Tanner, Daniel
Overview
| Works: | 63 works in 181 publications in 5 languages and 5,737 library holdings |
|---|---|
| Genres: | History Longitudinal studies Abstracts Conference papers and proceedings Academic theses Periodicals |
| Roles: | Author, Editor, Dedicatee, Honoree |
| Classifications: | LB1570, 375.0010973 |
Publication Timeline
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Most widely held works about
Daniel Tanner
- Daniel Tanner of Norfolk, Virginia, and Canterbury, Kent by John Anderson Brayton( )
- Tanner, Daniel : history & philosophy of science( )
- Tanner, Daniel by Michigan( )
Most widely held works by
Daniel Tanner
Curriculum development : theory into practice by
Daniel Tanner(
Book
)
40 editions published between 1975 and 2007 in 3 languages and held by 1,580 WorldCat member libraries worldwide
With its focus on the application of theory to actual classroom practice, this book's treatment of the full spectrum of curriculum design and practice has set the standard for completeness for nearly two decades. Part I explores the historical roots of current curriculum issues and practices, emphasizing the assessment of leading efforts at reform. Part II offers a critique of changing concepts of curriculum, conflicting curriculum and educational rationales, and influences for and against change. In Part III, major crosscurrents in reform and reconstruction are discussed, including social crises, the "knowledge explosion," curriculum articulation, and emerging designs. Part IV focuses on curriculum research and improvement, paying particular attention to the roles of teachers, supervisors, administrators, and curriculum specialists in the process.--Goodreads
40 editions published between 1975 and 2007 in 3 languages and held by 1,580 WorldCat member libraries worldwide
With its focus on the application of theory to actual classroom practice, this book's treatment of the full spectrum of curriculum design and practice has set the standard for completeness for nearly two decades. Part I explores the historical roots of current curriculum issues and practices, emphasizing the assessment of leading efforts at reform. Part II offers a critique of changing concepts of curriculum, conflicting curriculum and educational rationales, and influences for and against change. In Part III, major crosscurrents in reform and reconstruction are discussed, including social crises, the "knowledge explosion," curriculum articulation, and emerging designs. Part IV focuses on curriculum research and improvement, paying particular attention to the roles of teachers, supervisors, administrators, and curriculum specialists in the process.--Goodreads
History of the school curriculum by
Daniel Tanner(
Book
)
11 editions published between 1989 and 1990 in 3 languages and held by 764 WorldCat member libraries worldwide
Ben shu yi mei guo xue xiao jiao yu cong ou zhou jiao yu de mu ti zhong fen mian zuo wei kai shi, Dao ta du te de jiao yu li lun he shi jian de xing cheng, Zhan shi le zai shuang gui yu dan gui, Zong he ke cheng yu fen ke ke cheng, Xue ke zhong xin yu xue sheng zhong xin, Chuan tong yu xian dai, Bao shou yu ji jin, Li lun yu shi jian deng er yuan lun zhi jian de zhong zhong jiao zhu he nu li
11 editions published between 1989 and 1990 in 3 languages and held by 764 WorldCat member libraries worldwide
Ben shu yi mei guo xue xiao jiao yu cong ou zhou jiao yu de mu ti zhong fen mian zuo wei kai shi, Dao ta du te de jiao yu li lun he shi jian de xing cheng, Zhan shi le zai shuang gui yu dan gui, Zong he ke cheng yu fen ke ke cheng, Xue ke zhong xin yu xue sheng zhong xin, Chuan tong yu xian dai, Bao shou yu ji jin, Li lun yu shi jian deng er yuan lun zhi jian de zhong zhong jiao zhu he nu li
Crusade for democracy : progressive education at the crossroads by
Daniel Tanner(
Book
)
12 editions published between 1991 and 2015 in English and held by 572 WorldCat member libraries worldwide
12 editions published between 1991 and 2015 in English and held by 572 WorldCat member libraries worldwide
Schools for youth; change and challenge in secondary education by
Daniel Tanner(
Book
)
10 editions published between 1965 and 1967 in English and Undetermined and held by 484 WorldCat member libraries worldwide
10 editions published between 1965 and 1967 in English and Undetermined and held by 484 WorldCat member libraries worldwide
