Dwight William Allen Papers

A influential and flamboyant educational reformer, Dwight W. Allen served as Director of Teacher Education at his alma mater Stanford from 1959 until accepting a position as Dean of the School of Education at UMass Amherst in 1967. A proponent of integrating technology into teaching and co-developer of the technique of microteaching, Allen cemented his reputation as an innovator during his time at UMass (1968-1975), a time that coincided with the rapid expansion of the university. Allen helped recruit students of color to the graduate program in significant numbers, opened admissions to students with unconvential credentials, allowed students a voice in directing and governing the program, and abolished grading, among other initiatives, but while supporters lauded the creativity and excitement of the period, his radical ideas elicited considerable opposition as well. He resigned in 1975, in part due to the increasing demands his international consulting, later accepting a position at Old Dominion University, where he remained until his retirement in 2008. Allen is author of nine books, including American Schools: The $100 Billion Challenge, written with his former graduate student Bill Cosby.

The Allen papers contain a wealth of materials pertaining to the tumultuous years at UMass, including Allen’s curricular and teaching reforms, special projects, and his efforts to recruit African American students and address institutional racism. The correspondence, memos, and private reports that Allen maintained are particularly valuable for understanding the period as are the various surveys, studies, and reports on the state of the School of Education. The collection also includes material relating to some of Allen’s academic interests in education, including microteaching, alternative schools, and certification.

See similar SCUA collections:

Background on Dwight William Allen

Dwight W. Allen in hot air balloon, ca. 1973

Dwight W. Allen in hot air balloon, ca. 1973

Dwight William Allen was born in Stockton, California in 1931, a son of John and Valera Allen. While his parents were not professional educators (his father ran a car business in San Francisco), they were committed proponents of the Baha’i Faith, a spiritual philosophy that would critically inform their son’s approach to his work in education. The Baha’i Faith, founded in Persia in the nineteenth century, centers on a belief in the fundamental unity and inherent value of all human beings, and a consequent embrace of cultural and racial diversity.

As a young man, Allen enrolled at Stanford University, where he earned a bachelor’s degree in History with Honors in Humanities in 1953, and master and doctoral degrees in Education in 1957 and 1959, respectively. While at Stanford Allen married classmate Carole Swall, with whom he raised a family of three sons and two daughters. After earning his doctorate, Allen transitioned from the role of student to that of instructor at his triple alma mater, serving as Assistant Professor of Education at Stanford from 1962 to 1965, and as Associate Professor from 1965 to 1967.

From the earliest days of his work in the field of education Allen was committed to a socially progressive perspective on teaching and learning. While at Stanford, he spoke and wrote of the need to view education as a vehicle for students’ holistic development as human beings, and as a resource grounded in mindful learning outcomes tailored to the needs and strengths of individual pupils. Allen’s opposition to a one-size-fits-all approach to education was critically linked to his commitment to combating institutional racism and the marginalization of socioeconomically underprivileged students. Allen asserted that many K-12 teachers throughout the United States were not attuned to the specific challenges facing racial minority and impoverished students, and did not understand how to revise their approaches to help these children meet their potential.

Another integral component of Allen’s educational philosophy was his belief that learning should, quite simply, be a source of enjoyment, creativity, and discovery, rather than an uninspiring chore that stripped young people of their natural curiosity. To realize this vision, Allen committed himself to helping teachers develop curriculum that could truly resonate with students and connect to their lives outside the classroom. While at Stanford, he pursued his overarching philosophical goals in his own research and teaching, and through his innovative work as the developer of Microteaching Clinics. Microteaching is a program concept which encourages educators to critically reflect on their approaches to instruction by viewing video footage of their own classroom teaching.

After several years at Stanford, Allen decided that he needed a new challenge, as he believed his educational philosophy had the potential to make a more significant impact elsewhere. This conviction led Allen to accept the position of Dean of the School of Education at the University of Massachusetts (UMass) Amherst in 1968. For the next seven years, Allen pursued a vision that placed UMass on the map as a premier institution for the training of innovative, socially progressive educators. Allen mounted an energetic campaign to recruit faculty and graduate students who shared his commitment to promoting a “humanistic” approach to education and to combating institutional racism and barriers to the success of low-income students. Allen also sought to cultivate a culturally and ethnically diverse student body, hoping it would begin to compensate for the overall lack of diversity at UMass Amherst. In his first year the size of the faculty at the School of Education more than doubled, the school catalog and constitution were revised, a “planning year” in partnership with doctoral students was declared, and the school moved to a non-departmental structure of clusters and centers around common interests.

