Commercial Teaching Problems: A Class-room Teaching Manual for Commercial Teachers in Secondary Schools, Normal Schools, Teachers' Colleges, Colleges, and University Schools of Business and Education |
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ability acquire activity analysis aims American amount appreciate balance sheet bookkeeping cation Chapman Chapter cial classroom commer commercial education commercial subjects commercial teachers course of study Curriculum Democracy and Education determine Dewey Directing Learning Dora Keen duties economic educa Educational Psychology educational tests educational theory experiences function Gregg Shorthand habits High School Houghton Mifflin Ibid ideals important interviews jects job analysis Kilpatrick knowledge labor power laws of learning learner longhand Macmillan major objectives means ment mercial education method of learning method of occupational Methods of Teaching Monroe National Education Association nomic occupational analysis precise practice principle of learning Principles of Secondary problem procedure pupils question reflective-thinking process response school learning Secondary Education secondary school secretary situation skill social society solution statement stenography steps student learns subject matter teaching material tion tional traits typewriting U. S. Bureau vocation writing York York University
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Page 58 - Mind as a concrete thing is precisely the power to understand things in terms of the use made of them; a socialized mind is the power to understand them in terms of the use to which they are turned in joint or shared situations. And mind in this sense is the method of social control.
Page 17 - A society which makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic.
Page 23 - Civic education should develop in the individual those qualities whereby he will act well his part as a member of neighborhood, town or city, State, and Nation, and give him a basis for understanding international problems.
Page 23 - The comprehension of the ideals of American democracy and loyalty to them should be a prominent aim of civic education. The pupil should feel that he will be responsible, in cooperation with others, for keeping the Nation true to the best inherited conceptions of democracy...
Page 24 - Education should equip the individual to secure from his leisure the re-creation of body, mind, and spirit, and the enrichment and enlargement of his personality.
Page 22 - This objective applies to both boys and girls. The social studies should deal with the home as a fundamental social institution and clarify its relation to the wider interests outside. Literature should interpret and idealize the human elements that go to make the home. Music and art should result in more beautiful homes and in greater joy therein.
Page 128 - When a modifiable connection between a situation and a response is made and is accompanied or followed by a satisfying state of affairs, that connection's strength is increased : When made and accompanied or followed by an annoying state of affairs, its strength is decreased.
Page 25 - In a democratic society ethical character becomes paramount among the objectives of the secondary school. Among the means for developing ethical character may be mentioned the wise selection of content and methods of instruction in all subjects of study, the social contacts of pupils with one another and with their teachers, the opportunities afforded by the organization and administration of the school for the development on the part of pupils of the sense of personal responsibility and initiative,...
Page 22 - Vocation. Vocational education should equip the individual to secure a livelihood for himself and those dependent on him, to serve society well through his vocation, to maintain the right relationships toward his fellow workers and society, and, as far as possible, to find in that vocation his own best development.
Page 186 - When it is desired to mark all of the questions on one paper before taking up another, the "sorting method" should be used. According to this procedure the papers as they are read are sorted into piles, the best ones being placed in the first pile, the next best in second pile, etc.