Secondary education: perspectives and prospects by
Daniel Tanner(
Book
)
9 editions published in 1972 in English and Undetermined and held by 447 WorldCat member libraries worldwide
9 editions published in 1972 in English and Undetermined and held by 447 WorldCat member libraries worldwide
Using behavioral objectives in the classroom by
Daniel Tanner(
Book
)
4 editions published in 1972 in English and Undetermined and held by 430 WorldCat member libraries worldwide
4 editions published in 1972 in English and Undetermined and held by 430 WorldCat member libraries worldwide
Secondary curriculum; theory and development by
Daniel Tanner(
Book
)
6 editions published in 1971 in English and Undetermined and held by 422 WorldCat member libraries worldwide
6 editions published in 1971 in English and Undetermined and held by 422 WorldCat member libraries worldwide
Improving the curriculum : the principal's challenge : a report of the NASSP Curriculum Council by
Daniel Tanner(
Book
)
8 editions published in 1988 in English and Undetermined and held by 407 WorldCat member libraries worldwide
This second report of the National Council is an outgrowth of a conference conducted as an inservice program for members of the Council's parent organization, the National Association of Secondary School Principals. The report contains four papers which examine problems, issues, and perspectives about the improvement of American secondary education and which constitute extensions of the original conference presentations on which they are based. Titles and authors are as follows: "Toward a Contextually Grounded Curriculum" (Fenwick W. English); "Practical Strategies for Improving the Curriculum" (Allan A. Glatthorn; "Supervisory Leadership for Curriculum Renewal" (Daniel Tanner); and "Productive Time and Subject Matter Learning" (Herbert J. Walberg). (SI)
8 editions published in 1988 in English and Undetermined and held by 407 WorldCat member libraries worldwide
This second report of the National Council is an outgrowth of a conference conducted as an inservice program for members of the Council's parent organization, the National Association of Secondary School Principals. The report contains four papers which examine problems, issues, and perspectives about the improvement of American secondary education and which constitute extensions of the original conference presentations on which they are based. Titles and authors are as follows: "Toward a Contextually Grounded Curriculum" (Fenwick W. English); "Practical Strategies for Improving the Curriculum" (Allan A. Glatthorn; "Supervisory Leadership for Curriculum Renewal" (Daniel Tanner); and "Productive Time and Subject Matter Learning" (Herbert J. Walberg). (SI)
Supervision in education : problems and practices by
Daniel Tanner(
Book
)
8 editions published in 1987 in English and held by 369 WorldCat member libraries worldwide
While supervision is recognized as a crucial aspect of organized education, it has received less attention than it deserves. This book treats educational supervision as a cooperative problem-solving process, rather than an aversive inspection for staff deficiencies. Part I describes benefits of the developmental approach. Part ii focuses on the administrative organization of supervision and supervisory roles and functions. The importance of a functional, organic organizational format is stressed, since mechanistic, hierarchical structures impede communication and discourage a team approach to confronting and resolving emergent problems. Also examined are material support for teachers, democratic leadership roles for administrators, and conflicting purposes of supervision. Part iii explores supervision in relation to school climate, conflicting models, teacher effectiveness, and common classroom problems. A participative, democratic system is the most desirable. Part iv examines forces for educational improvement as a response to wider sociopolitical influences. Schools are urged to adopt a "generative-creative" operating model instead of functioning at an "imitative-maintenance" level of knowledgeability. Part v addresses curriculum supervision issues, while Part vi focuses on staff development and school improvement. Each chapter contains questions, notes, and selected references. The book also has name and subject indexes. (Mlh)
8 editions published in 1987 in English and held by 369 WorldCat member libraries worldwide
