A former graduate student at Teachers College recalls the celebrated educational leaders who taught there 1930-45; their teaching styles and techniques, the prevalence of field studies in the graduate program, and the instructional stimulus provided by New York's cultural environment. (IAH)

A student of the University of Chicago's Measurement, Evaluation, and Statistical Analysis Program reflects upon Benjamin S. Bloom's professional and personal educational contributions, including mastery learning, educational equity, and educational excellence. (CB)

A former student remembers George S. Counts (an outstanding scholar in the foundations of education, former president of the American Federation of Teachers, and founding member of the New York State Liberal Party) as a teacher. Counts took teaching extremely seriously, so his lectures were always fresh, current, and apropos. (SM)

The art education program at Syracuse University is described--coursework; practicums; graduate, undergraduate, and inservice workshops. Also included is a discussion of the author's perception of her role in the program; a role based upon the view of herself as a philosopher of art education. (IAH)

Paper discusses the pros and cons of college students using the first person singular pronoun in writing and discussion, emphasizing the need to find a balance between the use of the words "I" and "they" and to teach students critical reflection, analysis, sharing, and listening skills. (SM)

An experienced teacher reflects on changes in teacher education programs, noting educational background is only one part of a continuous process for self-renewal involving graduate courses, inservice credits, workshops, and committees. Education students, who now spend more time in the classrooms, are encouraged to do fieldwork and pursue…

Describes the impact 1 creative first-grade teacher made on students over her 47 years of teaching and explains the importance of significant teachers on students' development and educational careers. The teacher made school a place of challenge and reward where students felt valued, comfortable, loved, and respected. (SM)

A member of the original faculty of the experimental Ohio State University Laboratory High School reflects at a fiftieth reunion of the first graduating class. Students were used as guinea pigs to determine the effects of providing teenagers with liberating, interesting, and customized education from university faculty. (SM)

A memoir about William Heard Kilpatrick examines his style as a master teacher and leader of educational organizations during the 1930's, providing a personal account of this teacher whose huge classes brought in over $1 million in tuition fees. He promoted progressive education and advocated recognition of individual differences. (SM)

Considered a pioneer in the development of general education core curriculum programs for high school, Harold Alberty attempted to unify philosophy, curriculum, and method. A former student and colleague discusses Alberty's contributions to curriculum theory, and remembers his teaching style and techniques. (IAH)

Telling teaching stories assists prospective teachers in becoming effective teachers of elementary school children. It offers preservice teachers and teacher educators the challenge of seeing themselves and the opportunity to reflect on their goals and practices. (IAH)

A former student remembers Boyd H. Bode's teaching in the 1930s. Bode's mission was to attack and remove absolutes standing in the way of free thinking and hindering the efforts of those who would build a more democratic society with an educational system appropriate for solving problems of the day. (SM)

Content and methods are outlined for an undergraduate elementary social studies methods course. Course topics include structure of the discipline and its place in the curriculum, selecting concepts and facts to teach, how children reason and the implications for social studies teaching methods, instructional planning and techniques, and…

A reflection on the contributions of college presidents John Dewey and Alexander Meiklejohn to higher education highlights the 1950's progressive movement which encouraged social and educational reform and sought divergent ideas and opinions. (CB)

A first-grade teacher reflects on a new student in her class one year. The student was from a disadvantaged home and had few appropriate social skills but was very eager to learn and responded to the teacher with great affection. The teacher explains how much the experience affected her. (SM)