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Journal articles on the topic 'Educators Progressive education'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Mathieson, Margaret. "English progressive educators and the creative child." British Journal of Educational Studies 38, no. 4 (1990): 365–80. http://dx.doi.org/10.1080/00071005.1990.9973863.

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Brodkey, Linda. "Book Review: Postmodern Pedagogy for Progressive Educators." Journal of Education 169, no. 3 (1987): 138–43. http://dx.doi.org/10.1177/002205748716900311.

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Law, Randall D. "Progressive Educators and the Professionalization of Educational Research in the USSR, 1917-1927." Canadian–American Slavic Studies 47, no. 2 (2013): 200–220. http://dx.doi.org/10.1163/22102396-04702004.

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This article examines the efforts made by Soviet progressive educators to accommodate themselves to the new Soviet government and the consequences thereof. Russia’s pre-revolutionary progressive education community sought to indirectly transform state and society by encouraging the creation of “schools of citizenship” that would educate all – regardless of class, creed, and gender – for lives of “harmonious development” and active engagement. Bolshevik victory in 1917 presented progressive educators with an ironic dilemma: the party that most progressives rejected as coarse, violent, and undem

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McWilliam, Erica. "Towards Advocacy: post‐positivist directions for progressive teacher educators." British Journal of Sociology of Education 13, no. 1 (1992): 3–17. http://dx.doi.org/10.1080/0142569920130101.

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Ryan, Prof Dr Thomas, and Daniel T. Ryan. "Deweyan Progressive Education within Ontario Elementary Health and Physical Education." International Journal of Innovation in Teaching and Learning (IJITL) 7, no. 1 (2021): 20–38. http://dx.doi.org/10.35993/ijitl.v7i1.1494.

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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

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Delpit, Lisa. "Skills and Other Dilemmas of a Progressive Black Educator." Harvard Educational Review 56, no. 4 (1986): 379–86. http://dx.doi.org/10.17763/haer.56.4.674v5h1m125h3014.

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In this article the author reflects on her practice as a teacher and as a teacher of teachers. Arguing from her perspective as a product of the skills-oriented approach to writing and as a teacher of the process-oriented approach to writing, she describes the estrangement many minority teachers feel from the progressive movement. Her conclusions advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.

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Belka, David E. "What Preservice Physical Educators Observe about Lessons in Progressive Field Experiences." Journal of Teaching in Physical Education 7, no. 4 (1988): 311–26. http://dx.doi.org/10.1123/jtpe.7.4.311.

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How undergraduate teacher education recruits learn to observe and interpret effective teaching is of critical interest in understanding effects of formal preservice programs. In this study, 45 TEPE recruits from each of the 4 undergraduate years observed and interpreted a videotaped soccer skill lesson, described the important parts of the lesson and recommended changes for the lesson. As a function of time in the program, recruits interpreted the observed lesson more congruently with program goals and tended to reflect the targeted teaching skills in the current field experience. Differences

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Motani, Yoko. "Hopes and challenges for progressive educators in Japan: assessment of the ‘progressive turn’ in the 2002 educational reform." Comparative Education 41, no. 3 (2005): 309–27. http://dx.doi.org/10.1080/03050060500211666.

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Kass, Dorothy. "Clarice Irwin’s visions for education in Australia in the 1920s and 1930s: “what might be”." History of Education Review 48, no. 2 (2019): 198–213. http://dx.doi.org/10.1108/her-02-2019-0003.

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Purpose The paper is a study of Clarice McNamara, née Irwin (1901–1990), an educator who advocated for reform in the interwar period in Australia. Clarice is known for her role within the New Education Fellowship in Australia, 1940s–1960s; however, the purpose of this paper is to investigate her activism in an earlier period, including contributions made to the journal Education from 1925 to 1938 to ask how she addressed conditions of schooling, curriculum reform, and a range of other educational, social, political and economic issues, and to what effect. Design/methodology/approach Primary so

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Kridel, Craig. "Black Progressive Educators of the 1940s: An Overlooked Chapter of Progressivism in American Education." Kappa Delta Pi Record 56, no. 3 (2020): 105–11. http://dx.doi.org/10.1080/00228958.2020.1770002.