While supervision is recognized as a crucial aspect of organized education, it has received less attention than it deserves. This book treats educational supervision as a cooperative problem-solving process, rather than an aversive inspection for staff deficiencies. Part I describes benefits of the developmental approach. Part ii focuses on the administrative organization of supervision and supervisory roles and functions. The importance of a functional, organic organizational format is stressed, since mechanistic, hierarchical structures impede communication and discourage a team approach to confronting and resolving emergent problems. Also examined are material support for teachers, democratic leadership roles for administrators, and conflicting purposes of supervision. Part iii explores supervision in relation to school climate, conflicting models, teacher effectiveness, and common classroom problems. A participative, democratic system is the most desirable. Part iv examines forces for educational improvement as a response to wider sociopolitical influences. Schools are urged to adopt a "generative-creative" operating model instead of functioning at an "imitative-maintenance" level of knowledgeability. Part v addresses curriculum supervision issues, while Part vi focuses on staff development and school improvement. Each chapter contains questions, notes, and selected references. The book also has name and subject indexes. (Mlh)
Restructuring for an interdisciplinary curriculum by John M., Ed Jenkins(
Book
)
6 editions published in 1992 in English and held by 86 WorldCat member libraries worldwide
Articles for developing an integrated secondary curriculum are presented in this book. The articles include: "Synthesis Versus Fragmentation: The Way Out of Curriculum Confusion," by Daniel Tanner; "The Interrelated Curriculum," by Steven S. Means; "Integrated Teaching and Learning in Essential Schools," by Richard Lear; "Interdisciplinary Teaming at the High School," by Dustin A. Peters; "The Micro-Society School," by Donald P. Hayes, Sue Ellen Hogan, and Thomas F. Malone; "The Core: Integrated Curriculum and Student Support: a Case Study," by Suzanne R. Krumbein and Gerald Krumbein; "Project 2061: Science for All Americans," by Andrew Ahlgren; "Environmental Education: An Opportunity for Interdisciplinary and Multi-Disciplinary Curriculum Planning," by John Ramsey; "Can We Move Writing Across the Curriculum?," By Margaret Earley; and "Some Common Threads of the Interdisciplinary Curriculum," by John M. Jenkins. (Lmi)
6 editions published in 1992 in English and held by 86 WorldCat member libraries worldwide
Articles for developing an integrated secondary curriculum are presented in this book. The articles include: "Synthesis Versus Fragmentation: The Way Out of Curriculum Confusion," by Daniel Tanner; "The Interrelated Curriculum," by Steven S. Means; "Integrated Teaching and Learning in Essential Schools," by Richard Lear; "Interdisciplinary Teaming at the High School," by Dustin A. Peters; "The Micro-Society School," by Donald P. Hayes, Sue Ellen Hogan, and Thomas F. Malone; "The Core: Integrated Curriculum and Student Support: a Case Study," by Suzanne R. Krumbein and Gerald Krumbein; "Project 2061: Science for All Americans," by Andrew Ahlgren; "Environmental Education: An Opportunity for Interdisciplinary and Multi-Disciplinary Curriculum Planning," by John Ramsey; "Can We Move Writing Across the Curriculum?," By Margaret Earley; and "Some Common Threads of the Interdisciplinary Curriculum," by John M. Jenkins. (Lmi)
Research review for school leaders by
William G Wraga(
Book
)
5 editions published between 2000 and 2016 in English and held by 60 WorldCat member libraries worldwide
The Research Review for School Leaders, Volume III is specifically designed as a practical resource for school leaders whose schedules preclude opportunities to locate and review key research on every issue they must address. It places comprehensive, current, and accessible reviews of educational research at their fingertips, and is organized to make the research and practices it summarizes useful to them in their professional endeavors. This is the third volume of the Review. Although the title has changed, its purpose and substance is continuous with the work of the e
5 editions published between 2000 and 2016 in English and held by 60 WorldCat member libraries worldwide
