DOCSLIB.ORG

Assessment Practices and Their Impact on Home Economics Education In

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Assessment Practices and Their Impact on Home Economics Education In Assessment practices and their impact on home economics education in Ireland Kathryn McSweeney B.Ed., M. Ed. (T.C.D.) Thesis submitted in fulfilment of the requirement for the Degree of Doctor of Philosophy The University of Stirling Faculty of Education December 2014 Abstract This study was prompted by an interest in the extent to which the aims of home economics education in Ireland are being served by the assessment carried out at a national level. This interest led to an empirical investigation of key stakeholders’ perceptions of the validity of home economics assessment and a critical evaluation of its impact on teaching and learning. The data collection primarily comprised interviews with a selection of teachers and other key people such as students, teacher educators and professional home economists; and a complementary analysis of curriculum and design of Junior and Leaving Certificate home economics assessments during the period 2005- 2014. The analysis of interview data combined with the curriculum and assessment analyses revealed the compounding impact and washback effect of home economics assessments on student learning experience and outcomes. This impact was reflected in several areas of the findings including an evident satisfaction among the respondents with junior cycle assessment, due to the perceived appropriateness of the assessment design and operational arrangements, and dissatisfaction with curriculum and assessment arrangements at senior cycle as they were considered to be inappropriate and negatively impacting on the quality of learning achieved. The respondents candidly pointed to what they considered to be an acceptance by some teachers of unethical behaviour around the completion of journal tasks. The respondents indicated that summative assessment practices are commonly used in home economics classrooms and the findings strongly suggest that external examinations are influencing teaching methods by demanding a test-oriented pedagogy to enable students to achieve certificate points. The technical analysis of the Junior and Leaving Certificate examination questions confirmed that these external assessments predominantly promote lower-order learning and there are clear indications of a washback effect on the quality of learning achieved. There is a view that the subject's position in the curriculum is weakened due to a lack of coherence around practice, as well as a lack of advocacy and leadership in the field. There was little evidence of the impact of home economics education and many of the interviewees merely 'hoped' that home economics made a difference in the lives of students. The study also showed that ii there are profiling, identity and teacher agency issues impacting upon the home economics profession. While not immediately generalisable to all home economics teachers or settings in schools, this study nonetheless implies that if the views and practices of the respondents were to be replicated across the whole of the home economics education community, it would not be safe to view national assessment results as a valid indicator of learning and achievement standards in the subject. There are grounds in this work to argue that the subject's values and purposes are not supported by existing curriculum, pedagogy and assessment arrangements. iii Acknowledgements I wish to thank my supervisor, Professor John Gardner, for his expert guidance, unwavering support and constant encouragement during this research. His insight and inspiration challenged and broadened my personal and academic perspectives and deepened my professional learning. I am grateful for his generosity in giving advice and feedback and for his meticulous attention to detail as the work progressed, as well as his empathy and support at all times. I am very grateful to my second supervisor Professor Mark Priestley, for his guidance and professional advice. I also wish to acknowledge the academic and personal support I received during the early stages of my Ph.D. studies from my second supervisor at Queen’s University Belfast, Dr. Debie Galanouli. I am indebted to the teachers and key stakeholders involved in this study for giving so freely of their time and for sharing with me their views and expertise. I wish to acknowledge the positive engagement and contributions from all the participants in this research. I wish to express a sincere thank you to the office staff of the Deputy Principal of Education and Students at the University of Stirling for their hospitality. Especially, I wish to acknowledge John’s P.A., Lorna Valentine, for her efficient scheduling and management of meetings. Lorna’s consistent gentle caring manner was a source of great comfort to me during my visits to Scotland. Thank you to the library staff at the University of Stirling, St. Angela’s College, Sligo, and the James Joyce Library, U.C.D. for their efficient and courteous assistance. I am grateful to all the individuals and organisations, including the Association of Teachers of Home Economics, the International Federation for Home Economics and the Teaching Council, who gave me access to information. A sincere thank you is also extended to members of the public who responded to an advertisement in Ireland’s Own and donated old school home economics textbooks for this research study. Finally, I wish to express gratitude to my family and close friends for their support and encouragement in the completion of this study. I wish to especially acknowledge my dear friend Ken Browne who journeyed with me to the finish line. iv