A (Partial) Rehabilitation of Ayres

Autor/in	Levinson, Natasha
Titel	A (Partial) Rehabilitation of Ayres
Quelle	In: Philosophical Studies in Education, 41 (2010), S.11-16 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Stellungnahme; Academic Achievement; Special Needs Students; Academic Ability; Accountability; Children; Learning Disabilities + Suchen Sie Ihr Suchwort? Schulleistung; Sonderpädagogischer Förderbedarf; Verantwortung; Child; Kind; Kinder; Learning handicap; Lernbehinderung
Abstract	In "Laggards, Morons, Human Clinkers, and Other Peculiar Kids," Robert Osgood takes the readers back to a pivotal moment in the development of American public schools, a time when schools were just starting to be held accountable for seeing to it that children progressed through the system efficiently. As a result of Ayres study, which was sponsored by the Russell Sage Foundation, schools were asked to find ways to reduce the numbers of "laggards" in the system by identifying and tracking the progress of children who were regarded as "overage." Ayres regarded the problem of overage children as a sign of inefficiency, but he also worried that the phenomenon of being labeled a "laggard" would hound these children for the remainder of their lives. Ayres emphasizes something had to be done to guard their sense of self-worth. Osgood's paper speaks to the continuing salience of Ayres' study for one's own era of accountability. As Osgood portrays the progressive movement in education, the administrative progressives were on a different side of the fence when it came to children with special needs than the pedagogical progressives, who were by and large more tolerant of differences in student ability and had a broader sense of the purposes of education. (Contains 14 footnotes.) (ERIC).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://www.ovpes.org/journal.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10