Progressive Education
In: Journal of Visual Impairment & Blindness, Band 26, Heft 3b, S. 58-59
ISSN: 1559-1476
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In: Journal of Visual Impairment & Blindness, Band 26, Heft 3b, S. 58-59
ISSN: 1559-1476
In: Policy review: the journal of American citizenship, Heft 103, S. 67-73
ISSN: 0146-5945
Jewett reviews 'Left Back: A Century of Failed School Reforms' by Diane Ravitch and 'When Schools Compete: A Cautionary Tale' by Edward B. Fiske and Helen F. Ladd.
In: Current history: a journal of contemporary world affairs, Band 7, Heft 36, S. 95-100
ISSN: 1944-785X
In: Current History, Band 38, Heft 1, S. 61-68
ISSN: 1944-785X
AbstractIn the mid-1930s, in the midst of economic depression, social turmoil and political upheaval,the province of Alberta introduced an innovative progressive school curriculum, consistingof the "enterprise" approach and the replacement of history courses with Social Studies.Historians who have examined this revision, like Robert Patterson, assert that the curriculumwas never seriously implemented, particularly in the rural schools of the province. They arguethat young and inexperienced teachers with few teaching resources were simply not up to thetask of putting the child-centred, project-based program into effect. This paper argues thatrural teachers, not inhibited by many elements of what Tyack and Cuban call "the grammarof schooling," were actually well placed to implement hands-on, subject-integrated andstudent-directed learning activities. An examination of a range of primary source material, includingteacher memoirs, newspaper accounts and Department of Education correspondence,indicates that rural teachers, though they faced considerable challenges in fully implementingprogressive curriculum reforms, adopted and adapted teaching practices they saw as relevantand useful for the students in their classrooms.RésuméAu milieu des années 1930, dans un contexte de crise économique, d'agitation sociale et debouleversement politique, la province d'Alberta introduisit un programme d'études progressisteet innovateur, caractérisé par l'approche « entreprenariale » et le remplacement des coursd'histoire par les sciences sociales. Des historiens qui ont étudié ce changement, comme RobertPatterson, maintiennent que le programme d'études n'a jamais été véritablement mis en oeuvre,particulièrement dans les écoles rurales de la province. Ils affirment que de jeunes enseignantsinexpérimentés, travaillant avec peu de ressources pédagogiques, n'étaient tout simplement pasen mesure d'appliquer le programme orienté vers des projets centrés sur l'enfant. Cet articlesoutient que les enseignants des écoles rurales n'étaient pas limités par plusieurs éléments dece que Tyack et Cuban appellent « la grammaire de l'enseignement », mais qu'ils étaient plutôtbien placés pour mettre en pratique la transmission des savoirs basée sur l'intégration des matièreset l'apprentissage individuel. Notre étude d'un corpus de sources primaires comprenantles mémoires d'enseignants, des journaux et la correspondance du Département de l'éducationrévèle que les instituteurs ruraux, bien qu'ils aient affronté des défis importants dans la miseen oeuvre des réformes, ont su adopter et adapter dans leurs classes les pratiques pédagogiquesqu'ils trouvaient pertinentes et utiles pour leurs élèves.
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Despite differences among progressive educators, they share the conviction that democracy means active participation by all citizens in the social, political, and economic decisions of their countries. The aim of this paper is to explore how Georgia is meeting goals and perspectives of progressive education by widely implementing civic education programs in schools and how its schools are developing a civic society. The paper highlights the 2010 inaugural national needs assessment, which studied conditions and attitudes towards civic education. The qualitative and quantitative results revealed the importance of civic education to diverse stakeholders. Civic education develops civic understanding founded on liberal and democratic values and helps students to comprehend their rights and responsibilities for their family, community, and state. Civic education developments in Georgia include adopting the diversity principle, empowering teachers to select and implement educational process, and using modern educational technologies and foreign pedagogical innovations.
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In: Journal of black studies, Band 7, Heft 3, S. 341-357
ISSN: 1552-4566
In: Journal of educational administration & history, Band 39, Heft 2, S. 145-159
ISSN: 1478-7431
In: Education policy perspectives
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 40, Heft 1, S. 105-124
ISSN: 1467-873X
In The School and Society John Dewey noted new tendencies in education, e.g., manual training and nature study. He raised two related questions3A (1) how are we to understand the new educational trends as reflections of the social contextmdash3Bas an inevitable effort to bring education into line with the broader pattern of change in industrial society3F And (2) how are we to build upon and direct them and align them with democratic social ideals3F Analogous questions arise in todaylsquo3Bs era of economic globalization, and information technology networks, as we observe new educational trends from collaborative learning to charter schools, and even virtual schools. This essay reviews Dewey23393Bs answers to questions 1 and 2 in School and Society, and then uses them as a template for an analogous inquiry into todaylsquo3Bs situation. I raise two parallel questions3A (1) how may we understand our new educational trends in relation to the global network context3F And (2) how may we build upon and direct these new educational trends to realize the contemporary democratic aspirations of a global network society3F
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The objective is to explore Deweyan Progressive Education within Ontario Health and Physical Education. The need to review this area was instigated within the last two years as the Ontario provincial government in Canada has implemented new 2019 Ontario Health and Physical Education curricular guide which contains significant modernizations. The document established a concern for mental health development, online safety, bullying prevention, road safety, substance abuse, concussions, and healthy body image within the 250-page document. The authors undertook a latent content analysis revealing a challenge to compress this curricular content into Health and Physical Education classes that are infrequently scheduled. Teachers, it is understood, will learn that students need progressive instruction and constructive feedback as they practise, reflect, and learn experientially in a safe environment. This review supports educators as they work to better understand the term progressive education and its current pertinence. Keywords: Dewey, philosophy, progressivism, health instruction, physical education
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