Under Allen’s leadership, the UMass School of Education implemented several specific programs and policies in an effort to achieve its overarching goals. For example, the School promoted “reality-based education” experiences such as internships and fieldwork for their undergraduate and graduate students in order to encourage these prospective instructors to meaningfully connect educational theory and practice. Allen encouraged doctoral students to make hands-on work a key component of their studies, and to facilitate this goal and promote his overall support of open curriculum, he terminated course requirements for doctoral students, requiring only that these scholars produce a dissertation.

Allen also oversaw the development of several specific institutions within the School of Education, including a Human Relations Center (to train future educators in providing humanistic counseling support to students), a Center for International Education (to promote thinking about teaching in a global perspective), and a Center for Urban Education (to prompt thinking about the unique challenges and opportunities of instruction in urban settings). Under Allen’s leadership, the School of Education also became known for hosting biannual, week-long “Marathon” sessions in which educators, graduate students, and others from within and outside of UMass were invited to deliver lectures and presentations on any aspect of their philosophy of education. During Marathon Weeks, all classes were cancelled in the School of Education to provide faculty and students with the opportunity to attend the sessions, an administrative decision that highlighted Allen’s belief in the value of learning experiences outside of the traditional classroom.

In reflecting on the intellectual and psychological landscape of the UMass School of Education during Allen’s tenure, Juan Caban, a School of Education faculty member under Allen, drew a connection between the School’s emphasis on humanistic education and the spirit of progressive activism that shaped many social movements of the 1960s and 1970s. Caban noted that he saw a clear parallel between the principles and idealism found in Allen’s School of Education and those which motivated many social activists during that same period. In Caban’s view, in the years following Allen’s departure in 1975 the spirit of daring and of unlimited possibility at the School of Education began to diminish, partly as a result of Allen’s absence and also partly because of society’s move away from the ideals found in the activism of the previous decades.

Caban was one member of a substantial group of individuals within the School of Education who viewed Allen’s leadership and philosophy with great admiration and respect. Allen’s bold innovations inspired the fierce loyalty and passionate approval of many faculty and students. At the same time, his innovations also served to alienate him from some in the educational community, who believed that he had gone too far or that his vision for enlightened education did not leave room for those who did not concur with his ideas. For example, while many applauded Allen’s championship of the idea that education in its purest form could not be quantified, some opposed his decision to dismantle the existing School of Education grading system in favor of a Pass/Fail method of evaluation. Allen also received criticism for requiring only a dissertation and no set coursework from his doctoral students, as his detractors contended that this lack of fixed requirements diminished the degree.

In 1975, after eight years in the position of Dean at the UMass School of Education, Allen resigned during a financial scandal at the School of Education. He would go on to work as a UNESCO Policy Advisor in Africa, and in 1978 as University Professor for Urban Education and Eminent Scholar for Education Reform at Old Dominion University in Norfolk, Virginia. Allen served in this position until 2008, and has since held the post of Eminent Scholar Emeritus at Old Dominion. Over the course of the past several decades Allen has remained committed to innovative education. He is the author of nine books about educational theory and practice, has participated in a number of initiatives in the areas of International Education Reform, and has also focused on the power of technology to transform the educational landscape.

Contents of Collection

The Dwight William Allen Papers consist of four boxes of print materials, with the vast majority of these items pertaining to Allen’s work as Dean of the School of Education at the University of Massachusetts Amherst from 1968 to 1975. The collection contains a substantial quantity of official memorandums and other administrative documents generated by the School of Education. Also well represented are copies and drafts of some of Allen’s writings, which highlight his philosophy of education; newspaper and magazine articles discussing Allen’s views and the innovations he pursued at UMass; correspondence which Allen sent and received in his capacity as Dean; and a variety of documents that offer insight into the range of public opinions about Allen’s approach to educational leadership. The collection only briefly documents Allen’s educational background and previous work as a Stanford professor, as well as his later pursuit of educational reform as an innovative instructor at Old Dominion University.

Some materials with personal information about students and faculty are restricted.

