The ability to read Volume 4, no. 34 ; its measurement and some factors conditioning it
(This historic book may have numerous typos and missing te...)
This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1918 Excerpt: ...University, and author of the Gray Oral and Silent Reading Tests, prepared the interpretation of the data and the conclusions and recommendations contained in this publication. Mrs. Cecile White Fleming and Mr. W. E. Uphaus assisted in the organization and tabulation of the data. H. L. Smith, Dean of the School of Education. A Cooperative Study of Reading in Sixteen Cities of Indiana Introductory Statement During the winter of 1916-17 the Bureau of Cooperative Research of Indiana University conducted an investigation of the results secured thru reading instruction in sixteen school systems of Indiana. Reading was chosen for investigation because teachers and supervisors alike recognize that it is a subject of first importance in the elementary school curriculum. In the lower grades, ability to read is frequently accepted as the most important factor in determining promotion. In the upper grades, ability to read content subjects independently and intelligently is prerequisite to rapid progress. At the same time that increasing recognition has been given to the importance of reading, numerous questions have been asked by progressive supervisors and teachers of Indiana concerning the specific outcomes of reading instruction. The following questions are typical: Do the pupils develop as rapidly as they should in the acquisition of reading ability? Which phases of reading are well taught and which are poorly taught as judged by the results secured? Which phases of reading instruction receive most emphasis? What changes should be made in present methods of instruction to improve the character of the results? The investigation which is reported in this study was undertaken to determine partial answers at least to some of the questions which progressive teachers ar...
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The Educational Program: The Evaluation of Higher Institutions, V3
(A Series Of Monographs Based On The Investigation Conduct...)
A Series Of Monographs Based On The Investigation Conducted For The Committee On Revision Of Standards, Commission On Higher Institutions Of The North Central Association Of Colleges And Secondary Schools.
Rural School Survey of New York State; Educational Achievement
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(Standard educational tests. Manual of directions This boo...)
Standard educational tests. Manual of directions This book, "Manual of directions", by Melvin Everett Haggerty, is a replication of a book originally published before 1920. It has been restored by human beings, page by page, so that you may enjoy it in a form as close to the original as possible.
Melvin Everett Haggerty was an American psychologist, and dean of the College of Education, University of Minnesota.
Background
Melvin E. Haggerty was born on January 17, 1875, in Bunker Hill, Indiana. His father, John Wright Haggerty, of Scotch-Irish descent, had left Pennsylvania to pioneer a farm in Indiana, where he married his second wife, Phoeba Ellen Hann. Melvin was the youngest of their seven children.
Education
After early education in the rural schools of the neighborhood, Haggerty attended Indiana University, from which he graduated (Bachelor of Arts degree) in 1902.
While still in college he had begun teaching in Indiana rural schools, and during the next seven years Haggerty taught high-school English, public speaking, and journalism, at first in Indiana, then in Massachusetts, at the same time receiving a Master of Arts degree from Indiana University in 1907 and a second Master of Arts from Harvard in 1909.
Continuing his graduate studies at Harvard, he received a Doctor of Philosophy degree in psychology in 1910, having served during that year as assistant in philosophy.
Career
Haggerty then returned to Indiana University as assistant professor (later professor) of psychology. In 1915 he became professor of educational psychology at the University of Minnesota, a position he held until 1920. During 1918 - 1919 he served in the army, working with the Surgeon General's office on the reeducation of disabled soldiers.
In 1920 Haggerty was appointed dean of the College of Education of the University of Minnesota, a position he held until his death seventeen years later. Building on the foundations laid by his predecessor, Lotus Delta Coffman, he made it one of the foremost graduate schools of education in the nation. He selected young men and women of exceptional promise for his staff, encouraged them in their work, and furthered their researches by obtaining grants-in-aid, needed equipment, and free time. An indefatigable worker, he had little patience with mediocrity of ability and even less with mediocrity of effort.
The success of his policy is attested by the number of his students and young instructors who were engaged by other universities and colleges, many of them winning national distinction. Haggerty's special field of scholarship, to which he contributed throughout his career, was the measurement of intelligence and achievement. His tests of reading ability and his "Delta II, " an intelligence test for children in grades three to nine, remained standard for many years.
During 1919 - 1921 Haggerty participated in surveys of state educational systems in Virginia, North Carolina, and New York. Appointed chairman of the University of Minnesota Committee on Educational Research in 1924, he initiated and directed many studies in higher education. His experience with the committee was drawn upon by the North Central Association of Colleges and Secondary Schools, whose study, The Evaluation of Higher Institutions (7 vols. , 1935 - 1937), he helped to direct, writing most of the first three volumes himself.
The breadth of his educational statesmanship is best revealed in the Owatonna Art Project, which he largely conceived and directed. This community project, carried out with the help of the Carnegie Foundation in a small Minnesota city, involved both school and adult art education and resulted in a series of publications known to educationalists throughout the country. Melvin E. Haggerty died on October 6, 1937, in Minneapolis, Minnesota, of a coronary thrombosis, and his ashes were interred in the Arlington National Cemetery, Arlington.
Active in state and national professional organizations, Melvin E. Haggerty was president of the American Education Research Society, chairman of the board of the National Society for the Study of Education, and a member of the executive committee of the North Central Association of Colleges and Secondary Schools.
Personality
Of above average height, square-shouldered, erect in carriage, dignified though never stodgy, Melvin Haggerty was an able speaker and writer.
Connections
On June 26, 1902, Melvin E. Haggerty married Laura Caroline Garretson of Pendleton, Indiana, by whom he had three children, Helen Ruth, Margaret Elizabeth, and William James. His wife was his companion to an unusual degree, sharing his intellectual, professional, and social interests.