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Wang, Victor X., and Lesley S. J. Farmer. "From the Teachings of Confucius to Western Influences." International Journal of Adult Vocational Education and Technology 1, no. 2 (2010): 29–45. http://dx.doi.org/10.4018/javet.2010040104.

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This article reports the results of a study designed to determine whether the teachings of Confucius (liberal and behavioral teaching approaches) or Western teaching approaches (humanistic, progressive, radical and analytic teaching approaches) shaped adult education in Taiwan. Thirty-nine randomly selected adult educators from three premium universities in Taipei responded to a survey about their teaching practices. The same adult educators were also interviewed to cross-validate the quantitative findings. Study results indicated that, while the Taiwanese adult educators employed Western teac

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Giudici, Anja, Giorgia Masoni, and Thomas Ruoss. "Nativist Authoritarian Far-right Flirtations with Progressive Education: Exploring the Relationship in Interwar Switzerland." Swiss Journal of Educational Research 41, no. 2 (2019): 386–403. http://dx.doi.org/10.24452/sjer.41.2.8.

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Progressive education is generally thought to bear little commonality with authoritarianism and nativism. However, several studies show far-right governments and movements embracing progressive tenets. This article investigates the reasons behind this phenomenon by confronting the educational ideas of key far-right parties and educators in interwar German- and Italian-speaking Switzerland. Our systematic analysis of texts produced by these actors suggests that they subscribed to progressivism not in spite of their political views, but precisely because it aligned with their authoritarian and n

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Gemmell, K. M. "“Living a Philosophical Contradiction?”: Progressive Education in the Archdiocese of Vancouver's Catholic Schools, 1936–1960." History of Education Quarterly 59, no. 03 (2019): 351–78. http://dx.doi.org/10.1017/heq.2019.18.

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Progressive education swept across Canada in the early to mid-twentieth century, restructuring schools, introducing new courses, and urging teachers to reorient the classroom to the interests and needs of the learner. The women religious who taught in Vancouver's Catholic schools negotiated the revised public school curriculum, determined to utilize the latest methods and meet public school standards in hopes of receiving government funding. But they were equally adamant about preserving Catholic beliefs regarding human life and resisting “false” philosophy. Despite their caution, progressive

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Church, Susan. "Commentary: Thoughts on Three Decades in Literacy Education: Why Don't We Ever Learn?" LEARNing Landscapes 3, no. 1 (2009): 27–32. http://dx.doi.org/10.36510/learnland.v3i1.311.

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Literacy teaching and learning and education more generally seem destined to be buffeted by periodic pendulum swings between more and less regulation of curriculum, assessment and teachers’ work. Reflecting from a position of seniority, I speculate in this commentary on how the trajectory of progressive and generative theories and practices in literacy education might have been altered if such swings had not been so pervasive over the past several decades. Drawing on insights that have guided my own thirty-plus years of work to advance critically reflective and progressive literacy education,

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Howlett, John. "Henry Caldwell Cook, creativity and democratic learning." History of Education Review 48, no. 2 (2019): 227–41. http://dx.doi.org/10.1108/her-07-2018-0016.

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Purpose The purpose of this paper is to re-examine the life and work of a forgotten progressive educator – (Henry) Caldwell Cook who was an English and drama teacher at the Perse School in Cambridge, UK. By looking at his key work The Play Way (1917) as well as the small number of his other writings it further seeks to explain the distinctiveness of his thinking in comparison to his contemporaries with a particular focus upon educational democracy. Design/methodology/approach The work was constructed primarily through a reading of Cook’s published output but also archival study, specifically b

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Oehrle, Elizabeth. "Creativity: Support for and Forces against this Basic Educational Idea in Western Music Education." British Journal of Music Education 3, no. 2 (1986): 165–74. http://dx.doi.org/10.1017/s0265051700005301.

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A challenge was issued, in the first International Journal of Music Education, to find ways to achieve a principle of music education which progressive music educators and traditional African music education have in common:‘an all-round development of the child’. This paper takes up this challenge by exploring the idea that creativity is an essential part of western education. Even though this idea receives the unprecedented support of widely respected western educators of the 20th century and of the Tanglewood Symposium, ‘…those with creative potential are neglected, if not discriminated agai

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Hall, Andrew. "The Word Is Mightier than the Throne: Bucking Colonial Education Trends in Manchukuo." Journal of Asian Studies 68, no. 3 (2009): 895–925. http://dx.doi.org/10.1017/s002191180999009x.