The collection has been divided into two series:

Series descriptions
1963-2001 (bulk 1968-1974)
6 boxes (7.75 linear feet)

This series consists of documents, mostly correspondence, memorandums, meeting minutes, and reports, generated by the UMass Amherst School of Education and the UMass Graduate School during Allen’s time as Dean of the School of Education. Subjects addressed in these documents include admissions and program policies for School of Education graduate programs, planning and review documents, financial planning related to specific School of Education initiatives, and a variety of issues related to School of Education and university-wide students and faculty. These materials help provide context for Allen’s activities by illuminating the administrative climate in which he operated and also offer insight into some of the specific policies that Allen spearheaded in his role as Dean of Education. The series also contains a variety of documents, particularly newspaper clippings and correspondence, which illuminate different and sometimes contrasting views of Allen’s work and the status of the UMass School of Education.

Some records are organized into structural groups including administration and governance; the various clusters and centers which replaced departments during Allen’s tenure as Dean (clusters are listed according to the organizational structure in the University of Massachusetts School of Education Records during this time period); and documents from the university at large. One subject organization of note is the theme of racism, which co-locates documentation about the conversations, controversies, and protests at the School of Education from 1971-1972 following the March 1971 “Nantucket Manifesto” declaring racism the priority of the School. The response included several failed committees, the creation of the Minority and then Third World Caucus, a problematic poll of minority students, splintered support for Allen and the administration, protests resulting in the cancellation of the 1972 spring Marathon, and later controversies over admissions and faculty recruitment.

1967-1997
1 box (.75 linear feet)

This series includes correspondence, writings, photographs, and research material of Allen’s which reflect his personal and professional life. The correspondence ranges from very brief notes to more extensive letters, and the writings include both article and book manuscripts, covering many of the educational theories and practices of importance to Allen during this time period.

Collection inventory
Series 1: School of Education
1963-2001 (bulk 1968-1974)
2.5 boxes (3.75 linear feet)
Administration

Grant Programs - assorted
1969-1974
Box 1: 1
Grant Programs - assorted
1969-1974
Box 5: 1
Grant Programs - Charles F. Kettering Foundation, CFK Ltd.
1968-1974
Box 1: 2
Grant Programs - Charles F. Kettering Foundation, CFK Ltd.
1968-1974
Box 5: 2
Grant Programs - The Ford Foundation
1968-1973
Box 1: 3
Grant Programs - The Ford Foundation
1968-1973
Box 5: 3
Grant Programs - The New World Foundation
1969
Box 5: 4
Grant Programs - The Spencer Foundation
1974
Box 1: 4
Grant Programs - U.S. Office of Education, Department of Health, Education, and Welfare
1971-1973
Box 1: 5
Grant Programs - U.S. Office of Education, Department of Health, Education, and Welfare
1971-1973
Box 5: 5-6
Finances
1969-1974
Box 1: 6
Personnel - Personnel Committee
1968-1974
Box 1: 7
Personnel - Personnel Committee, Payroll
1971-1974
Box 4: 1

This folder is restricted.

Personnel - Tenure and Grievance Committee
1969, 1974
Box 4: 2

This folder is restricted.

Personnel - Tenure and Grievance Committee, tenure, contracts, and recruitment policy
1968-1974
Box 1: 8
Adult Education, Continuing Education
1973-1974
Box 1: 9
Adult Education, Continuing Education
1973-1974
Box 5: 7
American Association of Colleges for Teacher Education (AACTE)
1967-1969
Box 1: 10
American Association of Colleges for Teacher Education (AACTE)
1967-1969
Box 5: 8-9
American Association of Colleges for Teacher Education (AACTE) - correspondence
1967-1971
Box 1: 11
Clinic to Improve University Teaching
1974
Box 5: 10-11
Clinic to Improve University Teaching - International Conference
1974
Box 1: 12
Clinic to Improve University Teaching - International Conference
1974
Box 5: 12
Clinic to Improve University Teaching - Summer Institute
1972-1973
Box 1: 13
Clusters
ca.1968-1974
Box 1: 14

During Allen's tenure as School of Education Dean faculty and students were organized into numerous thematic clusters and centers instead of traditional departments.

Designs for Effective Learning Cluster
1974 Dec
Box 1: 15
Center for Integrated Day - graduates list
ca.1970
Box 1: 16
Center for Urban Education (CUE)
1970-1974
Box 1: 17
Center for Urban Education (CUE)
1970-1974
Box 5: 13
Center for Urban Education - Career Opportunities Program (COP); Urban Elementary Teacher Education Project (UETEP)
1969-1974
Box 1: 18

Includes Brooklyn, Springfield, and Worcester COP, and UETEP at Malcolm X College in Chicago, IL.

