Silverberg, Carol (Author)
This study seeks to understand the present through an examination of the past. It argues for the theoretical and practical possibilities of applying a critical educational theory to illuminate the reform movement at the turn of the 20 th century, a movement that created and elevated science as the primary agent for determining the quality and quantity of education an American youth would receive. This study highlights the work of Lewis Madison Terman who held that mental ability could be measured as a single entity and that IQ was inherited, constant and not affected by environmental factors. This position was challenged then and is still a subject for debate. One historian asks what the difference is if IQ is 60% genetic and 40% environment or vise versa. The difference is in public policy, a major theme in this study. Chapter one-three provides the introduction, literature review, and methods including a discussion of the theoretical framework of the dissertation. Chapter four explores the activities of Terman to establish mass testing and tracking in the school system including the influence of political and financial institutions. Chapter five, the conclusion, questions how a system that is so antidemocratic could be legal. Validity was based on triangulation including multiple data- collection methods, multiple sources and consideration of multiple theoretical perspectives.
...MoreDescription Cited in Diss. Abstr. Int. A 69/04 (2008). Pub. no. AAT 3311920.
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