For consideration of American education during the Revolution and the early national period see, for example, Frederick Rudolph, ed., Essays on Education in the Early Republic (Cambridge: Harvard), 1963; Theodore R. Sizer, The Age of the Academies ( New York: Columbia University Press), 1964; and Russell B. Bye, The Cultural Life of the New Nation (New York: Harper), 1960 .
2.
Lawrence A. Cremin.The Transformation of the School: Progressivism in American Education, 1876-1957 (New York: Vintage), 1964; Robert Bremner.From the Depths: The Discovery of Poverty in the United States (New York University Press), 1956 ; and Oscar Handl in Race and Nationality in American Life (Garden City, New York: Anchor), 1957.
3.
For treatment of the race question by sociologists of the period see D. Colin Wells, "Social Darwinism," American Journal of Sociology, 7 : 5 (March 1907), pp. 695-716; Edward Alsworthy Ross, "Western Civilization and the Birth Rate," American Journal of Sociology, ibid. pp. 607-617; and Lester F. Ward, "Social Classes in the Light of Modern Sociological Theory," Papers and Proceedings of the American Sociological Society, 2 (1908), pp. 10-11.
4.
Gorden, Edmond W. and Doxey A. Wilkerson .Compensatory Education for the Disadvantaged: Programs and Practices. Preschool through College (College Entrance Examination Board), 1966.
5.
Risk, Ray C. "Student Social Class and Teacher Expectations: The Self-fulfilling Prophecy in Ghetto Education," Harvard Educational Review, 40 (August 1970), pp. 411-451; and Freeman, Bonnie. "Labelling Theory and Bureaucratic Structure in Schools" (unpublished paper, University of Wisconsin Poverty Institute), 1973.
6.
Rosenthal, Robert and Lenore Jacobson .Pygmalion in the Classroom: Teachers' Expectations and Pupils' Intellectual Development (New York: Holt, Rinehart & Winston), 1968.
7.
Davis, Olga J. et al. "All about Me and My Family," Psycholinguistic Reader Series, Book 2 (Chicago, Illinois: Board of Education) 1968.
8.
Neil Gross, "Who Applies What Kind of Pressures?" and Norman D. Kerr, "The School Board as an Agency of Legitimization" in Alan Resenthal, ed., Governing Education: A Reader on Politics, Power and Public School Policy (New York: Doubleday), 1969, pp. 91-92.
9.
Watson, Bernard C.Community Parity in Federally Funded Programs ( Washington, D.C.: United States Office of Education, Department of Health, Education and Welfare), 1972.
10.
Gilb, Corinne Lathrop.Hidden Hierarchies: The Professions and Government ( New York: Harper & Row), 1966 .
11.
Farr, Roger.Reading: What Can be Measured? Newark, Delaware: International Reading Association , 1969; and Farr, Roger, ed. Measurement and Evaluation of Reading (New York : Harcourt, Brace & World), 1970.
12.
13.
Sybouts, Ward. "Performance-based Teacher Education : Does It Make a Difference?" Phi Delta Kappan, January 1973.
14.
For representative critiques of PBTE see Harry S. Broudy, A Critique of Performance-based Teacher Education (Washington, D.C. : American Association of Colleges for Teacher Education ), 1972; and H. Del Schalock, "The Focus: Knowledge, Teaching Behavior, or the Products," in Joel L. Burdin and Margaret T. Reagan, eds., Performance-based Certification of School Personnel ( Washington, D.C., ERIC Clearinghouse on Teacher Education and the Association of Teacher Educators), February 1971 , pp. 43-49.
15.
The relation between specific skills and affective development has not been researched. In fact, there is little if any research on affective learning. The statement that affective learning and specific skills are related is based on observation and experience.
