WorldCat Identities

Leeper, Robert Rosborough 1913-2002

Works: 39 works in 157 publications in 1 language and 6,211 library holdings
Genres: Conference papers and proceedings 
Roles: Editor, Author, Compiler
Classifications: LB1570, 371.2013
Publication Timeline
Most widely held works by Robert Rosborough Leeper
Supervision: emerging profession; readings from Educational leadership by Robert Rosborough Leeper( Book )

15 editions published between 1969 and 1975 in English and Undetermined and held by 444 WorldCat member libraries worldwide

This collection of 65 articles related to the profession of educational supervision is intended primarily for use with students in teacher education. Represented in the single volume are articles from a decade of writing (1960-69) by leaders in the "emerging profession" of supervision. The essays, which cover a wide range of subjects in their attempt to "analyze current needs and to project sound proposals for meeting them in the perspective of the future," fall into five major sections: "Leadership: Talent for Growth"; "Issues in Professionalization"; "Research: Instrument for New Knowledge"; "The Supervisor at Work"; "Supervision: Its Potential." In his introduction to the collection, Fred T. Wilhelms stresses that in the midst of the great ferment and growth of the last decade--both of which are reflected in the content of this book--one thing is certain: "the need for organized leadership, always great, is going to increase. The forms will change; the structure of staff organization will change; the nature and extent of participation by teachers and others will change. But the need for trained, dedicated leaders will not change--except to grow." This book is intended to help meet that need. (Author/ES)
Language and meaning; papers by Association for Supervision and Curriculum Development( Book )

3 editions published in 1966 in English and held by 442 WorldCat member libraries worldwide

Humanizing education: the person in the process by Association for Supervision and Curriculum Development( Book )

11 editions published between 1967 and 1980 in English and held by 384 WorldCat member libraries worldwide

Learning and mental health in the school by Association for Supervision and Curriculum Development( Book )

4 editions published in 1966 in English and held by 374 WorldCat member libraries worldwide

This book, comprised of seven chapters, focuses on the problem of planning a curriculum that recognizes and promotes growth of each pupil in the areas of mental health and learning. Chapter one, "Mutuality of Effective Functioning and School Experiences," emphasizes acceptance of pupils' thoughts and feelings and the pupils' challenging of the generalizations and the concepts that are inherent in the structure of knowledge in the curriculum. Chapter two, "The Achievement of Competency," discusses mental health from the viewpoint of the qualities that one needs in order to function competently. The importance of these qualities--work, play, and love--and their effect on learning is developed. Chapter three, "New Conceptions of Children's Learning and Development," is a reexamination and a comparison of research evidence regarding the development, learning, and motivation of human beings. Chapter four, "a Cognitive Field Theory of Learning," emphasizes inadequacy of some ideas about learning and reinforcement theories of learning as guides to teachers' action in the classroom. Chapters five, "Self-Actualization; a New Focus for Education," and six, "Learning and Becoming--New Meanings to Teachers," describe ways some teachers put into effect points discussed in previous chapters. Chapter seven, "The School and the Ego as Information Processors," discusses the concept of information, the common denominator of all the other chapters. (Author/PD)
Intellectual development : another look. Papers by United States( Book )

7 editions published in 1964 in English and held by 337 WorldCat member libraries worldwide

Curricular concerns in a revolutionary era; readings from Educational leadership by Robert Rosborough Leeper( Book )

9 editions published in 1971 in English and Undetermined and held by 335 WorldCat member libraries worldwide

Sixty-six articles and two poems, selected from "Educational Leadership", comprise this book. Major emphasis is on curricular concerns and instruction in the schools of today and the future. Authors provide insightful, comprehensive understanding about educational issues and concerns rather than attempt final answers to complex problems. Re-examination of educational goals is necessary before future curriculum is reshaped. The materials, divided into 11 sections, are arranged partly in chronological order by date of publication and partly in accordance with logical treatment of the instructional concern represented. The divisions are: 1) Values; 2) Individualization; 3) Social Involvement; 4) The Search for Theory; 5) Integration; 6) Ethnic Studies; 7) Student Rights and Responsibilities; 8) Whorls in a Revolutionary Society; 9) Politics; 10) Adapting to the Needs of our Time; and, 11) In a World Setting. The various authors uphold the potential of each individual and express the importance of increasing interrelationship and interdependence of human affairs in the world scene. New meaning and quality in education can be agents of change toward solving world problems. Included is a list of Autumn 1971 ascd publications and an author-subject-title index that is alphabetically arranged. (Editor/SJM)
Emerging moral dimensions in society : implications for schooling by Robert R., Ed Leeper( Book )

3 editions published in 1975 in English and held by 334 WorldCat member libraries worldwide

