Afterword

• Published in: Theory into practice Vol. 52; pp. 102 - 105
• Main Authors: Baker, Amanda R., Binici, Sevda, Clancy, Shannon, Dynia, Jaclyn, Hans, Alan, Henry, Bradley A., Hill, Heather B., Kovach, Katherine M., Schmitt, Mary Beth, Way, David P.
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 20.10.2013
• ISSN: 0040-5841; 1543-0421
• DOI: 10.1080/00405841.2013.795449

Fifty years ago, education was undergoing a number of major shifts. Brown v. Board of Education had declared segregation of public schools unconstitutional less than a decade before. As de facto segregation was challenged throughout the 1950s and 1960s, many public schools were in the position of serving students from more diverse backgrounds than ever before. Reactions to the Cold War and the space race had created greater emphasis on mathematics and physical sciences in American schools. Relatively new concepts such as activity learning began to replace older behaviorist notions of teaching and learning. In this historical context, Theory Into Practice (TIP) was launched in 1962 with the goal of strengthening the connection between the theoretical bases and practical applications of educational knowledge.