The mid-winter Department of Superintendence meeting serves as a clearing-house between educational theorists and practical schoolmen, with discussions grounded in proved fact¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r? · q1
Currency · newest study 1910 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The mid-winter meeting of the Department of Superintendence has come to serve as a clearing-house between the educational theorist and specialist and the practical schoolman. → Communications and Discussions 1910 q1 i? The meeting's general topic on recognizing differences among children framed discussions that should have a basis in proved fact. → Communications and Discussions 1910 (2)

Evidence¶

Communications and Discussions 1910¶

Communications and Discussions. (1910). The Journal of Educational Psychology. https://eric.ed.gov

q1 · i? · theoretical · r?

The report of the Indianapolis meeting of the Department of Superintendence, March 1-3, 1910, characterizes the mid-winter meeting's role, noting its papers and discussions are of much better quality than the July N.E.A. meeting and that one is likely to meet more of the real leaders in educational work.

"Of late years, this mid-winter meeting has come to serve as a clearing-house between the educational theorist and specialist on the one hand and the practical schoolman on the other hand."

Communications and Discussions 1910 (2)¶

Communications and Discussions. (1910). The Journal of Educational Psychology. https://eric.ed.gov

q1 · i? · theoretical · r?

The report describes the meeting's general topic and the chairman Stratton D. Brooks's use of it, with speakers including Ayres and Witmer at the first general session, A. Ross Hill and A. H. Yoder at the second, and Weber and A. D. Dean at the third.

"The general topic for the meeting, "The Recognition of Differences among Children, and the Resulting Modifications in Education," offered an opportunity for a series of discussions that should have a basis in proved fact."

Discussion¶

Related Claims¶

• Instructional design models are rarely tested against outcomes; their credibility comes from practitioners finding them useful. — related