THE UNIVERSITY OF BRITISH COLUMBIA

Li-1444.0 I I V(MD ? 'U(A( Ltc/ _-çç

March 8 

9

197

Gail Tech9 

Education Librarian, 

Campus, S.F.U. 

Dear Gail, 

Attached is a 

"Bibliography" from

Dr. Roland F. Gray who will be offering 

our course: 

CEDUC

'461}4 Trends and Developments in Educ- 

_- ? 

ational Practice 

in the Summer of 1974 (May - June Intersession) 

Dr. Gray 

has asked

that the Bibliography be checked so that he can be sure 

that all the books and pam 

p

hlets are indeed in the S.F.U. Library. Will you 

please do this or 

oversee

the chocking and inform Dr. Gray of the results of 

your check. His 

address is:

Dr. Roland F. Gray 

Faculty of Education 

University of British Columbia 

?

Vancouver 8, B.C. 

Please return the 

Bibliography

to ins after you have completed the checking. 

Thank you for this courtesy. 

Yours sincerely,

M. Sheila O'Connell, Director 

Undergraduate Programs 

/kg

Enc. 

. ?

THE UNIVERSITY OF BRITISH COLUMBIA

VANCOUVER 8, CANADA

FACULTY OF EDUCATION

March 7, 1974 

Dr. Sheila O'Connell 

Director of the Graduate Program 

Faculty of Education 

Simon Fraser University 

Burnaby 2, B. C. 

Dear Sheila: 

I am writing at last to response to your letter of January 30th. Please 

accept my apologies for being so late in doing this. I offer as an ex- 

cuse the fact that I have been 

Al!

practicum throughout the whole nxrnth 

of February and have found it difficult to keep up with my correspondence. 

I have at an earlier date sent in the employment papers that Wsent 

to me. I have enclosed with this letter the general calendar descrip- 

tion course information form all filled out with the requisite informa- 

tion. I have also enclosed a bibliography. I wonder if you would be 

able to have someone in your library check and indicate which copies are 

not available at Sinn Fraser and then let me know. I could consider 

then whether or not some of the books we could do without or whether 

they should be ordered in time for the course. I do note plan to 

require a text in the course. 

I trust this will be enough information for you to get started with. 

If there is anything else that I need to submit in a hurry, please 

advise. Thank you. 

Ve ? 

y yours, 

Roland F. Gray 

RFG/kl 

0 -

t

?

1ItEEEIIIII

B I B L I 0 G R A P H Y 

PART I - Books 

O Averch , 

FI.A., et al., How Effective is Schooling?: A Critical Review and 

Synthesis of Research Findings. Sant-a Monica, California, Rand Corp., 

1972. 

QBurton, Wm., The Guidance of Learning Activities, New York, Appleton-Century- 

Crofts, 1962. 

AA/)

i/'f 

B.C.T.F. , 

Involvement, B.C.T.F. Commission on Education, Vancouver, 

B.C.T.F., 1968. 

Chamberlain, Team Teaching, Columbus, Ohio, C.E. Merrill, 1969. 

v-Coleman, J.S. et al. Equality of Educational Onportunity, Washington, D.C., 

U.S. Government Printing Office, 1966. 

Cremin, L., The Transformation of the School, New York, random House, 1961. 

Fraser, D., Deciding What to Teach (N.E.A. Project on Instructional Program) 

Washington, D.C. , (the Assoc.) 1963. 

'Can,R.M. , 

The Conditions of Learning, New York, Bolt Rinehart & Winston, 

1965. 

Ginsberg & Opper, Piaget's Theory of Intellectual Develo 

p

ment, Englewood 

Cliffs, New Jersey, Prentice-Hall, 1969. 

-Glasser, Wm., Schools Without Failure, New York, Harper and Row. !9 

,

.-Glasser, Wm., Reality Therapy, Harper & Row, New York, 1965. 

Goodlad, J., Behind the Classroom Door, C.A. Jones, Division of Wadsworth 

Publishing Co., Worthington, Ohio, 1970. 

?

-

-Ha]J, E.M., & Dennis, L.A., Living and Learning, Toronto, Ontario 

Department of Education, 1968. 