This document presents lectures and dialogues from a two-day colloquium in which experts from academic fields outside of education identified and examined values upon which schooling might and should focus; that is, the identification of moral imperatives. The Association for Supervision and Development (ascd) lectures were planned in order to ferret out a clearer body of values to give direction to thought for possible reformation of curriculum content. This booklet presents a chapter written by Harold G. Shane and reports the lectures of Jonas Salk, Robert Heilbroner, Willard Wirtz, and William I. Thompson. Some of the many facets of moral education are considered in each of the following essays, with a bearing on schooling and with suggestions for how to examine the future as a guide to present educational decision making and development. Harold G. Shane briefly describes the values education "movement." Jonas Salk draws on his scientific experiences in developing moral human equations. Robert Heilbroner presents a gloomy commentary on the human prospect, and starkly presents some of the excruciating moral dilemmas. Willard Wirtz depicts the implications of moral responsibility in a democracy and for education. William I. Thompson sketches the moral foundations he sees in a new planetary culture, and what they may suggest for educational practice. (Author/JR)
Role of supervisor and curriculum director in a climate of change by ASCD 1965 Yearbook Committee( Book )

5 editions published in 1965 in English and held by 329 WorldCat member libraries worldwide

The supervisor: agent for change in teaching. Papers from the ASCD Eleventh Curriculum Research Institute, Washington, D.C., November 6-9, 1965, Denver, Colorado, April 23-26, 1966 by Curriculum Research Institute( Book )

8 editions published in 1966 in English and held by 312 WorldCat member libraries worldwide

Influences in curriculum change; papers from a conference sponsored by the ASCD Commission on Current Curriculum Developments, New York, New York, December 1966 by Glenys G Unruh( Book )

8 editions published in 1968 in English and held by 311 WorldCat member libraries worldwide

This report contains conference addresses that (1) deal with social and psychological forces influencing curriculum change and (2) discuss actual changes now taking place in a number of subject fields. Insights into the forces acting on the curriculum are presented by the authors of Part I. Arthur W. Foshay challenges educators to recognize the legislative, social, economic, and scientific forces working on curriculum and the school. William A. Bricker points to the contributions of the Skinnerian concept of reinforcement and shaping to our understanding of the process of learning. Donald Snygg contrasts the shaping concept with the concept of the cognitive field theory of learning in which learning is seen as an active process of search and discovery. Dwayne Huebner examines the relationship between the psychology of learning as presented by two theorists representing contrasting schools of thought and the implications of learning theories for curriculum building. William M. Alexander draws on these ideas to make predictions for the schools of the future. Part ii contains papers issuing from seminars in the subject areas of art, music, vocational education, social sciences, and health and physical education. (Author/JF)
Theories of instruction; papers by Curriculum Research Institute( Book )

4 editions published in 1965 in English and held by 309 WorldCat member libraries worldwide

Curriculum decisions, social realities by Association for Supervision and Curriculum Development( Book )

8 editions published in 1968 in English and held by 304 WorldCat member libraries worldwide

This booklet reports six of the major presentations about the social forces that are molding or blasting the schools. Muriel Crosby discusses the developing problems of the city, its people, and its schools along with some community and educational solutions to these problems: redistricting, emphasis on quality education, inner city teacher education programs, new strategies in teaching, curriculum building, and supervision. William H. Schuman describes the unique place of the humanities and the performing arts in public education, the role of a performing arts center like the Lincoln Center, and the integration of the arts into the curriculum. A. Donald Bourgeois talks about the impact of mass or urban living on man and his environment, culture, self concept, and education. Nicholas A. Masters covers briefly the impact of political power on education including: teacher unions, and federal aid to education. He reviews a survey of the interrelationships of Community Action Agencies with public school systems in urban areas. Jack Frymier develops a conceptual scheme for understanding rebellion and authoritarianism as manifestations of behavior within social systems with implications for education and educational change. Gerald Weinstein describes the social characteristics of urban schools, and his model of educational objectives, methods, staff utilization, and school community relations. (Sbe)
Middle school in the making : readings from Educational leadership by Robert Rosborough Leeper( Book )

4 editions published between 1974 and 1975 in English and held by 298 WorldCat member libraries worldwide

The 32 articles in this volume suggest many ideas to be considered in planning a middle school. The traditional junior high school organization and program have for some years caused much concern. This level of schooling has seemed to some to be too much influenced by the high school curriculum. Observations suggest that sixth graders are more compatible with seventh and eighth graders than with other elementary students and that ninth graders are more compatible with high school students. Contributions to this volume are presented in five sections that consider the rationale for the middle school, its definition, its pupils and teachers, its curriculum, and some examples of middle schools in action. The articles present guidelines for establishing goals and for planning and staffing middle schools. Photographs will reproduce poorly. (Author/DN)
Strategy for curriculum change; papers by Association for Supervision and Curriculum Development( Book )

8 editions published in 1965 in English and Undetermined and held by 297 WorldCat member libraries worldwide

Curriculum change; direction and process by Association for Supervision and Curriculum Development( Book )