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Japanese within the Manchukuo education bureaucracy stood out from their contemporaries in other Japanese colonies in their opposition to including militaristic and Japanese emperor-centered materials in the schools. As late as 1943, they published textbooks that focused on the students' daily lives rather than on encouraging respect for the military or reverence for the Japanese imperial family. Here, the author discusses how the congruence of an attempt by Manchukuo authorities at gaining authenticity and the progressive background of leading Japanese educators in the region brought about an

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Setran, David P. "Morality for the “Democracy of God”: George Albert Coe and the Liberal Protestant Critique of American Character Education, 1917–1940." Religion and American Culture: A Journal of Interpretation 15, no. 1 (2005): 107–44. http://dx.doi.org/10.1525/rac.2005.15.1.107.

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AbstractIn the years between World War I and World War II in the United States, public and religious educators engaged in an extended struggle to define the appropriate nature of character education for American youth. Within a post-war culture agonizing over the sanctions of moral living in the wake of mass violence and vanishing certitudes, a group of conservative educators sought to shore up traditional values through the construction of morality codes defining the characteristics of the “good American.” At the same time, a group of liberal progressive educators set forth a vigorous critiqu

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Darma, Asmuri. "PERILAKU PROFESIONAL GURU PROGRESIF." POTENSIA: Jurnal Kependidikan Islam 3, no. 2 (2018): 143. http://dx.doi.org/10.24014/potensia.v3i2.3891.

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Teachers play a leading role and occupy a very crucial position in the world of education, especially education organized formally in both schools and madrasah. Therefore, the constitutional existence of teachers has been regulated in Law no. 14 of 2005 on teachers and lecturers. The law requires a number of teacher competencies as professional educators. Although formally the teacher is regarded as a professional educator, but in practice in the field various types and behavioral models presented by the teacher in realizing the duties and responsibilities of his profession as a teacher is mai

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Laats, Adam. "Forging a Fundamentalist “One Best System”: Struggles Over Curriculum and Educational Philosophy for Christian Day Schools, 1970–1989." History of Education Quarterly 50, no. 1 (2010): 55–83. http://dx.doi.org/10.1111/j.1748-5959.2009.00245.x.

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No introductions were necessary. By the time of this meeting on May 2, 1972, all of the educators around the table had worked together in the tightly knit community of Protestant fundamentalist education for decades. Those close relationships, however, only made the meeting's confrontational agenda all the more awkward and tense. Beka Horton read the charges. Horton, with her husband Arlin, had founded a thriving fundamentalist school in Pensacola, Florida. The Hortons had invited Dayton Hobbs for support. Hobbs was, like the Hortons, a graduate of fundamentalist Bob Jones University (BJU) and

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Parry, James D., and Alan M. Hofmeister. "Development and Validation of an Expert System for Special Educators." Learning Disability Quarterly 9, no. 2 (1986): 124–32. http://dx.doi.org/10.2307/1510361.

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The authors describe the development and initial validation of a computer-based expert system, Mandate Consultant (Parry, 1985), designed to review the regulatory procedures for developing Individual Education Programs (IEP). The formative process involved three phases: (a) definition of need and proposed solution, (b) design of a prototype, and (c) progressive refinement through field-testing and revision cycles. The summative component included a two-phase experimental design for validating the accuracy of expert system output through comparisons with human experts. The findings indicated th

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McDonough, Graham P. "Exaggerating Emile (and Skipping Sophie) while sliding past The Social Contract." Teaching Philosophy 44, no. 2 (2021): 159–86. http://dx.doi.org/10.5840/teachphil202141144.