Center for Urban Education - Career Opportunities Research Memoranda Series - Evaluation of the UMass/Brooklyn Career Opportunities Program 1970-1975
1975
Box 1: 19
Center for Urban Education - Career Opportunities Research Memoranda Series - Evaluation of the UMass/Brooklyn Career Opportunities Program 1970-1975
1975
Box 5: 14
Educational Planning and Management Cluster
1973-1974
Box 5: 15
Educational Planning and Management Cluster
1973-1974
Box 1: 20
Center for Educational Research
1970-1973
Box 1: 21

Includes materials from when the Center for Educational Research was known as SMERD (Statistics, Measurement, Evaluation, Research, and Data).

Center for Educational Research
1970-1973
Box 5: 16

Includes materials from when the Center for Educational Research was known as SMERD (Statistics, Measurement, Evaluation, Research, and Data).

Center for Educational Research - Technical Reports
1970-1973
Box 5: 17
Center for Occupational Education
1972
Box 1: 22
Center for Occupational Education
1972
Box 5: 19
Center for Leadership and Administration
1972
Box 5: 18
Center for Leadership and Administration - student lists
1972
Box 1: 23
Center for Study of Educational Innovations (CSEI)
ca.1970
Box 1: 24
Center for Study of Educational Innovations (CSEI)
ca.1970
Box 5: 20
Educational Policy Studies Cluster
ca.c1970
Box 1: 25
Center for Higher Education - Center for Community College Affairs
1973
Box 1: 26
Center for International Education
1970, 1973-1974
Box 1: 27
Center for International Education
1970, 1973-1974
Box 5: 21
Center for International Education - Academy for Educational Development
ca.1970
Box 5: 22
Humanistic Applications of Social and Behavioral Sciences Cluster
1973
Box 5: 23
Humanistic Applications of Social and Behavioral Sciences Cluster
1973
Box 1: 28
Applied Behavioral Science Alliance
1974 Jan
Box 1: 29
Human Relations - graduate admissions
1973
Box 1: 30
Transdisciplinary Education Cluster

Alternative Schools Project - Marion Alternative School (a.k.a. "Bent Twig")
1971-1972
Box 1: 31
Alternative Schools Project - Pasadena Alternative School
1972-1973
Box 1: 32
Alternative Schools Project - Pasadena Alternative School
1972-1973
Box 5: 24
Alternative Schools Project - Student file: Ansley, M. R.
1971-1973
Box 1: 33
Alternative Schools Project - Student file: Ansley, M. R.
1971-1972
Box 4: 3

This folder is restricted.

Media Center
1971-1973
Box 5: 25
Media Center - directorship problem
1972 Feb
Box 1: 34
Model Teacher Education Program
1968
Box 1: 35
Model Teacher Education Program
1968
Box 5: 26
Project CAM
1968
Box 5: 27-31
Project CAM - Report
1968
Box 5: 32
Teacher Education - Teacher Education Committee, Teacher Education Policy Committee (TEPC)
1970
Box 1: 36
Teacher Education - Teacher Preparation Program Council (TPPC)
1971-1974
Box 1: 37

Includes a report on the 1973 graduates of the Teacher Preparation Programs, and an annotated bibliography of dissertations on teacher education.

Teacher Education - Teacher Preparation Program Council (TPPC)
1971-1974
Box 5: 33-34
University Without Walls
1971-1972
Box 1: 38
University Without Walls
1971-1972
Box 6: 1-2
Conference materials
ca.1970
Box 1: 39
Conference materials
ca.1970
Box 6: 3-4
Contemporary University - newsletter, correspondence
1970, 1973
Box 1: 40
Crosspath Conference
1973
Box 6: 5
Faculty

Appointments
1971-1973
Box 1: 41

Includes correspondence and memorandums concerning faculty appointments, visiting scholars, and appointments and positions in centers and clusters.

Evaluations
ca.1973
Box 4: 4

This folder is restriced.

Individualized Faculty Statement
1974
Box 6: 6
Individualized Faculty Statement policy
1974
Box 1: 42
Individualized Faculty Statements, Humanistic Applications cluster
1975
Box 4: 5

This folder is restriced.

