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A HISTORICAL STUDY OF SOCIAL PROMOTION AND ITS CONTRIBUTIONS TO INDIVIDUALIZATION OF EDUCATION IN THE UNITED STATES

Research Project

Project/Area Number 06610237
Research Category

Grant-in-Aid for General Scientific Research (C)

Allocation TypeSingle-year Grants
Research Field Educaion
Research InstitutionHYOGO-UNIVERSITY OF TEACHER EDUCATION

Principal Investigator

MIYAMOTO Kenichiro  FACULTY OF SCHOOL EDUCATION, HYOGO UNIVERSITY OF TEACHER EDUCATION,ASSOCIATE PROFESSOR, 学校教育学部, 助教授 (50229887)

Project Period (FY) 1994 – 1995
Project Status Completed (Fiscal Year 1995)
Budget Amount *help
¥1,300,000 (Direct Cost: ¥1,300,000)
Fiscal Year 1995: ¥400,000 (Direct Cost: ¥400,000)
Fiscal Year 1994: ¥900,000 (Direct Cost: ¥900,000)
KeywordsSOCIAL PROMOTION / STANDARD / RETENTION / GRADE / INDIVIDUALIZATION / PROMOTION / PROGRESSIVE EDUCATION / UNITED STATES / 年齢
Research Abstract

Soon after the grade system was introduced in many cities in the middle of the 19th century, the promotion problem or non-promotion problem took place. Since promotion was made on the basis or academic achievements of an individual child (merit promotion) , inevitably there were many grade repeaters who caused many troubles in school administration. Reduction of grade repetitions was one of the most urgent problems of school reform at the turn of the century, and in order to reduce them, school reformers asserted, schools must meet the needs of individual pupils. It was a remote but substantial cause for the emergence of non-promotion policy or social promotion.
Social promotion gained its own cause when new interpretations of "grade, " "needs, " and "individual" appeared in the 1920s and 1930s. "Grading" became a means to promote a child's development. "Needs" was interpreted as desires and inclinations of an individual. Individual" was looked on as an integrated unit, or " a whole child" with various phases of development and will.
I have found these new interpretations of "grade, " "needs, " and "individual, " to be the ground for social promotion. In these meanings, social promotion contributed to individualization of education.

Report

(3 results)
  • 1995 Annual Research Report   Final Research Report Summary
  • 1994 Annual Research Report
  • Research Products

    (4 results)

All Other

All Publications (4 results)

  • [Publications] 宮本健市郎: "年齢主義進級制の実践と理論(2)-年齢主義の根拠-" 兵庫教育大学研究紀要第一分冊. 15. 25-34 (1995)

    • Description
      「研究成果報告書概要(和文)」より
    • Related Report
      1995 Final Research Report Summary
  • [Publications] Kenichiro Miyamoto: ""The Practice and Theory of Social Promotion (2) : Its Educational Foundation, "" Research Bulletin, Division of School Education, Hyogo University of Teacher Education. Vol.15. 25-34 (1995)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1995 Final Research Report Summary
  • [Publications] 宮本健市郎: "年齢主義進級制の実践と理論(2)-年齢主義の根拠" 兵庫教育大学研究紀要第1分冊. 15. 25-34 (1995)

    • Related Report
      1995 Annual Research Report
  • [Publications] 宮本 健市郎: "年齢主義進級制の実践と理論(2)〜年齢主義の根投〜" 兵庫教育大学研究紀要(第1分冊). 15. (1995)

    • Related Report
      1994 Annual Research Report

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Published: 1994-04-01   Modified: 2016-04-21  

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