Hil1son and Bongo, Continuous Progress Education, Palo Alto, California, 

S.R.A., 1972. 

,"'

Holt, John, How Children Fail, New York, Dell (Delta), 1964. 

Hunt, J. M., Intelligence and Experience, New York, Ronald Press, 1961. 

,

,-Il1ich, I., Deschooling Society, New York, Har 

p

er & Row, 1971. 

,--'Jackson, Life in Classrooms, Bolt, 1963. 

,Jencks, C., Inequality 

,

New Yàrk; Basic Books, 1972. 

Wisgerber, R.A., Developmental Efforts in Individualized Learning, 

Itasca, Ill., Peacock, 1971. 

Worth, W., A Future of Choices, A Choice of Futures, Report of the 

Commission on Educational Planning, Queen's Printer, Province of 

Alberta, Edmonton, 1972. 

S ?

Education 461 

B I B L I 0 C R A P II Y 

PART II - Articles and Pamnhlets 

/Bereiter, C., "Schools without Education", Harvard Educational Review 

Vol. 42, August 1972. 

()--Commission on the Reorganization of Secondary Education, Cardinal. 

Principles of Secondary Education, Washington, D. C., U.S. Office of 

Education, Bulletin #35, 1918. 

Department of Education, The Non-Graded Continuous Progress Plan, 

Regina, Department of Education, 1968. 

r- ? 

Department of Education, A Plan for the Reorganization of Instruction in? 

Saskatchewan Schoo1 

, Regina, Department of Education, 1963. 

Educational Policies Commission, The Central Purpose of American Education, 

Washington, D.C., N.E.A., 1961. 

--Educational Policies Commission, The Purpose of Education in American 

Democracy, Washington, D.C., N.E.A., 1938. 

1,-E1kins, D. et al., Open Education: The Legacy of The Progressive Movement, 

Washington, D.C., The National Association for the Education of Young 

Children, 1970. 

-Feathers tone, J., "Report Analysis: Children and Their Primary Schools," 

Harvard Educational Review, 38, 2, Spring 1968. 

Featherstone, J., 'The British and Us," The New Republic, 

September 11, September 25, 1971. 

-Featherstone J., "The Primary School Revolution," The New Republic, 

August 10, September 2, September 9, 1967. 

•1

,--Hanna, P., "Opportunities for the Use of Arithmetic in an Activity Program," 

The Teaching of Arithmetic, 10th Yearbook, N.C.T.M., New York, Bureau 

of Publications, T.C., Columbia University, 1935. ? . 

Hodgson, C., "Do Schools Make a Difference?" Atlantic, 231: 35-46, 

March 1973. 

L ?

-National Commission on T.E.P.S., The Teacher and His Staff, Washington, D.C., 

N.E.A., 1968. 

/ Torrance, E.P., What Research Says to the Teacher, 

Creativity, 

Washington, 

D.C., N.E.A. 

_A.

AUDIO-VISUAL MATERIALS 

16 NM FILMS 

(ivc n

'

ctL

Ci

cfr*c! C'&r

cJtcc

kro- k Sf -

)iu&a1

D.)

Summerhil].

28

mm.

Educ. A-V 

'A Multitude of Ones 

21

mm.

BCTF 

The Happy Adventure 

26

mm.

INC

OLearning By Doing 

40

mm.

Milburn 

0

Child of the Future 

58

mm.

Alberta 

Knowing to Learn 

71

min. 

INC

QPrimary Education in England 

17

mm.

BCTF 

OReality of Success        

28

mm.

0Schools Without Failure 

OFILM STRIP - Audio Tape Packet 

of Six on Individualizing 

?

BCTF 

Instruction 

Li-1444.0

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pant -i ?

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dbe casam Will

be judged us

alaay to be uAtten by all students at

the and of the

jadgeaents will be used only to

decide If

a grade Muld be

no ca5e will they he used to reduce a gradew All u9migemcnon

SQUA Love Hui ?

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YOU WAY

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Who's Wif

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WHO going :i yonteci

afi ?

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MOO 3001 to

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eadi,

its

babliv

jou"Ot Qo

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with,

Svc,

Koday

x nut.

egunWng ;L;'

Ch in!