7 editions published in 1966 in English and held by 276 WorldCat member libraries worldwide

Four conference presentations in this report provide insights into and understandings of both the process of curriculum change and the direction that such change should take. Professor John I. Goodlad, in the first address, urges the development of a "humanistic curriculum." In the second presentation, Dr. William G. Hollister, a mental health authority, tells how to use traditional subject matter fields to achieve not only cognitive objectives, but also objectives in the affective domain, thereby more fully developing the humane characteristics of children. Professor Harry S. Broudy, an educational philosopher, points out the factors that must be included in a unified theory of education and takes the position that the lack of such a theory of education has in the past prevented development of a humanistic curriculum. In the last presentation, Professor Ronald Lippitt, an authority on the process of planned change, discusses a model for bringing about change in the curriculum. He analyzes six phases of the change process and illustrates these changes in detail by describing the steps that a curriculum change agent might take in developing new programs of education. (Author/JF)
A man for tomorrow's world; addresses by Samuel D. Proctor, Theodore Roszak, and Alexander Frazier and two ASCD position papers from the 25th annual conference, San Francisco, California, March 14-18, 1970 by Association for Supervision and Curriculum Development( Book )

3 editions published in 1970 in English and held by 214 WorldCat member libraries worldwide

Dare to care/dare to act; racism and education by Association for Supervision and Curriculum Development( Book )

4 editions published in 1971 in English and held by 210 WorldCat member libraries worldwide

This booklet presents the text of the addresses by three speakers at the Annual Conference of the Association for Supervision and Curriculum Development, March 6-10, 1971, in St. Louis, Missouri. The first address, "Dare to Care/Dare to Act" by Price M. Cobbs, M.D., deals with the symptoms, the virulence, and the infectious nature of racism. He emphasizes the essential role played by blacks in the development of modern America, and the necessity for American education to make the changes necessary to cope with the racism prevalent in American society. The second address, "a place to come from," by Uvaldo Palomares proposes a system of communication which he believes extremely effective in bringing people of divergent viewpoints together, so that they at least understand each other and are communicating. Jerome S. Bruner's address, "The process of education reconsidered," discusses the context in which the book was written in 1960, and developments since then. The fourth address, "And they of the middle years," by Fred T. Williams, discusses the most urgent national priorities for action, as seen by its author. John D. Greene reviews his observations and thoughts on the conference in his address, "Impressions." Finally, Alvin D. Loving, Sr. Discusses "The Concept of Avoidance" as applied to events concerning the conference speakers. (Jm)
Changing supervision for changing times by Association for Supervision and Curriculum Development( Book )

5 editions published in 1969 in English and held by 207 WorldCat member libraries worldwide

This collection of four addresses considers some important issues for educational supervisors in a society undergoing rapid social changes. Jacqueline Grennan Wexler suggests that open communication in a climate of mutual independence and responsibility among educational administrators, students, teachers, and taxpayers is a possible solution to turmoil in contemporary education. Harry S. Broudy treats the school as a social system and outlines three major areas of stress in contemporary education: teachers vs taxpayers, black vs white cultures, and students vs administrators. Richard L. Foster challenges supervisors to be leaders of educational revolts by proposing new curricula and methods of school organization to make educational institutions relevant to contemporary problems. Muriel Crosby chides supervisors for failing to accept responsibility in the leadership of their own profession, and recommends the professionalization of supervision by establishing a body of theory and practice pertinent to that field. (Ra)
Assessing and using curriculum content : report of the second National Conference on Curriculum Projects by National Conference on Curriculum Projects( Book )

1 edition published in 1965 in English and held by 172 WorldCat member libraries worldwide

Hunters Point redeveloped; a sixth-grade venture. A tape transcription of sixth graders discussing their plan for redeveloping a depressed area in San Francisco by Robert Rosborough Leeper( Book )

4 editions published in 1970 in English and held by 160 WorldCat member libraries worldwide

A class composed of many minority group children in a low socio-economic area school some distance from Hunters Point, developed this Proposal in a self-created social studies unit. The children and their teacher had been motivated by a summer crisis which had the city in a turmoil. They decided to investigate what could be done to improve the community, and, to make the community their classroom. Newspapers were devoured, city authorities and personnel on the Redevelopment Planning Board were interviewed, the slums were visited, conditions with regard to education and recreation were researched. An elementary teacher education class at San Francisco State College worked with them. The sixth grade plan included: cooperative integrated housing projects, an African-Negro Cultural Center, a rapid transit line, medical facilities, new schools, and, parks and recreational facilities. The costs of their plan were analyzed, and it was suggested that the State, the City, and the Federal Government would share these costs. The residents of the community would take part in planning and the actual construction thereby providing jobs for the black residents. Later, as a compliment to their dreams, the city approved a plan for this area incorporating many of their ideas. (Sbe)
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Alternative Names
Leeper, Robert R.

Leeper, Robert Rosborough 1913-

English (118)