Table of Contents Abstract ............................................................................................................................. ii Acknowledgements .......................................................................................................... iv Table of Contents .............................................................................................................. v List of Tables ................................................................................................................... ix List of Figures ................................................................................................................... x List of Appendices .......................................................................................................... xii Glossary of Terms and Acronyms ................................................................................. xiii Chapter 1 ........................................................................................................................... 1 Introduction ....................................................................................................................... 2 1.1 Background to the study .......................................................................................... 2 1.2 Gaps in research based knowledge of home economics education ......................... 4 1.3 Values and mission of home economics ................................................................. 8 1.4 Curriculum and assessment innovations ............................................................... 10 1.5 Validity matters ..................................................................................................... 12 1.6 Research design ..................................................................................................... 14 1.7 Outline of the thesis .............................................................................................. 15 Chapter 2 Literature Review I: Home Economics- the Subject ...................................... 17 2.1 Introduction ........................................................................................................... 18 2.2 The development of the identity of home economics ........................................... 19 2.2.1 Searching for a name ..................................................................................... 20 2.2.2 Being on the margins: gender issues .............................................................. 22 2.2.3 Domestic ideology ......................................................................................... 32 2.2.4 Who controls what knowledge should be made available to children? ......... 39 2.2.5 A cause of general educational harm? ........................................................... 42 2.3 Essential dimensions of home economics in education ........................................ 43 2.3.1 A backward glance ......................................................................................... 43 2.3.2 Mission, nature and role of home economics ................................................ 49 2.3.3 A multidisciplinary and interdisciplinary field .............................................. 50 2.3.4 The home economics curriculum ................................................................... 51 2.3.5 Frameworks guiding home economics practice............................................. 54 2.4 Professional identity .............................................................................................. 63 2.5 Teacher beliefs ...................................................................................................... 65 Chapter 3 Literature Review II: Assessment in Home Economics Education ............... 67 3.1 Assessment ............................................................................................................ 68 v 3.1.1 Assessment context and paradigms
Load more

Recommended publications
  • Bibliography of Education, 1911-11
    I UNITEDSTATESBUREAU ,OFEDUCATION 657 BULLETIN, 1915, NO. 30 - - - WHOLE NUMBER BIBLIOGRAPHYOFEDUCATION FOR 19,1 1-1 2 a at, Ab. WASHINGTON GOVERNMENT PRINTINGOFFICE 1915 ADDITIONAL COPIES PIMLICATION MAT DR PROCUREDFROM THE '1:PERIN-TENDERT OrDOCUMENTS GOVERNMENT PRINTING OPTICS WASHINGTON, D. C. AT 2O CENTS PER COPY 205570 .A AUG 28 1918 athl 3 a -3g CONTENTS. i9IS 30 -3 8 Generalities: Bibliography Page. New periodicals 7 9 Pulaications of associations, sociefies, conferences,etc. National State and local 9 14(i' Foreign 23 International Documents 23 Encyclopedias 23 24 History and description: General Ancient 24 25 Medieval 25 odena 25 United States . Ge.neral 25 Public-school system 28 Secondary education 28 Higher or university education 29 National education association 30 Canada s 30 South AmericaWest Indies 31 Great Britain 31 Secondary education 32 Higher or university education 32 Austria 32 France 33 Germany 33 Higher or university education 34 Italy Belgium 35 Denmark 35 Sweden 35 Iceland 35 Switzerland 35 Asia 35 .China 35 India Japan 38 Now Zealand 38 Philippine Islands 38' Biography 37 Theory of education 38 Principles and practice of teaching: General 42 Special methods of instruction 44 Moving pictures, phonographs, etc 44 Methods of study.. 45 Educational psychology 45 Child study 48 Child psychology 49 Plays, games, etc 49 4 CONTENTS. Principles and practice of teachingContinued. Pais. Kindergarten and primary education 50 Montessori method 52 Elementary or common-school education 54 Rural schools. 54 Curriculum. 57 Reading . 58 Penmanship 58 . Spelling 58 Composition and language study 59 Languages 59 History 59 Geography 59 Nature study and science 60 Arithmetic .