Individualized Faculty Statements, Humanistic Applications cluster summary
1975
Box 1: 43
Lists and background information
1968-1973
Box 1: 44
Release of talent forms
1969
Box 1: 45
Flexible curriculum, flexible scheduling
1968-1974
Box 1: 46
Governance

Constitution
1969-1972
Box 1: 47-48
Constitution Interim Report
1969 Aug
Box 1: 49
Constitution Interim Report
1969-1970
Box 6: 7-8
Faculty memorandums and meetings
1968-1973
Box 1: 50
Graduate Assembly
1969-1971
Box 1: 51
Interim Catalogue
1969-1970
Box 6: 9-10
Portfolio System
1970
Box 6: 11
School Council
1972
Box 1: 52
School Council
1972
Box 6: 12
Reports

Ad Hoc Committee for Review of School of Education, and Visiting Committee reports
1975
Box 1: 53
Ad Hoc Committee for Review of School of Education, and Visiting Committee reports - response - Report of the Special Committee on the Future School of Education
1976 Apr
Box 1: 54
An Assessment of Doctoral Graduates' Impressions of their Experience as a Student in the School of Education
1972
Box 6: 13
The Development of an Institute for the Diffusion of Innovations in Post-Secondary Education
1973
Box 6: 14
Educational Innovations: A Glossary of Recent Innovations
1970
Box 6: 15
Final Report of the School of Education Review Committee
1970 Feb
Box 1: 55
Graduate Program Review
1973 Sep
Box 1: 56-58

Review of all of the graduate programs by Mortimer Herbert Appley, Associate Provost and Dean of the Graduate School.

Graduate Program Review - response from School of Education
1974
Box 1: 59
Learning in the Family Environment
ca.1970
Box 6: 16
Miscellaneous reports
1970
Box 1: 60

Includes reflections on School of Ed by Allen, a report on the School's administration, and documentation of discrimination against women at the University.

Miscellaneous reports
1970
Box 6: 17

Includes reflections on School of Ed by Allen, a report on the School's administration, and documentation of discrimination against women at the University.

National Council for Accreditation of Teacher Education (NCATE) - Visiting Team report
1972
Box 1: 61-62
Placement Report: School of Education Doctoral Alumni 1969-1973
1973
Box 1: 63
Practicum at the School of Education: A Report on Three Institutional Surveys
1974 Jul
Box 1: 64
Preliminary Analysis of a Teacher Education
ca.1970
Box 6: 18
A Proposal to Establish a Ph.D. Degree in Education
1970 May
Box 2: 1-2
A Proposal to Establish a Ph.D. Degree in Education - responses
1971
Box 2: 3
Radical Change in a School of Education, September 1967 - November 1969: A Study of Leader-Dominated Change in a University Subcomponent [dissertation portion]
1973 May
Box 2: 4
Report on the Pass/Fail Grading System
1972 Mar
Box 2: 5
School of Education Admissions Policies & Procedures: 1971-1975
1975
Box 2: 6
The School of Education, January 1968-January 1973: A Report to the Trustees' Committee on Faculty and Educational Policy
1973 Feb
Box 2: 7
The School of Education in Perspective: A Response to the Report of the Faculty Senate's School of Education Review Committee
1971 May
Box 2: 8
A Summary of the Development and Activities of the Ford Leadership Planning Groups
1970
Box 6: 19
Teacher Accountability and Increasing Local Control of Schools
1969
Box 6: 20
Graduate Programs

Admissions
1972-1973
Box 4: 6

This folder is restriced.

Admissions - correspondence, lists, memorandums
1971-1974
Box 2: 9-12

Topics include Allen's "wild card" admissions slots as Dean, foregin students, the special student designation, and the qualification of various experiences for graduate credit.

Admissions - policy, procedures, quotas
1970-1974
Box 2: 13
Admissions - policy, procedures, quotas
1970-1974
Box 6: 21
Advising - dissertation, guidance committees
1971-1974
Box 2: 14
Assistantships
1968-1973
Box 2: 15
Committees, theses, dissertations - policy
1971-1974
Box 2: 16
Degree and student lists
1968
Box 4: 7

This folder is restriced.