The Mached ancenjed

tiIc ?

s;j

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human& ?

key

may mt

none lignt

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in a

>0 0

yatuau

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INSLen

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j M

Qj•j ?

htn

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.

By

Eric 

it

^'Al 

the igt

ernh Century, the ieen

demmination

Ptallaimed by pogrosiie th.thk'; aR4 iY US RVYa halt of

1900's

these ideas cane to

futo)m

in the fiici of

eij,utjon.

The

priatdple of suCh

Was the :eplatemet of

teach the child withott

the

use of core

appealing to his nuYlos

ty aid

spontaneous

needs

ad thos

to get

Intd In the wrld wtvu

a

This

step in

attitude

human

marked

d evel opment.

the beginning of progressive education and was a A

ip:nt

ATOM

recent years, a Inc aing actIon

.iga1n,t

peee

s s

het hh Today, many people

believe

the

theory

:elf a1zencouz and that

it should be Eh&Gwn

verbcQrd. There is a stJ.ng wa

l

emen U

van

ion

a

ze an

sore di ipne, and even a cau Ta

I g

to peii phycl

pulishmolt

upjL,

by public

school teachers,

Is the idea of edcation iithout

o? Mn

±'

the ides .itoii

is A

N arnag, has cao we explain its relative ?ailui?

I believe the idea of freedom for childsn whK AOZ wrong but the idta

of freedom has almoot always been perverted. To d!

-t;n 

i

s ornef e.esrj

we sust

first understand the nature of frec-deii; end to do

this w

e must

d LffSWti2tC be

tween

Ot?t authority and anon,0

• ?

C7ert authcrty is

S>CrCisSd

directly a

d KPIKORY, Thu. person in

.irthority frankly tells the

one

who is subject t

hYJi, •

"foj

mu. L do

t15,

f you do act, certain 0ancHnas tilll. be

appl..cz ?

you' %'sue

stty tends to We that force Is 009 ued tmyous auinority pd

that there is no authority, that all is doiae with the cousent of the idi\!i.Lii

While the teacher ci? the past said to Johnny, op

this If

you

P11 punish

you;

Way

o c:eschar saye "I :&mafl Me t do tü.a"

the senction ion di

abedlaAne Is not za ?U#i P70ishwan, act the

Suffering 

face of the parent, o' ha is warsu, cent nrlpg the f"lin c

• beitg

djusted

" of not acting

the

cro

d •c;.

Run

' physical force;

ayous authority

employs P2f

ibiv

JLLco3

• ::

OYSTam

OSSd.€ Len

who feel free and .:dLnt at Ubc are

theless will

ng to do ibat is enpected of them, Pon who will fit into the

f q

achins

with

Z fr I

ction, who can he ided without force, who can

:rid

tithcac leaders,.

,i:

is not

that euthcrit:

has 6

ed,

r e

• it has lost in etcength, but that it';

has been •en &'iod Boa

• • utharity of

force to the osecus authority af p' "as'n and •tggeE;ion.

Ths

some artl

sets are employed in proges..v.: Q

MVIGn.

The wAild

s forced. to

cn1oj

the pill, but the

p i ll

Agion a

cisting.

Pernts

and

teachers

We conusod true nonauthoritar

adua,Li,n

Ulth

sducatAon

meana of persuasion and bidden coercin,

PRO g rassiva

eduu,.:©

as

Inteu

l

to he sn hai n'vet

developed as it sas

toaitt "'

Neil1 9

A.S.

Se001..

(New York: ia-t Pl' lisng Co. r A9,01, pp

itYOML) RhEDOMI 

ii:; 

By B 

A Ocientific anayia o hehavio dp 

?

toj32

main 

the

control

he has 

?

said to 

eert over to the

The idipIdti

way

them seem peiticularly vulnerabae. He is, 

?

th to be o tolled 

the old around him, and in large

pert by 

other 

Mer.