The Research Review for School Leaders, Volume III is specifically designed as a practical resource for school leaders whose schedules preclude opportunities to locate and review key research on every issue they must address. It places comprehensive, current, and accessible reviews of educational research at their fingertips, and is organized to make the research and practices it summarizes useful to them in their professional endeavors. This is the third volume of the Review. Although the title has changed, its purpose and substance is continuous with the work of the e
Curriculum issues and the new century(
Book
)
1 edition published in 1995 in English and held by 21 WorldCat member libraries worldwide
1 edition published in 1995 in English and held by 21 WorldCat member libraries worldwide
Discovering and developing the college potential of disadvantaged high school youth; a report of the third year of a longitudinal
study on the college discovery and development program by
Lawrence Brody(
Book
)
1 edition published in 1967 in English and held by 12 WorldCat member libraries worldwide
This report examines the College Discovery and Development Program, which seeks to identify underachieving disadvantaged high school students with college potential, to increase their academic motivation, to improve their scholastic achievement, to develop their acceptance of college study as a realistic expectation for themselves, and to facilitate their college success. The report, which includes specialized topical essays and summaries of adjunct studies, details comparisons of the first and second year participants at intake, the achievement for the first year group in the eleventh grade, the achievement for the second year group in the tenth grade, the effects of the summer program, curriculum, college consultants, and guidance services. See ED 011 683 and UD 009 149 for first year and third year reports, respectively, of the Longitudinal Study. (EM)
1 edition published in 1967 in English and held by 12 WorldCat member libraries worldwide
This report examines the College Discovery and Development Program, which seeks to identify underachieving disadvantaged high school students with college potential, to increase their academic motivation, to improve their scholastic achievement, to develop their acceptance of college study as a realistic expectation for themselves, and to facilitate their college success. The report, which includes specialized topical essays and summaries of adjunct studies, details comparisons of the first and second year participants at intake, the achievement for the first year group in the eleventh grade, the achievement for the second year group in the tenth grade, the effects of the summer program, curriculum, college consultants, and guidance services. See ED 011 683 and UD 009 149 for first year and third year reports, respectively, of the Longitudinal Study. (EM)
The future of the comprehensive high school by
Daniel Tanner(
Recording
)
1 edition published in 1981 in English and held by 6 WorldCat member libraries worldwide
Tanner spends some time dealing with the value of high school education. He discusses various studies and their findings for the future of the nation's comprehensive high schools
1 edition published in 1981 in English and held by 6 WorldCat member libraries worldwide
Tanner spends some time dealing with the value of high school education. He discusses various studies and their findings for the future of the nation's comprehensive high schools
What the curriculum field needs to learn from its history : symposium, American Educational Research Association, 1978 annual
meeting, Toronto, Canada, March 30, 1978(
Book
)
2 editions published in 1978 in English and held by 5 WorldCat member libraries worldwide
2 editions published in 1978 in English and held by 5 WorldCat member libraries worldwide
Kurtze und Nothwendige Rettung deß Lebens/ Lehr und Ehr/ auch seeligen Ableiben/ deß thewren Manns Gottes D. Martini Lutheri,
Wider die alte und newe Verläumbder by
Elias Ehinger(
Book
)
2 editions published in 1639 in German and held by 4 WorldCat member libraries worldwide
2 editions published in 1639 in German and held by 4 WorldCat member libraries worldwide
Justa Funebria Händeliana, Das ist, Vier Christliche Leich- Trawr- vnd Trost-Predigten, Vber dem Seeligen ableiben Deß ...