Degree and student lists
1968-1973
Box 2: 17
Dissertation titles and abstracts list covering 1968-1975
1975
Box 2: 18
Doctoral program, masters program
1968-1973
Box 2: 19
Doctoral program, masters program
1968-1973
Box 6: 22
Horace Mann Lectureship in Public Education Policy
1968-1970
Box 2: 20
Horace Mann Lectureship in Public Education Policy
1968-1970
Box 6: 23
Individualized Study Contracts with D. Allen
1971-1973
Box 2: 21
Registration, Scheduling, Credit
1970-1974
Box 2: 22
Special Doctoral program
1968
Box 2: 23
Special Doctoral program
1968
Box 6: 24
Special Doctoral program - admissions
1968
Box 2: 24
Special students
1973
Box 2: 25
Student file: Abbas, A.
1974
Box 2: 26

Concerns addmission of Iraqui student who travelled to Africa to pioneer for the Baha'i faith.

Student file: Beery, B.
1973-1974
Box 2: 27
Human Development department
1973-1974
Box 2: 28
Marathon Conference: A Tribute to Dwight W. Allen
2001
Box 2: 29
Marathons
1971-1974
Box 2: 30
Marathons
1971-1974
Box 6: 25
Mark’s Meadow Laboratory School
1973-1974
Box 2: 31
Mark’s Meadow Laboratory School
1973-1974
Box 6: 26
Microteaching clinic
1970
Box 6: 27
Microteaching clinic - evaluation
1970
Box 4: 8

This folder is restriced.

Modular credit, modular curriculum
1970-1973
Box 2: 32
Modular credit, modular curriculum
1970-1973
Box 6: 28-30
National Council for Accreditation of Teacher Education (NCATE) - 19th Annual List
1973
Box 2: 33
National Council for Accreditation of Teacher Education (NCATE)
1972
Box 6: 31
Office of Special Programs
1972
Box 6: 32
Office of Special Programs: Survey of Special and Off-Campus Programs
1972-1975
Box 6: 33
Press clippings
1963-1978
Box 2: 34-39

Includes articles focusing on Allen and various changes, successes, and risks at the School of Education. The 1975 folder has extensive coverage of the probe and financial controversy at end of Allen's tenure and his retirement.

Press clippings
1963-1978
Box 6: 34

Includes articles focusing on Allen and various changes, successes, and risks at the School of Education.

Press clippings
1963-1978
Box 7: 1-6

Includes articles focusing on Allen and various changes, successes, and risks at the School of Education.

Press releases - University of Massachusetts
1967-1975
Box 2: 40
Press releases - University of Massachusetts
1967-1975
Box 7: 7
Promotional materials - brochures
1971
Box 2: 41
Questionnaires
1972-1973
Box 2: 42
Racism

Correspondence
1971-1972
Box 7: 8
Nantucket Retreat Committee, Racism Committee
1971-1972 Mar
Box 2: 43
Minority Caucus, Negotiating Team, Racism Committee
1972 Apr
Box 2: 44
Racism Committee
1971-1972
Box 7: 9-10
Nantucket Retreat Committee
1971-1972
Box 7: 11
Press clippings - Marathon cancellation, Third World Caucus
1972 Apr
Box 2: 45
Third World Caucus report
ca.1972 May
Box 2: 46

Report titled: Summary of "Data Collected to Help Facilitate a Factual Discussion of the School of Education" During the Convening of the Third World Caucus.

Minority Caucus, Third World Caucus
1972 May
Box 3: 1-2
Third World Caucus, Third World Alliance
1972 Jun-Oct
Box 3: 3
Paul Chandler case, Third World Alliance
1972 Dec
Box 3: 4
Affirmative Action, correspondence
1973
Box 3: 5
Sanborn Western Camps
1968-1970
Box 7: 12

Sanborn Western Camps, located in Colorodo, were the site of an infamous School of Education 1968 retreat.

Sanborn Western Camps - correspondence
1968-1970
Box 3: 6

Sanborn Western Camps, located in Colorodo, were the site of an infamous School of Education 1968 retreat.

Sanborn Western Camps, Colorado Outdoor Education Center - promotional materials
1965, 1974
Box 3: 7
School of Education JournalSomething Else
1970
Box 7: 13-14
School Personnel Utilization Leadership Training Institute (SPU-LTI) -newsletter
1970-1971
Box 3: 8

SPU-LTI was a Bureau of Educational Personnel Development (BEPD) supported program focused on differentiated staffing.