Is

not then 

a ?

have been vActims, as they have

been v

but

tbisers

the word is too strong. 

isipliee dtior& thich is by no neer.s an 

tial Consequence of i 

?

personalontro3I 

?

even under benevolent 

• ? 

control is the individual not at best a spectator who ay watch what happens 

but is heRPROSS to do anything about it? Is he 

not

'at a dead end in his long 

• ? 

struggle to ontrul his o 

• rn

destiny?" 

at is only anthonoious 

Ma y

l

who has reached ad•esd en1 Mn his'Rfay 

be controlled by his envirunnent, but 

it is an

nint of his otn

MeMILD.

g

The physical eniironent of sost 

people 

is largely: 

?

tho

The

5f5©55

person wiiiks on the walls which shelter him, the clothing he wears, Many of 

the foods he eats, 

the

tools he uses, the vehicl.ehe moves about in most of 

the

things he listens to and looks at are hen roucts. The social envfron 

ent is obviouslyman-made - it generates the .lnguage a person speaks, the 

customs he follows, and the behavior he anhibite ith respect to the ethici, 

religious, governmental, economic, educational, and psychotherapeutic institu 

tione which control 

MSL

The evolution of a. culture is in fact a kind 6f gigantic exercise in 

As the individual controls himself by klanipuRating the world 

which he lives, so the ha.n species has constructed n environment in which 

its members behave in a highly effective way. Mistk have been made and 

we have no assurance that the environment man has constructed will continue 

to provide gains which outstrip the losses, but 

zaA

as we .zraow him, for better 

of for wor, is what man has made of man.

This will not satisfy those who cry "Victim" C.S.Lewis protested:. 

the power of 

men

to make himself what he pleases .means.the power of 

some men to make other man what they please." This is inevitable in 

the

nature of cultural evolution. The controlling self must be distinguished 

from the controlled self, en when they are both inside the sane .kin, and 

when control is

eercissd through the design of an external environment, the 

selves are, with minor exceptions, distinct. The person who uninantiona.11y

or intentionally introduces a new cultural practice is only one eong possibly

billions who will be affected by it. If this does not seem like an act of

self-control, it is only because we have misunderstood the nature of self-

control in the individual.

°Skinner, B.P.

Bapnd

Freedom and

iit. ?

(New York: I3awtan(Vintage;,

l72),

From THE UIi!LE

Je. ?

iqes R':u

Young teacher, I sin setting before you a difficult task

e at

all.

controlling

This art

without

is, I confess,

precepts,

beyond

and doing

your

everything

years,

W.ithriut

not calcclated

doing anything

but

display

it is

your

the

talents

only road

nor to

mace

success

your

You

value

will

Rnotm

ne:er

t10

uced

your

icholar

anakig

a parents;

wia

men if you do not first aks little imps of ischie10,

When education-is most carefully attended t*

tjt

teacher -issues h

orders and thinks himself master, but it I

the child zhu is really mt

He uses the tasks you set him to obtain 'what he wants from you, and he can

lways make you pay for an

industry by a week's conplaisnc. You

must always

making bargains

with

him. These ?

ains, suggested in your

fashion, but carried out in his, always follow the drction of his on

cies, especially when you are foolish enough

YIzk

the coniition om

advantage

bargain

not

is almost

And that

sure

obtain,

it should

whether

be, for

fu12ill

the sagacity

his pert

which

tho

the

child would have devoted to Self -preservation, ad he been left to Mins:f!,

is now devoted

the rescue of his native freedom from the chains of his

tyrant; while the latter, who has no such pressing ee to understand the

vanity.

child, sometimes finds that it pays him better to

lve him

in ineas or

Take the opposite course

wth

your pupil;

lot

him .wiys

he i

Waster

while you are really master There is no Subjection so •cmpiete a

that which preaeves the forns of freedom; it is thus that the will itself

is taken captive. Is not this poor child, without knowledge, acrength,

wisdom, entirely at your mercy? Are you mot master of hic wholo enviroaineit

contl?

and

so for

play,

Lit

his

doubt

affects

pleasure

he ought

Mm?

and

only

pain,

Cannot

are

you

they

what

make

nothe

him

wants,

kno

what

but

him,

pleee?

under

His

your

want

work

to do nothing but what you want him to do,. He should never makt a step yom

have not

foreseen, nor utter a ord you could not foretelL,

Rousseau,

Dent

Jear,*

& Sons,

Jacques,

174). pjT.

Emile,

8R5,Translated

by B

arb.vr o2ey

oc&n; J