Herren Hieronymi Händels, [et]c. Denn auch Der ... Frawen Reginae Händlin, gebornen Prunnerin von Vasoltsberg ... Sambt
Ihrer Ehpflantzen Johann Andreae Händels, vnd ... Susannae Christinae Händlin .. . : Auß vnterschidlichen Biblischen Texten(
Book
)
1 edition published in 1652 in German and held by 3 WorldCat member libraries worldwide
1 edition published in 1652 in German and held by 3 WorldCat member libraries worldwide
Teacher Knowledge-Ability and Pupil Achievement by
Daniel Tanner(
Book
)
2 editions published in 1981 in English and held by 3 WorldCat member libraries worldwide
The effectiveness of schools and the levels of investment in schooling have been in question since the 1966 Coleman report "Equality of Educational Opportunity." Based on a theory of "knowledge-ability," this study challenges the assumption that given "inputs" will yield equivalent effects or "outputs." In this study, 120 elementary schools were randomly selected, and questionnaires were mailed to the principals eliciting background data on the school, its pupil population, resources, and faculty. Each principal was asked to identify the three "most outstanding" teachers in the third-, fourth-, and fifth-grade levels. The teachers were mailed questionnaires and inventory checklists of approved instructional practices that represent tested pedagogical techniques supported by authorities and research evidence. The extent to which approved practices were reported being utilized provided some measure of the level of knowledge-ability of the teachers. The variation in teacher knowledge-ability within schools was found to be considerably greater than the interschool differences in knowledge-ability. In conclusion, the authors suggest that the study of knowledge-ability of teacher populations rather than of schools will likely be a more productive avenue for improving the effectiveness of schooling. (Author/MLF)
2 editions published in 1981 in English and held by 3 WorldCat member libraries worldwide
The effectiveness of schools and the levels of investment in schooling have been in question since the 1966 Coleman report "Equality of Educational Opportunity." Based on a theory of "knowledge-ability," this study challenges the assumption that given "inputs" will yield equivalent effects or "outputs." In this study, 120 elementary schools were randomly selected, and questionnaires were mailed to the principals eliciting background data on the school, its pupil population, resources, and faculty. Each principal was asked to identify the three "most outstanding" teachers in the third-, fourth-, and fifth-grade levels. The teachers were mailed questionnaires and inventory checklists of approved instructional practices that represent tested pedagogical techniques supported by authorities and research evidence. The extent to which approved practices were reported being utilized provided some measure of the level of knowledge-ability of the teachers. The variation in teacher knowledge-ability within schools was found to be considerably greater than the interschool differences in knowledge-ability. In conclusion, the authors suggest that the study of knowledge-ability of teacher populations rather than of schools will likely be a more productive avenue for improving the effectiveness of schooling. (Author/MLF)
Epithalamion In Honorem Nvptiarvm Ervditione Et Virtvte Praestantis Viri, D. Gvolfgangi Schachtneri ... & pudicissimae virginis
Catharinae ... M. Ioannis Wolfii ... Sponsae ... by
Daniel Tanner(
Book
)
1 edition published in 1582 in Latin and held by 3 WorldCat member libraries worldwide
1 edition published in 1582 in Latin and held by 3 WorldCat member libraries worldwide
An evaluation of the undergraduate program at the Ohio State University by agricultural education graduates by
Daniel Tanner(
)
3 editions published in 1955 in English and held by 3 WorldCat member libraries worldwide
3 editions published in 1955 in English and held by 3 WorldCat member libraries worldwide
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Related Identities
- Tanner, Laurel N. Author
- John Dewey Society
- Keefe, James W. Editor
- NASSP Curriculum Council Other
- National Association of Secondary School Principals (U.S.)
- Jenkins, John M. Editor
- Hlebowitsh, Peter S. Editor
- Wraga, William G. 1957- Author Editor
- National Association of Elementary School Principals (U.S.)
- Lachica, Genaro Author
Associated Subjects
Academic achievement Agriculture--Study and teaching (Higher) Canada Children with social disabilities--Education Children with social disabilities--Education (Secondary) Comprehensive high schools Counseling in secondary education Curriculum change Curriculum evaluation Curriculum planning Education Education, Higher--Curricula Education, Secondary Education, Secondary--Curricula Educational innovations Education--Curricula Education--Research Education--Research--Methodology High schools Interdisciplinary approach in education John Dewey Society Motivation in education New York (State)--New York Observation (Psychology) Ohio Progressive education School improvement programs School management and organization School supervision Scientists Tanner, Daniel Tanner family Teachers Teaching--Evaluation United States Virginia--Norfolk Wills