    [Show full text]
  • Medical and Public Health Education Public Health Practice and Academic Medicine: Promising Partnerships Regional Medicine Public Health Education Centers—Two Cycles
    Medical and Public Health Education Public Health Practice and Academic Medicine: Promising Partnerships Regional Medicine Public Health Education Centers—Two Cycles Rika Maeshiro rrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrr The partnering of the academic medicine and public services in academic settings). Although not identi- health communities to improve the health of popula- cal to the Core Functions or Essential Services of public tions seems natural; however, collaboration between health, “education, research, and service” to improve the two groups has not been standard practice. This health appear to be shared objectives in the portfo- series of articles will highlight examples of what are lios of public health practice and academic medicine. hopefully a growing number of successful partnerships This month’s column will review recent collaborations between academic medicine and public health practice aimed at improving medical student education in pop- that are intended to improve health status. Readers are ulation health, focusing particularly on the establish- encouraged to contribute their experiences in public ment of Regional Medicine–Public Health Education health practice–academic medicine partnerships from Centers (RMPHECs). the perspectives of public health practitioners and/or Incorporating prevention- and population-based medical educators. health into the medical curriculum has been a challenge The Association of American Medical Colleges to US medical education for decades. Advocates for im- (AAMC) is a nonprofit association dedicated to improv- proving public health content in medical education be- ing the nation’s health by enhancing the effectiveness lieve that a better-informed physician workforce will of academic medicine. When the AAMC was founded respond more effectively to the needs of their patients, in 1876 to help reform medical education, the asso- their communities, and their public health colleagues, ciation represented only medical schools.
    [Show full text]
  • Distance Education/Online Learning Policy
    Policy Title Online Education Policy Policy Description Winthrop University recognizes the value of online education in advancing its mission to “provide personalized and challenging undergraduate, graduate, and continuing professional education programs of national caliber within a context dedicated to public service to the nation and to the State of South Carolina.” As such, the University is committed to providing high quality online education to a diverse population of learners with a wide range of needs. Students within the state, the nation, and the world benefit from the knowledge and expertise of Winthrop University faculty. The Online Education Policy applies to all faculty and staff engaged in the delivery of online education courses or programs, and students registering for, enrolled in, and receiving credit for online education courses or programs. The responsibility and authority for adherence to this policy resides with the Division of Academic Affairs/Office of the Provost, with that responsibility shared with deans, department chairs, and faculty, as appropriate. The University’s institutional commitment to the development and offering of online courses and programs follows best practices and is informed by the Southern Association of Colleges and Schools, Commission on Colleges (SACSCOC) Policy Statement on Distance and Correspondence Education and the South Carolina Commission on Higher Education (CHE) Guiding Principles for Distance Education in South Carolina. Strategic Vision and Guiding Principles for Online Education The Strategic Vision for Online Education aligns with the Winthrop Plan to be a national model for providing a supportive, high-quality, and affordable educational experience that has a positive impact on students and the community.
    [Show full text]
  • Pedagogy and Assessment Guide (PAG)
    Pedagogy and Assessment Guide (PAG) Pedagogy and Assessment Guide National Institute of Education Ghaazee Building Ameer Ahmed Magu Male 20125 Maldives http://www.nie.edu.mv Copyright © 2014 by National Institute of Education Developed by Ali Adam- Education development Officer Coordinator Aminath Ismail – Education development Officer Coordinator Ahmed Rafiu -Education development Officer Coordinator Aminath Mohamed – Education Development Officer Gulfishan Shafeeu – Education Development Officer Mohamed Ashir-– Education Development Officer Compiled and Edited by Aminath Ismail - Education development Officer Coordinator Aminath Mohamed- Education Development Officer Gulfishan Shafeeu- Education Development Officer Proofed by Abdulla Hameed Commiunity Teacher Educator Co-ordinator Layout by Mohamed Shakeel National Institute of Education All rights reserved. ISBN 978-99915-0-705-7 Acknowledgements The publisher wishes to acknowledge the many friends, colleagues and advisors who have helped in the development of the Pedagogy and the Assessment Guide. The publisher is grateful for the assistance given by Dr.Newman Burdett who has given assistance as a consultant in the Assessment. Contents Purpose of the Pedagogy and Assessment Guide (PAG) 6 Introduction 7 Creating a Positive Learning Environment 8 Connecting Prior Learning to new Learning 11 Making Learning Meaningful 13 Fostering Reflective Practice 15 Catering to Individual Differences 18 Assessment 23 Why Asses? 24 The interrelationship of teaching, Learning and Assessment 25 What is our focus? 26 Focusing on Assessment for Learning 27 Key characteristics of Assessment for Learning 28 How to Asses? 36 Bibliography 48 Pedagogy and Assessment Guide (PAG) PURPOSE OF THE PEDAGOGY AND ASSESSMENT GUIDE (PAG) The intention of preparing this PAG is to provide teachers and school leaders with a comprehensive insight into the pedagogical dimensions identified in the National Curriculum Framework (NCF).
