "the futility of statistics as an end in itself" 3. An Essential Faith: From Tests and Measurement to Appraisal and EvaluationVignette: Understanding Ralph Tyler (1902-1994) 4.  Guidance, Human Relations, and the Study of AdolescentsVignette: Alice V. Keliher (1903-1995): Fate, Frank, and Film 5. The Conception of Needs: A Dilemma of Progressive EducationVignette: Caroline Zachry (1894-1945): None Quite Like Our Dr. Zachry6. The Core Curriculum: Rethinking Curriculum and InstructionVignette: Harold Alberty (1890-1971) and the Quest for Core 7. The Importance of Social Philosophy: Democracy as a Way of LifeVignette: Boyd H. Bode (1873-1953): Philosophy Brought Down to Earth 8. Staff Development: Teacher Workshops as Personal and Professional GrowthVignette: Margaret Willis (1899-1987): And Gladly Would She Learn 9. Reexamining Secondary Education in America Appendix A: The Thirty Schools of the Commission on the Relation of School and CollegeAppendix B: Testing Bureaus and Projects Related to the Aikin CommissionAppendix C: Excerpt from a Comprehensive Student Record GlossaryAbbreviationsNotesAnnotated BibliographyIndex

"…well-researched book … on the history of the Eight-Year Study and biographies of leading educators and theorists who spearheaded the project." — CHOICE"The archives of this majestic study and interviews with participants have … been captured in [this] wonderful … book." — Wayne Jennings, The International Association for Learning Alternatives"Skillfully blending intellectual history with biographies of leaders in reform, Kridel and Bullough give a balanced and persuasive account of the aims and achievements of progressive pedagogy at that time. The issues they raise about collaboration in reform, belief in democracy, trust in teachers, and faith in inquiry have powerful echoes in policy debates today." — David Tyack, Stanford University"This book fills in many empty places in the history of American education. It makes wonderfully visible some of the movers and thinkers who brought 'progressive education' to life in a not always sympathetic world." — Maxine Greene, Teachers College, Columbia University"Kridel and Bullough provide a view of education that can counteract the blinkered vision of schooling that permeates our current deliberations about school reform." — Elliot W. Eisner, Stanford University"Anyone who wants to understand the sorry state of our schools and the anemic condition of democracy today will find ample information and ideas in this book; anyone who wants to participate in rethinking what is to be done will find here a handbook for action." — William C. Ayers, University of Illinois at Chicago