Joseph Watras
Biographic Data
| ID | 1604876 |
|---|---|
| NAME | Joseph Watras |
| GIVEN NAMES | Joseph |
| FAMILY NAME | Watras |
| SIGNATURE | WATRAS J |
| AFFILIATIONS | University of Dayton |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 4 |
From colonialism to developing countries: Surveys and educational reform in British Tropical Africa, 1910–1990
During the first years of the twentieth century, Christian missionaries tried to improve their efforts to bring the message of the Gospel to areas such as British Tropical Africa. The process stemmed from the World Missionary Conference in 1910 in Edinburgh, Scotland, where conference organisers used the then popular method of social surveys to determine the content of the conference. They continued to use surveys to determine the best ways to de…
The New Education Fellowship and Unesco's programme of fundamental education
This paper will examine the attitudes of progressive educators toward poverty in developing countries. The reformers who formed the New Education Fellowship (NEF) in 1921 will be the subjects. They expanded their thinking from concerns about student freedom to efforts to encourage social reform, and by 1946 they participated in the creation of UNESCO. The NEF and UNESCO built on the faith that an appropriate education would reduce the causes of i…
Profit-making as Character Education: Social Education in the Moraine Park School and Antioch College, 1916–1933
Arthur E. Morgan and other self-made business leaders opened Moraine Park School in 1917 to provide a form of character training that they feared had ended in the United States. These men believed that young people gained the best social education when they had to run their own companies because such opportunities enabled students to acquire the commercial habits, develop the ability to judge material values, and develop ethical perspectives. Cal…
Was Fundamental Education Another Form Of Colonialism
Teacher Tests, Equal Opportunity, and the Foundations of Education
Representing the Social Foundations of Education in NCATE: A Chronicle of Twenty-Five Years of Effort
The four coauthors describe the twenty-five-year history of efforts of the Council of Learned Societies in Education (CLSE) to represent the interests of the social foundations of education in the National Council for Accreditation of Teacher Education (NCATE), including the evolution of CLSE into the Council for the Social Foundations of Education and its recent departure from NCATE after a quarter century of successful involvement. The coauthor…
Debating the Curriculum: Social Studies or History, 1892–1937
Key Words: defining social studieshistorical development of social studieshistory vs. social studies Additional informationNotes on contributorsJoseph WatrasJOSEPH WATRAS is a professor of teacher education at the University of Dayton, in Dayton, Ohio, and is the author of the recently published book The Foundations of Educational Curriculum and Diversity, 1565 to Present
Getting around Brown: Desegregation, Development, and the Columbus Public Schools
Politics, Race, and Schools: Racial Integration, 1954-1994
Civil Rights and Social Wrongs: Black and White Relations since World War II
Education at the Crossroads (Book)
Will Teaching Applied Ethics Improve Schools of Education
Several approaches can be used to im prove the ethical behavior of teachers. Three of these approaches are described and critically examined by Watras. No generic strategy, argues the author, will, of itself, lead to making preservice teachers more ethical beings, though different strategies can be useful toward increasing or decreasing the discrep ancy between what prospective teach ers learn and how they subseguently live. Of greater help, sugg…
Representing the Social Foundations of Education in NCATE: A Chronicle of Twenty-Five Years of Effort
The four coauthors describe the twenty-five-year history of efforts of the Council of Learned Societies in Education (CLSE) to represent the interests of the social foundations of education in the National Council for Accreditation of Teacher Education (NCATE), including the evolution of CLSE into the Council for the Social Foundations of Education and its recent departure from NCATE after a quarter century of successful involvement. The coauthor…
The New Education Fellowship and Unesco's programme of fundamental education
This paper will examine the attitudes of progressive educators toward poverty in developing countries. The reformers who formed the New Education Fellowship (NEF) in 1921 will be the subjects. They expanded their thinking from concerns about student freedom to efforts to encourage social reform, and by 1946 they participated in the creation of UNESCO. The NEF and UNESCO built on the faith that an appropriate education would reduce the causes of i…
Was Fundamental Education Another Form Of Colonialism