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This paper examines how philosophy of education textbooks present Jean-Jacques Rousseau’s views on women and socialization. It reviews ten texts, involving nine authors, and finds that they generally focus on the concepts of Nature, Negative Education, and Child Development from Books I-III of Emile, but severely restrict mentioning its Book V and The Social Contract. While these results implicitly reflect Rousseau’s historical influence on “progressive” educators, they do not seriously attend to well-established critiques of Rousseau’s sexism and omit acknowledging his intent that Emile’s Neg

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Powell, Alana, Rachel Langford, Patrizia Albanese, Susan Prentice, and Kate Bezanson. "Who cares for carers? How discursive constructions of care work marginalized early childhood educators in Ontario’s 2018 provincial election." Contemporary Issues in Early Childhood 21, no. 2 (2020): 153–64. http://dx.doi.org/10.1177/1463949120928433.

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In the Canadian province of Ontario, the early childhood education and care workforce continues to be undervalued, underpaid and burdened with challenging working conditions. Drawing on Fairclough and Lazar, this study employed a feminist critical discourse analysis to explore the discourses of care work present in the 2018 childcare platforms of three major parties: the Liberal Party, the New Democratic Party and the Progressive Conservative Party. This critical discourse analysis provided an opportunity to consider the absence and presence of early childhood education and care discourses in

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Kohlstedt, Sally Gregory. "“A Better Crop of Boys and Girls”: The School Gardening Movement, 1890–1920." History of Education Quarterly 48, no. 1 (2008): 58–93. http://dx.doi.org/10.1111/j.1748-5959.2008.00126.x.

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In the 1890s progressive educators like John Dewey proposed expansive ideas about integrating school and society. Working to make the boundaries between classroom learning and pupils' natural environment more permeable, for example, Dewey urged teachers to connect intellectual and practical elements within their curricula. Highly visible and widespread examples of this integrative goal were the school gardens that flourished from the 1890s well into the twentieth century. Evidence of their presence is recorded in newspapers, national magazines, and annual school reports whose illustrations typ

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Mclaughlin, Jennifer, and Kim Kelly. "A Dialogue: Our Selves, Our Students, and Obama." Harvard Educational Review 79, no. 2 (2009): 199–206. http://dx.doi.org/10.17763/haer.79.2.15248101585n002k.

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The following essay is a dialogue between two high school English teachers at a small,progressive public school on the Lower East Side of Manhattan. Throughout their dialogue, Jen, whose voice appears in italics, and Kim, whose voice appears in plain text, discuss the factors that motivated their decisions to become teachers, tell of the distinct impact that Obama's election has had on their practice and their students,and suggest that many students feel ambivalent about the extent to which President Obama could effect real change in their lives. The article concludes with an anecdote,suggesti

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Lautenbach, Geoffrey, and Nardia Randell. "THROUGH THE COVID-19 LOOKING GLASS: COPING SKILLS FOR STEM EDUCATORS IN THE TIME OF A PANDEMIC AND BEYOND." Responding to Covid-19: the integration of online teaching and learning in STEM education 19, no. 6A (2020): 1068–77. http://dx.doi.org/10.33225/jbse/20.19.1068.

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The 2020 pandemic led to the immediate lockdown of schools and universities worldwide with far-reaching implications for educators and learners. Individual stories of lockdown and isolation are documented using direct quotations from discussion forums, emails, live chats, and structured journal entries from the Blackboard learning management system. A ‘qualitative sense’ of a common narrative of turmoil and success within this ‘new [ab] normal’ is established. Educators’ contrasting accounts of uncertainty and hope are highlighted. The notion of anticipatory anxiety as a result of social lockd

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Kuzina, Oksana. "PREPARATORY TRAINING FOR PRESCHOOL EDUCATION SPECIALIST IN THE CONTEXT OF THE EUROPEAN EXPERIENCE." Educological discourse, no. 3-4 (2019): 319–29. http://dx.doi.org/10.28925/2312-5829.2019.3-4.319329.

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The article considers and analyzes the peculiarities of the professional training of educators in the developed countries of the world, and educators’ progressive achievements, and a high level of high school teacher training, which develop professional qualities in line with world standards, as the State standards of preschool education and all development programs. Children have stated an integrated approach to the educational process in the pedagogy. The works of leading scientists, which reveal various aspects of the future teachers training for pedagogical activities, are analyzed in the

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Christou, Theodore Michael. "“We Find Ourselves Preoccupied with the World of the Present”: Humanist Resistance to Progressive Education in Ontario." History of Education Quarterly 55, no. 3 (2015): 294–318. http://dx.doi.org/10.1111/hoeq.12123.