    [Show full text]
  • The Philosophical Underpinnings of Educational Research
    The Philosophical Underpinnings of Educational Research Lindsay Mack Abstract This article traces the underlying theoretical framework of educational research. It outlines the definitions of epistemology, ontology and paradigm and the origins, main tenets, and key thinkers of the 3 paradigms; positivist, interpetivist and critical. By closely analyzing each paradigm, the literature review focuses on the ontological and epistemological assumptions of each paradigm. Finally the author analyzes not only the paradigm’s weakness but also the author’s own construct of reality and knowledge which align with the critical paradigm. Key terms: Paradigm, Ontology, Epistemology, Positivism, Interpretivism The English Language Teaching (ELT) field has moved from an ad hoc field with amateurish research to a much more serious enterprise of professionalism. More teachers are conducting research to not only inform their teaching in the classroom but also to bridge the gap between the external researcher dictating policy and the teacher negotiating that policy with the practical demands of their classroom. I was a layperson, not an educational researcher. Determined to emancipate myself from my layperson identity, I began to analyze the different philosophical underpinnings of each paradigm, reading about the great thinkers’ theories and the evolution of social science research. Through this process I began to examine how I view the world, thus realizing my own construction of knowledge and social reality, which is actually quite loose and chaotic. Most importantly, I realized that I identify most with the critical paradigm assumptions and that my future desired role as an educational researcher is to affect change and challenge dominant social and political discourses in ELT.
    [Show full text]
  • Consumerism and Environmental Policy: Moving Past Consumer Culture
    Consumerism and Environmental Policy: Moving Past Consumer Culture Bradley A. Harsch* CONTENTS Introduction ......................................................................... 544 I. Environmental Problems and Ways of Dealing With Th em ............................................................................ 548 A. Industrial Economy and the Environment ............... 548 B. Conventional Approaches to Addressing Environmental Problems ......................................... 550 C. Proposed Approaches to Addressing Environmental Problem s ................................................................ 552 1. Market-Based Approaches: Internalizing Externalities ...................................................... 553 2. Reducing Energy and Raw Material Input .......... 554 3. Proposed Approaches that Address Consum ption ..................................................... 554 II. Consum er Culture ........................................................ 555 A. The Historical Development and Critique of the Consum er Culture .................................................. 557 B. Definitive Aspects of Consumer Culture .................. 559 1. The Reification of Images .................................. 559 2. The Market as the Primary Means of Satisfying D esires .............................................................. 562 C. Advertising and Consumer Culture ......................... 566 1. Advertising and its Place in Society .................... 566 2. Our Incredulity .................................................
    [Show full text]
  • Setting the Direction for Special Education in Alberta
    Setting the Direction for Special Education in Alberta Phase 2 Community Consultation | What we Heard Report Prepared by Calder Bateman Communications for Alberta Education | May 2009 ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA Alberta. Alberta Education. Setting the direction for special education in Alberta : phase 2 community consultation what we heard report / prepared by Calder Bateman Communications for Alberta Education. ISBN 978-0-7785-8157-4 1. Special education – Alberta. 2. Children with disabilities –Education – Alberta. 3. Students with disabilities – Education – Alberta. I. Title. LC3984.2.A3 A333 2009 371.904 TABLE OF CONTENTS Introduction 2 What We Heard 2 1. Vision, Mission and Principles 2 2. Building Blocks 5 3. Advice On Moving Change Forward 15 First Nations, Métis, Inuit Consultation 17 Concluding Remarks 22 Appendices 23 A. Consultation Methods B. Survey Respondents and Session Participants by Type C. Agreement with Possible Ways to Achieve Building Block Outcomes 1 INTRODUCTION Setting the Direction for Special Education in Alberta is a major Alberta Education project designed to create a new framework that will help students with special needs receive the education they need to be successful. The project is comprehensive and far-reaching, and will consider the needs of students in all types of schools: public, separate, Francophone, charter and private. Phase 1 of the project reviewed the effectiveness of the current approach and then focused on defining a vision, mission and principles to guide the future direction of special education in Alberta. Phase 2 presented this vision, mission and principles to Albertans and asked them to consider five building blocks that that could herald positive and important change for students with special education needs.