Will Teaching Applied Ethics Improve Schools of Education
Several approaches can be used to im prove the ethical behavior of teachers. Three of these approaches are described and critically examined by Watras. No generic strategy, argues the author, will, of itself, lead to making preservice teachers more ethical beings, though different strategies can be useful toward increasing or decreasing the discrep ancy between what prospective teach ers learn and how they subseguently live. Of greater help, sugg…
From colonialism to developing countries: Surveys and educational reform in British Tropical Africa, 1910–1990
During the first years of the twentieth century, Christian missionaries tried to improve their efforts to bring the message of the Gospel to areas such as British Tropical Africa. The process stemmed from the World Missionary Conference in 1910 in Edinburgh, Scotland, where conference organisers used the then popular method of social surveys to determine the content of the conference. They continued to use surveys to determine the best ways to de…
Politics, Race, and Schools: Racial Integration, 1954-1994
Will Teaching Applied Ethics Improve Schools of Education
Several approaches can be used to im prove the ethical behavior of teachers. Three of these approaches are described and critically examined by Watras. No generic strategy, argues the author, will, of itself, lead to making preservice teachers more ethical beings, though different strategies can be useful toward increasing or decreasing the discrep ancy between what prospective teach ers learn and how they subseguently live. Of greater help, sugg…
Education at the Crossroads (Book)
Politics, Race, and Schools: Racial Integration, 1954-1994
Civil Rights and Social Wrongs: Black and White Relations since World War II
Getting around Brown: Desegregation, Development, and the Columbus Public Schools
Debating the Curriculum: Social Studies or History, 1892–1937
Key Words: defining social studieshistorical development of social studieshistory vs. social studies Additional informationNotes on contributorsJoseph WatrasJOSEPH WATRAS is a professor of teacher education at the University of Dayton, in Dayton, Ohio, and is the author of the recently published book The Foundations of Educational Curriculum and Diversity, 1565 to Present
Representing the Social Foundations of Education in NCATE: A Chronicle of Twenty-Five Years of Effort
The four coauthors describe the twenty-five-year history of efforts of the Council of Learned Societies in Education (CLSE) to represent the interests of the social foundations of education in the National Council for Accreditation of Teacher Education (NCATE), including the evolution of CLSE into the Council for the Social Foundations of Education and its recent departure from NCATE after a quarter century of successful involvement. The coauthor…
Teacher Tests, Equal Opportunity, and the Foundations of Education
Was Fundamental Education Another Form Of Colonialism
Profit-making as Character Education: Social Education in the Moraine Park School and Antioch College, 1916–1933
Arthur E. Morgan and other self-made business leaders opened Moraine Park School in 1917 to provide a form of character training that they feared had ended in the United States. These men believed that young people gained the best social education when they had to run their own companies because such opportunities enabled students to acquire the commercial habits, develop the ability to judge material values, and develop ethical perspectives. Cal…
The New Education Fellowship and Unesco's programme of fundamental education
This paper will examine the attitudes of progressive educators toward poverty in developing countries. The reformers who formed the New Education Fellowship (NEF) in 1921 will be the subjects. They expanded their thinking from concerns about student freedom to efforts to encourage social reform, and by 1946 they participated in the creation of UNESCO. The NEF and UNESCO built on the faith that an appropriate education would reduce the causes of i…
From colonialism to developing countries: Surveys and educational reform in British Tropical Africa, 1910–1990
During the first years of the twentieth century, Christian missionaries tried to improve their efforts to bring the message of the Gospel to areas such as British Tropical Africa. The process stemmed from the World Missionary Conference in 1910 in Edinburgh, Scotland, where conference organisers used the then popular method of social surveys to determine the content of the conference. They continued to use surveys to determine the best ways to de…
Sociology (11 works) · Political science (9 works) · Law (7 works) · Law (7 works) · Pedagogy (7 works) · Mathematics education (4 works) · Psychology (4 works) · Social science (3 works) · Colonialism (2 works) · Economic growth (2 works)