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The work here explores the voices of Ontario's humanist educators, who advocated for the preservation of a curriculum theory rooted in faculty psychology, mental discipline, and the classics in the face of progressivist revisions to the province's public school organization. A great deal of scholastic sweat has been poured over the subject of progressive education, its meanings, and its purposes. Much less has been said about the critics of progressivist reform, who are referred to here as humanists; this term follows from the work of Herbert Kliebard, who characterized humanists as one of fou

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Ewert, Cody Dodge. "SCHOOLS ON PARADE: PATRIOTISM AND THE TRANSFORMATION OF URBAN EDUCATION AT THE DAWN OF THE PROGRESSIVE ERA." Journal of the Gilded Age and Progressive Era 16, no. 1 (2017): 65–81. http://dx.doi.org/10.1017/s1537781416000463.

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ABSTRACTAs the scope and power of public school systems across the United States grew during the Progressive Era, so too did a popular belief that mass education could solve the major social and political problems of the day. This in part owes to school reformers’ efforts to frame public education as an inherently patriotic institution that if properly supported could move the nation forward while preserving its history and traditions. Their efforts centered on the Columbian School Celebration, a nationwide school parade corresponding with the four-hundredth anniversary of Columbus's arrival i

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Hedden, Debra Gordon, George N. Heller, Jere T. Humphreys, and Valerie A. Slattery. "Alice Carey Inskeep (1875-1942): A Pioneering Iowa Music Educator and MENC Founding Member." Journal of Research in Music Education 55, no. 2 (2007): 129–47. http://dx.doi.org/10.1177/002242940705500204.

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The purpose of this study was to examine the professional contributions of Alice Carey Inskeep (1875-1942), who contributed significantly to music education through her positive and effective teaching, supervising, community service, and leadership in music education. Inskeep was born in Ottumwa, Iowa, and taught for five years in that city's school system after graduating from high school. She served as music supervisor in Cedar Rapids, Iowa, for most of the remainder of her career, where she provided progressive leadership to the schools and community. She was one of three people appointed t

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Wijaya, Candra, M. Luthfie Ramadhani, and Edi Jatmiko. "PERSEPSI GURU TENTANG REWARD AND PUNISHMENT DAN IMPLEMENTASINYA DALAM PEMBELAJARAN DI MAN II MODEL MEDAN." Nazhruna: Jurnal Pendidikan Islam 3, no. 1 (2020): 121–37. http://dx.doi.org/10.31538/nzh.v3i1.521.

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In everyday life, we often encounter children with diverse characters. There are children who are easy to foster and some who are difficult to foster, some are keen to learn and some are very lazy to learn, some of them learn to progress and some of them learn just to avoid punishment. Actually the bad qualities that arise in the children above are not born and their nature. These traits arise due to the lack of early warnings from parents and educators. So it is a big mistake if we underestimate the small mistakes made by children. In fact, there are no educators who want punishment to be use

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Scribner, Campbell F. "“Make Your Voice Heard”: Communism in the High School Curriculum, 1958–1968." History of Education Quarterly 52, no. 3 (2012): 351–69. http://dx.doi.org/10.1111/j.1748-5959.2012.00403.x.

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The launch of Sputnik in 1957 sparked a crisis in American education. Suddenly threatened by superior Soviet technology, progressive educators' concern for children's preferences, health, and adjustment in school yielded to public demands for more basic learning and academic skills. Congress soon passed the National Defense Education Act, providing millions of dollars for math, science, and foreign language instruction. By the early 1960s, educators and academics began to reexamine other aspects of the curriculum as well. Their efforts prompted two changes in the social studies: one was a shif

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Provasnik, Stephen. "Judicial Activism and the Origins of Parental Choice: The Court's Role in the Institutionalization of Compulsory Education in the United States, 1891–1925." History of Education Quarterly 46, no. 3 (2006): 311–47. http://dx.doi.org/10.1111/j.1748-5959.2006.00001.x.