    [Show full text]
  • We Are Driven and Inspired by Our Mission, to Serve the Population Through Interprofessional Education and the Discovery of Know
    WE ARE DRIVEN AND INSPIRED BY OUR MISSION, TO SERVE THE POPULATION THROUGH INTERPROFESSIONAL EDUCATION AND THE DISCOVERY OF KNOWLEDGE DEDICATED TO IMPROVING THE WELLNESS OF ITS PEOPLE. CHICAGO MEDICAL SCHOOL • COLLEGE OF HEALTH PROFESSIONS • COLLEGE OF PHARMACY DR. WILLIAM M. SCHOLL COLLEGE OF PODIATRIC MEDICINE • SCHOOL OF GRADUATE AND POSTDOCTORAL STUDIES 3333 Green Bay Road, North Chicago, IL 60064-3095 • www.rosalindfranklin.edu 2015/16 YEAR in REVIEW MISSION to SERVE 2015/16 YEAR in REVIEW MISSION to SERVE 2015/16 YEAR in REVIEW 2 ROSALIND FRANKLIN UNIVERSITY TABLE of CONTENTS PRESIDENT’S MESSAGE .............................................. 4 TRIPLE AIM READY ..................................................... 6 SERVING the POPULATION ......................................... 8 PARTNERS in HEALTH ................................................10 POPULATION HEALTH ...............................................12 FRANKLIN FELLOW: Vanessa Rose, CMS ’19 .......................... 15 INTERPROFESSIONAL EDUCATION .........................16 GLOBAL HEALTH ........................................................18 SUCCESS in ALLIANCE .............................................. 20 FRANKLIN FELLOW: Allen Wiemer, CHP ’17 .........................22 DISCOVERY of KNOWLEDGE .................................... 24 RESEARCH PARK on the HORIZON ........................... 26 ADVANCING the TREATMENT of TBI ........................29 FRANKLIN FELLOW: Kalpit Shah, PhD ’16 ............................ 31 DEDICATION to IMPROVING WELLNESS .................32
    [Show full text]
  • Consumer Education Credit - ½ Term(S) - 1 Semester
    MHS Syllabus Business Education Consumer Education Credit - ½ Term(s) - 1 Semester Text: Economic Education for Consumers, © 2000 South-Western Publishing Roger Leroy Miller, Alan D. Stafford Prerequisites: Must be junior or senior Course Description: This course is designed to empower students with the survival skills needed to cope in today’s society. Basic economic and decision-making principles will be emphasized in order to achieve maximum utilization and satisfaction from resources, to evaluate alternatives in the marketplace, and to understand the rights and responsibilities of a consumer. WILL FULFILL CONSUMER EDUCATION GRADUATION REQUIREMENT. Course Content: 1. Consumer in the Marketplace 2. Money and Banking 3. Investments 4. Buying Wisely/Advertising 5. Credit 6. Renting an Apartment/Buying a House 7. Purchasing an automobile 8. Insurance 9. Taxes Course Format: Practical application class using real-world activities to simulate different areas of consumer life. Technology is used extensively for simulations. Course Expectations: Standard class Grades: • Projects • Written or oral exams/quizzes • Daily Work • Article Reviews • Discussion MHS Syllabus Business Education Course Objectives: • Analyze the rights and responsibilities involved with consumer protection • Apply the decision-making process in the role of the consumer • Identify the various types of advertising and its effect on consumer decisions • Understand and apply the aspects of keeping a checkbook • Differentiate and assess the various types of investments and savings plans. • Demonstrate the budgeting process. • Formulate sound decision-making principles when selecting and using credit. • Compare the options available when renting, purchasing, and financing housing. • Examine and demonstrate the car-buying process • Compare advantages and disadvantages of different types of insurance • Demonstrate how taxes and assessed and their purpose.