Temple City Unified School District
1968-1974
Box 7: 15
Temple City Unified School District - Differentiated Staffing Project
1968-1974
Box 3: 9-10
Temple City Unified School District - Differentiated Staffing Project
1968-1974
Box 7: 16-18
Undergraduate education - admissions, programs, requirements, transfer students
1969, 1972-1974
Box 3: 11
United States Office of Education
1968, 1970
Box 3: 12
United States Office of Education
1968-1972
Box 7: 19
United States Office of Education - Putting Research into Educational Practice (PREP) - Microteaching brief
ca.1969
Box 3: 13
University-Wide

Allen Academic Advisor to the President appointment and controversy
1973
Box 3: 14
Faculty Senate
1971-1972
Box 3: 15
Faculty Senate - Committee on Academic Matters - School of Education Course Request Forms
ca.1968
Box 3: 16
Faculty Senate - Committee on Academic Matters - School of Education Course Request Forms
ca.1969-1970
Box 7: 20-23
Graduate Council
1967-1974
Box 3: 17-18
Graduate programs
1969-1974
Box 3: 19
Graduate student codes
ca.1968
Box 3: 20
Series 2: Personal and Professional
1967-1977
1 box (.75 linear feet)
Correspondence
1968-1975
Box 3: 21-24
Curriculum Vitae
1967-1977
Box 3: 25
Ephemera
ca.1968-1974
Box 3: 26
Letters of recommendation
1972-1973
Box 4: 9

This folder is restriced.

Notes - letters to the editor
ca.1975
Box 3: 27

Handwritten notes concerning corrections to the coverage of Allen's retirement and the situation at the School of Education at the time.

Photographs
ca.1966-1971
Box 3: 28
Research materials
1968-1974
Box 3: 29-30
Research materials - Government Employees Training Act (GETA)
ca.1968
Box 3: 31
Statements about Allen
1968, 1975
Box 3: 32
Writings

"Alternative Futures for Education"
1973
Box 3: 33
"Alternative Futures for Education"
1973
Box 7: 24
Correspondence - micro-teaching writings
1968, 1973
Box 3: 34
" A Differentiated Staff: Putting Teaching Talent to Work"
1967
Box 3: 33
"Flexibility for Vocational Education through Computer Scheduling"
1968
Box 3: 33
"Increasing Student Participation Skills"
ca.1970
Box 3: 35
"Levers for Change"
ca.1970
Box 7: 25
"Micro-Counseling"
ca.1968
Box 3: 35
"Micro-Teaching"
ca.1968
Box 3: 35
"Micro-Teaching: An Overview"
ca.1970
Box 7: 26
"Micro-teaching: What It Is and What It Does"
ca.1968
Box 3: 35
Microteaching - draft
ca.1968
Box 3: 36
Microteaching - draft typescript
ca.1968
Box 3: 37
Microteaching - pictures and releases
ca.1968
Box 3: 38
"Motivating Skills: Creating Student Involvement"
ca.1970
Box 3: 39
"The National Institute of Education: Need and Promise"
1971
Box 7: 27
"Needed: A New Professionalism in Education"
ca.1970
Box 3: 39
"A Possible Partnership"
ca.1970
Box 3: 39
"Presentation Skills"
ca.1970
Box 3: 39
"A Proposal to Establish a Center for the Study of Educational Innovation at the University of Massachusetts"
ca.1970
Box 3: 40
"Reponse Repertoire"
ca.1970
Box 3: 40
"The Teaching Skill of Questioning"
ca.1967
Box 3: 40
"The $100,000 Teacher"
ca.1970
Box 7: 28

Administrative information

Access

The collection is open for research. Some content is restricted.

Language:

English

Provenance

Acquired from Dwight W. Allen, August 2013.

Processing Information

Processed by Blake Spitz, 2016, and Devon King, 2017.

Related material

For additional materials related to Dwight W. Allen and the School of Education in the Special Collections and University Archives, see:

University of Massachusetts School of Education Records (RG 013).

Copyright and Use (More informationConnect to publication information)

Cite as: Dwight William Allen Papers (FS 165). Special Collections and University Archives, University of Massachusetts Amherst Libraries.

Search terms

Subjects

  • Alternative education--United States.
  • Educational change--United States.
  • Racism in education--United States.
  • University of Massachusetts Amherst--Faculty.
  • University of Massachusetts at Amherst. School of Education.

Link to similar SCUA collections

Names

  • Allen, Dwight William, 1931-.

Genre terms

  • Clippings.
  • Correspondence.
  • Memorandums.
  • Reports.