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A considerable body of scholarship has examined the history of compulsory attendance in the United States in an effort to explain why compulsory attendance laws were enacted, what effects they had on school attendance rates, and what made enforcement of these laws effective eventually. Recent research has revealed that some long-standing assumptions and conclusions about compulsory attendance warrant reconsideration. For example, the assumptions that educators promoted compulsory attendance and that compulsory attendance laws were enacted when state legislators responded to educators' demands

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KELLEY, MARY. "BOOKS AND LIVES, READING AND ACHIEVEMENT." Modern Intellectual History 10, no. 1 (2013): 193–205. http://dx.doi.org/10.1017/s1479244312000418.

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This deeply researched and beautifully crafted study takes as its subject a generation of women who came to maturity in America's Gilded Age. They were scientists and social workers, physicians and educators, and, perhaps most notably, Progressive reformers engaged in the pursuit of social justice. Claiming the newly available opportunities for higher education and professional employment, these women successfully pursued lives in uncharted territory. Barbara Sicherman introduces us to a less visible but equally salient factor in their journey to public identities marked by achievement and acc

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Rokhmaniyah, Rokhmaniyah. "BELAJAR DARI MONYET." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 1, no. 1 (2017): 60. http://dx.doi.org/10.30738/tc.v1i1.1580.

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The Monkey Training Academy indirectly implements progressive paedagogic principles. The Monkey Training Academy also applies the four pillars of education according to UNESCO (learning to know, learning to do, learning to live with others, and learning to be someone). This literature research can inspire educators to be creative. Sources of research data in the form of books "Learning from Monkey" by Rung Kaewdang, 2002. Education is implemented with cheap and applicable able to print skilled learners. However, in this era not only skills are targeted, but also creative and innovative learner

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Chymak, Mykola. "SOCIO-CULTURAL MEASURES OF EDUCATION DEVELOPMENT IN THE TERRITORY OF GALICIA AND NADDNIPRYANSHCHYNA (XVIII - XIX CENTURIES)." Mountain School of Ukrainian Carpaty, no. 19 (November 27, 2018): 32–35. http://dx.doi.org/10.15330/msuc.2018.19.32-35.

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The article deals with the fundamental activity of progressive representatives of Ukrainian educators of a certain epoch on the way to achieving socio-cultural optimum. The rethinking of the acute need for Ukraine to enter the European educational space has actualized the author's task - a deep retrospective reconsideration of the historical and pedagogical events of previous centuries, with a view to interpret more thoroughly the experience of the Enlighteners of the past generations and define their general significance for the further development of our state. The purpose of the

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Цюняк, Оксана. "PROGRESSIVE IDEAS OF PROFESSIONAL TRAINING OF FUTURE MASTERS OF ELEMENTARY EDUCATION TO INNOVATIVE ACTIVITIES IN FOREIGN COUNTRIES." Mountain School of Ukrainian Carpaty, no. 22 (June 26, 2020): 167–70. http://dx.doi.org/10.15330/msuc.2020.22.167-170.

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Today, Ukrainian society needs professionals with innovative thinking and a keen desire to implement their ideas in social life, driven by information, economic, social, political, cultural and religious processes of the third millennium. The modern world requires young people to be able to respond efficiently and promptly to innovative changes that are taking place in society, to be self-sufficient, proactive, responsible citizens, successful people, that is, professionally competent. That is why the problem of effective professional training of future specialists is an urgent one, which will

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Nurharpani, Nurharpani. "FAKTOR-FAKTOR DALAM GLOBALISASI DAN PEMBANGUNAN." Ensiklopedia Sosial Review 3, no. 2 (2021): 123–28. http://dx.doi.org/10.33559/esr.v3i2.773.

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The COVID-19 pandemic has created the need and need to maintain social distance in social interactions (social distancing), quarantine, and isolation so that every vulnerable individual will not be exposed to the virus. The use of technology with online meetings for students and educators is very important, especially in the development of civic education, in order to love the Republic of Indonesia. This paper will discuss the concept and direction of civic education and the urgency of strengthening the concept and direction of progressive citizenship education online in the midst of the covid

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Kett, Joseph F. "“THEORY RUN MAD”: JOHN DEWEY AND “REAL” VOCATIONAL EDUCATION." Journal of the Gilded Age and Progressive Era 16, no. 4 (2017): 500–514. http://dx.doi.org/10.1017/s1537781417000366.

