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Reviewed by the editor

Reviewed by the editor BOOK REVIEWS 109 (unintentionally, of course) to spend an inordinate amount of time in figuring out what the teacher wants. Usually they come to the conclusion that what the teacher wants is "tidiness" or doing things at a certain time in a certain way In writing this book review I have quoted liberally from Bruner for two reasons. First, because his humble yet profound style says whatever he has to say far better than I could paraphrase it and second because it will give the readers of ETC. a more detailed view of the content and power that is packed in this 171-page book. I should like to close this review with the final paragraph of Bruner's book. The essays that compose this volume are gropings in the direction (toward a theory of instruction). They are marred by the fault of too little data, too little systematic observation, too sparse an arsenal of analytic tools. The coming quarter century is likely to be the first in which schools and schooling will be subjected to careful and systematic scrutiny. A spirit of innovation is in the land and the funds for research are becoming available. But it would be a http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Reviewed by the editor

Balsavage, Martha
Annals of Dyslexia , Volume 17 (1): 14 – Dec 1, 1967
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Publisher
Springer Journals
Copyright
1967 The Orton Society, Inc
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02653598
Publisher site
See Article on Publisher Site

Abstract

BOOK REVIEWS 109 (unintentionally, of course) to spend an inordinate amount of time in figuring out what the teacher wants. Usually they come to the conclusion that what the teacher wants is "tidiness" or doing things at a certain time in a certain way In writing this book review I have quoted liberally from Bruner for two reasons. First, because his humble yet profound style says whatever he has to say far better than I could paraphrase it and second because it will give the readers of ETC. a more detailed view of the content and power that is packed in this 171-page book. I should like to close this review with the final paragraph of Bruner's book. The essays that compose this volume are gropings in the direction (toward a theory of instruction). They are marred by the fault of too little data, too little systematic observation, too sparse an arsenal of analytic tools. The coming quarter century is likely to be the first in which schools and schooling will be subjected to careful and systematic scrutiny. A spirit of innovation is in the land and the funds for research are becoming available. But it would be a

Journal

Annals of Dyslexia – Springer Journals

Published: Dec 1, 1967

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