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National Education Association: A mounting number of reports and articles have appeared in professional journals and popular magazines since 1950. Important among these have been the yearbooks of influential societies, such as the National Council for the Social Studies' Education for Democratic Citizenship in 1951 and the American Association of School Administrators' Education for American Citizenship in 1954. Pamphlets, teaching aids, and units were sponsored by such diverse groups as the National Association of Manufacturers, the American Legion, the Tufts Citizenship Center, and the National Education Association. In 1954 the Citizenship Education Project, sponsored by Columbia University Teachers College and the Carnegie Fund, involved about 1,500 secondary schools throughout the United States in a program of citizenship education practices in schools and communities. Its publications provided a great deal of tested information on civic laboratory practices.
The second and third decades of the 20th century saw renewed efforts in health instruction and professional preparation of teachers by such groups as the American Child Health Association (no longer in existence). Also influential is the Joint Committee on Health Problems in Education of the National Education Association and the American Medical Association. The joint committee in 1924 published a book entitled Health Education, A Program for Public Schools and Teacher Training Institutions. This book, which has been revised periodically, probably has had the greatest impact on the health education curriculum and preparation of teachers of any publication in the 20th century.
Among other activities, the Religious Education Association organizes seminars, round tables, and workshops and holds occasional national conventions: (1) to discuss the theories, philosophy, and methods of religious and character education; (2) to consider ways of enhancing the adequacy and quality of religion in American education through schools, colleges, churches, synagogues, and other agencies; (3) to help leaders of religious and character education to become aware of the findings of research in the pedagogy, psychology, and sociology of religion, theology, and other disciplines, as it bears on religious and character formation ; (4) to stimulate research and experimentation in the entire field of religious and character education.
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