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Democracy and Education appeared amid intense debate over the relationship between school and work. This debate revealed a stark contrast between Dewey's idea to educate young people to understand the complex relationships of modern industry and the ideas of educators who equated vocational education with training fourteen- to sixteen-year-olds for maximal productivity, a view written into the Smith-Hughes Act of 1917. Whereas Dewey favored integrating vocational education with “a new kind of general education,” his antagonists assailed advocates of the “general” or “academic” curriculum as re

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Watson, William R., and Jun Fang. "PBL as a Framework for Implementing Video Games in the Classroom." International Journal of Game-Based Learning 2, no. 1 (2012): 77–89. http://dx.doi.org/10.4018/ijgbl.2012010105.

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Video games and problem-based learning (PBL) are both significant trends in progressive approaches to education. The literature demonstrates a fit between the two approaches, indicating they may be mutually beneficial. With limited literature on implementing games in the classroom, and a growing body of researchers highlighting the importance of the teacher in mediating game use and maximizing the effectiveness of games for learning, guidance is needed on the role teachers can play in utilizing games in structured environments. PBL has a richer literature base on its effective use, and with it

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Sarnecki, Robert. "Przemilczana rocznica. Czterechsetlecie wydania Memoriału frankfurckiego." Biuletyn Historii Wychowania, no. 30 (February 8, 2019): 149–54. http://dx.doi.org/10.14746/bhw.2013.30.10.

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In 1613, the German linguist Wolfgang Ratke presented to the parliament assumptions, which later became the basis for the development of the system of teaching. Pioneering the views of the organizations concerned by the learning process. He drew attention to the need for education in accordance stages of human development, called for education in the national language. The foundations of teaching principles gradation of difficulty. His views were not initially accepted mino positive reviews J. Jung and K. Helwig, who expressed appreciation for the progressive thinking of Wolfgang Ratke. It too

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Elia, John P., and Jessica Tokunaga. "Sexuality education: implications for health, equity, and social justice in the United States." Health Education 115, no. 1 (2015): 105–20. http://dx.doi.org/10.1108/he-01-2014-0001.

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Purpose – The purpose of this paper is to examine how school-based sexuality education has had a long and troubled history of exclusionary pedagogical practices that have negatively affected such populations as lesbian, gay, bisexual, trans, queer (LGBTQ) individuals, people of color, and the disabled. The social ecological model is introduced as a way of offering sexuality educators and school administrators a way of thinking more broadly about how to achieve sexual health through sexuality education efforts inside and outside of the school environment. Design/methodology/approach – This pape

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Elmore, Richard. "Getting to Scale with Good Educational Practice." Harvard Educational Review 66, no. 1 (1996): 1–27. http://dx.doi.org/10.17763/haer.66.1.g73266758j348t33.

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How can good educational practice move beyond pockets of excellence to reach a much greater proportion of students and educators? While many children and young adults in school districts and communities around the country have long benefited from the tremendous accomplishments of successful teachers, schools, and programs, replicating this success on a larger scale has proven to be a difficult and vexing issue. In this article, Richard Elmore addresses this problem by analyzing the role of school organization and incentive structures in thwarting large-scale adoption of innovative practices cl

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Gutfreund, Zevi. "Immigrant Education and Race: Alternative Approaches to “Americanization” in Los Angeles, 1910–1940." History of Education Quarterly 57, no. 1 (2017): 1–38. http://dx.doi.org/10.1017/heq.2016.1.

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This article explores citizenship's multiple meanings in Los Angeles by describing five different types of Americanization, or immigrant education, in the city of angels from 1910 to 1940. The federal racialization of access to citizenship influenced these alternative approaches to Americanization at a local level. In the context of Supreme Court rulings and federal laws that made it difficult for immigrants of color to naturalize in the United States during the Progressive Era, Anglo officials in the school district and settlement houses developed an English-only curriculum that benefited onl

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López González, Ana Laura. "Implications of diabetes self-management education in metabolic control." Mexican Journal of Medical Research ICSA 8, no. 16 (2020): 72–80. http://dx.doi.org/10.29057/mjmr.v8i16.3911.