    [Show full text]
  • Asia Pacific Journal of Developmental Differences
    Asia Pacific Journal of Developmental Differences Volume 8 ⬧ Number 1 ⬧ January 2021 Published by the Dyslexia Association of Singapore (DAS) © 2021 DAS ISSN 2717 5200 (digital) Contact: The Managing Editor Dyslexia Association of Singapore 1 Jurong West Central 2 #05-01, Jurong Point Singapore 648886 Email: [email protected] Reprint permission may be obtained by writing to the Managing Editor at the above address. The responsibility for facts and opinions represented in the articles rests exclusively with the individual authors. Their interpretations do not necessarily reflect the views or the policy of the editorial committee, the Review Panel, sponsors of the Asia Pacific Journal of Developmental Differences, or the Dyslexia Association of Singapore. Asia Pacific Journal of Developmental Differences Editor-in-Chief Associate Editors Professor Angela Fawcett Helen Boden, CEO British Dyslexia Association, UK Research Consultant Dyslexia Association of Singapore, Professor Hugh Catts, Florida State University, USA Emeritus Professor Professor James Chapman, Massey University, New Zealand Swansea University, UK Emeritus Professor Professor Steve Chinn, Educational Consultant, UK Sheffield University, UK Prof. Kevin K H Chung, The Hong Kong Institute of Education, Hong Kong Kate Curawalla, President, Maharashtra Dyslexia Association, Mumbai, India Dr Kristiantini Dewi, Dyslexia Association of Indonesia, Indonesia Executive Editor Dr Shirley Egley, University of South Wales, UK Professor John Everatt Dr Gad Elbeheri, Dean, Australian University
    [Show full text]
  • Educational Psychology a Contemporary Approach
    BORICP01.doc - 1 Second Edition Educational Psychology A Contemporary Approach Gary D. Borich The University of Texas at Austin Martin L. Tombari University of Denver (This publication may be reproduced for student and classroom use without prior written permission of the authors) BORICP01.doc - 2 BORICP01.doc - 3 Contents in Brief Preface Chapter 1: Introduction to Educational Psychology Part I: What Teachers Need to Know About Development Chapter 2: Cognitive Development Chapter 3: Personal-Social Development: The Feeling Child Part II: What Teachers Need to Know About Learning Chapter 4: The Behavioral Science Approach to Learning Chapter 5: Cognitive Learning I: Understanding Effective Thinking Chapter 6: Making Learners Active Thinkers Chapter 7: Motivation and Classroom Learning Part III: What Teachers Need to Know About Instruction and Classroom Management Chapter 8: Group Process in the Classroom Chapter 9: Positive Approaches to Conduct Management Chapter 10: Instructional Management Part IV: What Teachers Need to Know About Assessment Chapter 11: Assessing for Learning: Ability and Standardized Assessment Chapter 12: Assessing for Learning: Objective and Essay Tests Chapter 13: Assessing for Learning: Performance Assessment BORICP01.doc - 4 Part V: What Teachers Need to Know About Learner Diversity Chapter 14: Teaching Exceptional and At-Risk Learners Chapter 15: Multicultural and Gender-Fair Instruction Chapter 16: Family Systems and Home-School Partnerships Appendix: Discussion and Practice Answers Glossary References BORICP01.doc
    [Show full text]
  • And the CONCEPT of SOCIAL PROGRESS by Paul Jones Hebard
    Lester Frank Ward and the concept of social progress Item Type text; Thesis-Reproduction (electronic) Authors Hebard, Paul Jones, 1908- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 23/09/2021 21:56:39 Link to Item http://hdl.handle.net/10150/553423 L E S T E R FRANK WARD and THE CONCEPT OF SOCIAL PROGRESS by Paul Jones Hebard A Thesis submitted to the faculty of the Department of Economics, Sociology and Business administration in partial fulfillment of the requirements for the degree of Master of arts in the Graduate College University of Arizona 1939 dxy). 2- TABLE OF CONTENTS Chapter I. INTRODUCTION .................... 1 II, BIOGRAPHY OF LESTER FRANK WARD • . 5 III. SOCIAL ACHIEVEMENT THROUGH SOCIETAL DEVELOPMENT......................... 13 A. The Development of Man B. The social Forces C. The Dynamic Principles IV. SOCIALIZATION OF ACHIEVEMENT .... 29 a . Social Regulation B. Social Invention C. Social Appropriation Through Education D. Attractive Legislation B. Sociooracy F. Eugenics, Euthenics, Eudemics V. CRITICISM........................... 70 VI. CONCLUSION......................... 85 BIBLIOGRAPHY...................... 8? 1 2 2 6 5 3 CHAPTER I IMTROBOOTIOH The notion of progress has been the souree of mueh dis­ cussion since the time of Aristotle, but, only during the last three hundred years, has progress been considered an 1 achievement possible to man. In this sense it is a concept which has developed primarily in the vrostern world.
    [Show full text]