Normal School Education and Efficiency in Teaching (Classic Reprint)

Junius Lathrop Meriam

ISBN 10: 1332794750 / ISBN 13: 9781332794751

Published by Forgotten Books, 2018

About this Item

Print on Demand. This book examines the impact of psychology on curriculum development and effectiveness of teaching. The author presents an overview of the utilization of psychology in Normal Schools from the time of their inception through to the contemporary era. Drawing on sources such as state examinations, university curricula, and Normal School reports, the author provides an historical account of the increasing role that psychology has played in teacher training. Statistical studies are used to quantify the impact that different aspects of a teacher's education have on their subsequent effectiveness in the classroom. The author demonstrates that psychology is one of the most important elements of any teacher training program. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book.

Seller Inventory # 9781332794751_0

Bibliographic Details

• Title: Normal School Education and Efficiency in Teaching (Classic Reprint)
• Publisher: Forgotten Books
• Publication Date: 2018
• Language: English
• ISBN 10: 1332794750
• ISBN 13: 9781332794751
• Binding: Paperback
• Condition: New
• Book Type: print-on-demand item
• Seller catalogs:
  • Education

About this title

Synopsis

Explore how teacher training has evolved in normal schools and what shapes classroom success. This study analyzes psychology, practice teaching, and scholarship to show what actually improves teaching in elementary grades.

Normal School Education and Efficiency in Teaching gathers several studies on the training of elementary teachers. It examines how psychology and other subjects have been used in Normal Schools, and what that means for teaching effectiveness in the classroom. The material draws on large samples and multiple schools to explore what practices best predict strong teaching.

• How psychology has been incorporated into teacher preparation and its measured impact on teaching performance


• Relations between practice teaching, subject study, and actual classroom performance


• What kinds of college and normal-school training best support work in elementary education


• Considerations about how preparation, experience, and professional studies relate to teaching success

Ideal for readers of educational history, teacher-preparation studies, and anyone researching the evolution of how teachers are trained for elementary schools.