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Diabetes is a chronic, progressive and disabling disease that affects millions of people around the world, with a high mortality rate derived from poor control. The paradigm of the treatment of diabetes has shifted to focus on empowering the person with diabetes to manage the disease successfully and to improve their quality of life. Diabetes self-management education, or DSME, is a process where people with diabetes gain the knowledge and skills needed to make informed decisions, modify their behaviour and to self-manage, in collaboration with health personnel, successfully the disease and it

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Bedford, Denise A. D., Marion Georgieff, and Johel Brown-Grant. "Lifewide, lifelong comprehensive approach to knowledge management education – emerging standards." VINE Journal of Information and Knowledge Management Systems 47, no. 4 (2017): 467–89. http://dx.doi.org/10.1108/vjikms-12-2016-0068.

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Purpose The purpose of this study is to propose a framework for developing standards for knowledge management education programs from primary through tertiary levels. The lack of standards for knowledge management education is a significant challenge for the advancement of the field, for the sustainability of institutional programs, the future competencies of knowledge workers and the effective growth of knowledge organizations. Design/methodology/approach The research adopts and adapts the framework and methodology used to establish educational standards in computer science. The framework is

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WARFIELD, PATRICK. "Educators in Search of an Anthem: Standardizing “The Star-Spangled Banner” During the First World War." Journal of the Society for American Music 12, no. 3 (2018): 268–316. http://dx.doi.org/10.1017/s1752196318000172.

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AbstractIn the spring of 1917 several of the most prominent musicians in the United States, including the bandleader John Philip Sousa, the orchestral conductor Walter Damrosch, and the scholar Oscar Sonneck, joined together in a fruitless effort to establish a standardized version of “The Star-Spangled Banner.” Most histories of the song note this effort but fail to recognize that the impetus for it came from the music division of the National Education Association and reflected a Progressive Era faith in the efficiencies of business, which could be manifest through the mass singing of school

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Bar-Haim, Shaul. "The liberal playground." History of the Human Sciences 30, no. 1 (2017): 94–117. http://dx.doi.org/10.1177/0952695116668123.

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The Cambridge Malting House, an experimental school, serves here as a case study for investigating the tensions within 1920s liberal elites between their desire to abandon some Victorian and Edwardian sets of values in favour of more democratic ones, and at the same time their insistence on preserving themselves as an integral part of the English upper class. Susan Isaacs, the manager of the Malting House, provided the parents – some of whom were the most famous scientists and intellectuals of their age – with an opportunity to fulfil their ‘fantasy’ of bringing up children in total freedom. I

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Park, Chan Woong, and Matthew D. Curtner-Smith. "Influence of Occupational Socialization on the Perspectives and Practices of Adapted Physical Education Teachers." Adapted Physical Activity Quarterly 35, no. 2 (2018): 214–32. http://dx.doi.org/10.1123/apaq.2017-0051.

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The purpose of this study was to describe and examine the occupational socialization of nine adapted physical educators (APEs). The questions we attempted to answer were (a) What were the perspectives and practices of the APEs? and (b) What factors influenced these perspectives and practices? Data were collected through six qualitative techniques and analyzed by using analytic induction and constant comparison. At the time the study was conducted, the APEs possessed traditional or progressive teaching orientations. They had been attracted to a career as an APE through their participation in sp

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MCCARTHY, CAMERON, MICHAEL GIARDINA, SUSAN JUANITA HAREWOOD, and JIN-KYUNG PARK. "Afterword: Contesting Culture: Identity and Curriculum Dilemmas in the Age of Globalization, Postcolonialism, and Multiplicity." Harvard Educational Review 73, no. 3 (2003): 449–65. http://dx.doi.org/10.17763/haer.73.3.77873k17105l5140.

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In this closing article, Cameron McCarthy, Michael Giardina, Susan Harewood, and Jin-Kyung Park draw on the preceding articles of this Special Issue to develop the argument that educators need to pay special attention to developments associated with human immigration, cultural globalization, and the rapid migration of cultural and economic capital and electronically mediated images. In the plurality of social and cultural sites of practice reflected in these articles, McCarthy et al. find implications for pedagogical practice and the educational preparation of school youth. They specifically a

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