Why Any Grades at All, Father?

Phi Delta Kappan

Volumn 78, Issue JAN, 1996, Pages 374-377

  Juarez, Tina ^a  

^a Walter Prescott Webb Middle School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0007411805     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (22)

1. The Bells of St. Mary's (Los Angeles: Republic Pictures Corporation, 1945).
2. John Laska and Tina Juarez, eds., Grading and Marking in American Schools: Two Centuries of Debate (Springfield, Ill.: Charles C Thomas, 1992), pp. 3-4.
3. Mary Lovett Smallwood, An Historical Study of Examinations and Grading Systems in Early American Universities (Cambridge, Mass.: Harvard University Press, 1935), p. 42.
4. Stephen S. Colvin, "Marks and the Marking System as an Incentive to Study," Education, May 1912, p. 560.
5. Ibid., p. 565.
6. William L. Wrinkle, "School Marks - Why, What, and How?," Educational Administration and Supervision, March 1935, p. 219.
7. William Glasser, Schools Without Failure (New York: Harper & Row, 1969), p. 95; and idem, "Reaching the Unmotivated," Science Teacher, March 1971, pp. 18-22.
8. William Glasser, Schools Without Failure (New York: Harper & Row, 1969), p. 95; and idem, "Reaching the Unmotivated," Science Teacher, March 1971, pp. 18-22.
9. Robert L. Ebel, "The Failure of Schools Without Failure," Phi Delta Kappan, February 1980, p. 386.
10. Ibid.
11. Terence J. Crooks, "The Impact of Classroom Evaluation Practices on Students," Review of Educational Research, Winter 1988, pp. 438-81; Morton Deutsch, "Education and Distributive Justice: Some Reflections on Grading Systems," American Psychologist, May 1979, pp. 391-401; and Gary Natriello, "The Impact of Evaluation Processes on Students," Educational Psychologist, Spring 1987, pp. 155-75.
12. Terence J. Crooks, "The Impact of Classroom Evaluation Practices on Students," Review of Educational Research, Winter 1988, pp. 438-81; Morton Deutsch, "Education and Distributive Justice: Some Reflections on Grading Systems," American Psychologist, May 1979, pp. 391-401; and Gary Natriello, "The Impact of Evaluation Processes on Students," Educational Psychologist, Spring 1987, pp. 155-75.
13. Terence J. Crooks, "The Impact of Classroom Evaluation Practices on Students," Review of Educational Research, Winter 1988, pp. 438-81; Morton Deutsch, "Education and Distributive Justice: Some Reflections on Grading Systems," American Psychologist, May 1979, pp. 391-401; and Gary Natriello, "The Impact of Evaluation Processes on Students," Educational Psychologist, Spring 1987, pp. 155-75.
14. Washburne credits the origin of many of his ideas on education to Frederic L. Burk, who, beginning in 1913, developed an approach to individualizing instruction and promotion in the elementary school of the San Francisco State Normal School.
15. Carleton Washburne, Adjusting the School to the Child (Yonkers-on-Hudson, N.Y.: World Book Company, 1932), p. 1.
16. Ibid., p. 4.
17. Ibid., p. 164.
18. Ibid., pp. 2-4.
19. Ibid., p. 4.
20. Carleton Washburne, A Living Philosophy of Education (New York: John Day Company, 1940), p. 214.
21. Ibid., pp. 214-15.
22. Carleton Washburne et al., The Winnetka Public Schools (Bloomington, Ill.: Public School Publishing Company, 1926), pp. 3-135.