In "The High School Failures: A Study of the School Records of Pupils Failing in Academic or Commercial High School Subjects," Francis P. O'Brien undertakes an extensive analysis of the factors contributing to academic failures among high school students. Drawing on an impressive body of research, O'Brien delves deep into the school records of pupils who have struggled in subjects deemed essential for success in both academic and commercial high school pathways.
Right from the outset, O'Brien's work presents a remarkable and thought-provoking perspective about the educational system. By focusing exclusively on students who failed, he challenges the traditional notion that success is the norm and failure the exception. This approach allows O'Brien to shed light on a segment of the student population often left unnoticed or overlooked by educators and policymakers.
And yet, while the chosen subject matter is undeniably relevant and O'Brien's intentions commendable, the book's execution falls slightly short. The extensive analysis of school records, while informative, at times feels overwhelming and lacking in clarity. While some readers may appreciate the abundance of data, others might find it difficult to navigate through the sheer amount of information.
Furthermore, although O'Brien offers valuable insights into the reasons behind student failures, the book lacks a cohesive narrative that would help readers better understand the implications of his findings. Rather than guiding readers through a clear argumentative structure, the work often feels like a collection of disconnected observations, leaving readers to make their own connections and interpretations.
Nonetheless, O'Brien's work undeniably provides an important contribution to the field of education research. By identifying common patterns and root causes of academic failures, he highlights crucial areas where interventions could be made to promote student success. In particular, O'Brien's exploration of external factors, such as socioeconomic status and family background, offers invaluable insights into the complex web of influences impacting student performance.
Additionally, his emphasis on the need for a more personalized approach to education is both refreshing and pertinent. O'Brien convincingly argues that tailoring instructional strategies to individual students' needs and strengths could significantly reduce failure rates. By drawing attention to the limitations of the one-size-fits-all educational model, he invites readers to reflect on the importance of different learning styles and the potential for more inclusive pedagogical practices.
While "The High School Failures" may not be a groundbreaking academic treatise, it remains a valuable resource for educators, administrators, and policymakers alike. O'Brien's thorough analysis of the school records of failing students acts as a compelling call to action, urging stakeholders to address the underlying causes of academic failures and work towards a more equitable and effective educational system. Although the book's structure and organization could be improved, its insights are undeniably significant and deserving of careful consideration.
First Page:
THE HIGH SCHOOL FAILURESA STUDY OF THE SCHOOL RECORDS OF PUPILS FAILING IN ACADEMIC OR COMMERCIAL HIGH SCHOOL SUBJECTS
By
FRANCIS P. OBRIEN
Submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in the Faculty of Philosophy, Columbia University
PUBLISHED BY Teachers College, Columbia University NEW YORK CITY 1919
Copyright, 1919, by FRANCIS P. OBRIEN
PREFACE
Grateful acknowledgment is due the principals of each of the high schools whose records are included in this study, for the courteous and helpful attitude which they and their assistants manifested in the work of securing the data. Thanks are due Dr. John S. Tildsley for his generous permission to consult the records in each or any of the New York City high schools. But the fullest appreciation is felt and acknowledged for the ready criticism and encouragement received from Professor Thomas H. Briggs and Professor George D. Strayer at each stage from the inception to the completion of this study.
F.P.O.
CONTENTS
PAGE I. THE GENERAL INTRODUCTION OF THE SUBJECT
1. The Relevance of This Study 1
2. The Meaning of Failure in This Study 3
3... Continue reading book >>
