Relevant bibliographies by topics / Progressivist education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Progressivist education'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Progressivist education"

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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 (August 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 four competing interests in an epic struggle over the curriculum in the United States. Theodore Christou dubbed humanists “foils” to the progressivist reformers who succeeded in overturning Ontario'sProgrammes of Studyfor the public schools. Kliebard defined this group as:the guardians of an ancient tradition tied to the power of reason and the finest elements of the Western cultural heritage… to them fell the task of reinterpreting, and thereby preserving as best as they could, their revered traditions and values in the face of rapid social change and a burgeoning school system.
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Svingby, Gunilla. "Conservative and liberal challenges to progressivist curricula in Scandinavia." Curriculum Journal 6, no. 2 (June 1995): 211–23. http://dx.doi.org/10.1080/0958517950060205.

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Christou, Theodore Michael. "Character Education as a Theme of Progressivist Schooling in Interwar Ontario." Childhood Education 89, no. 6 (November 2013): 356–61. http://dx.doi.org/10.1080/00094056.2013.851587.

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Lefstein, Adam. "Thinking Power and Pedagogy Apart-Coping With Discipline in Progressivist School Reform." Teachers College Record 104, no. 8 (December 2002): 1627–55. http://dx.doi.org/10.1111/1467-9620.00215.

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Chouliaraki, Lilie. "Regulative Practices in a 'Progressivist' Classroom: 'Good Habits' as a 'Disciplinary Technology'." Language and Education 10, no. 2-3 (September 1996): 103–18. http://dx.doi.org/10.1080/09500789608666703.

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Hyslop-Margison, Emery J., and Kieran Egan. "Getting It Wrong from the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey, and Jean Piaget." Canadian Journal of Education / Revue canadienne de l'éducation 26, no. 4 (2001): 515. http://dx.doi.org/10.2307/1602181.

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Conroy, James C. "Book review: Getting It Wrong from the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey and Jean Piaget." Theory and Research in Education 3, no. 3 (November 2005): 371–74. http://dx.doi.org/10.1177/1477878505057439.

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Şahin, Fatih. "Relationship between teachers' philosophical beliefs about education and their perceptions of school climate." Pegem Eğitim ve Öğretim Dergisi 10, no. 3 (July 14, 2020): 635–54. http://dx.doi.org/10.14527/pegegog.2020.021.

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This study investigated the relationship between teachers' educational beliefs and their perceptions about school climate. The study was designed as a correlational survey model. The sample included 357 teachers working in the central districts of Van province in 2019-2020 academic year. "Educational Beliefs Scale" and "School Climate Scale" were used as data collection tools. Correlational and regression analyses were carried out to explore the relationships among the study variables. According to the results, teachers' beliefs about contemporary philosophical approaches were strong. In terms of teachers' perceptions of school climate, all scores were close to each other, but higher scores were found in directive and supportive school climates. Results concerning the relationship between education beliefs and school climate showed that teachers having progressivist and existentialist education beliefs saw their schools as more supportive and directive while teachers having a reconstructionist educational philosophy perceived their schools as more directive and restrictive. Teachers adopting a perennialist educational belief interestingly described their schools as more supportive, directive and intimate. As expected, teachers who follow essentialist beliefs in education regarded their schools as more restrictive in terms of climate. The results of the study indicated that teachers' philosophical beliefs about education were, although at a low level, a significant predictor of their perception of school climate.
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Mohammed Akinola Akomolafe, Mohammed Akinola. "Between Perennialism and Progessivism: A Reflection on a Pedagogical Choice for Effective Child Development." Filosofiya osvity. Philosophy of Education 26, no. 2 (June 25, 2021): 78–89. http://dx.doi.org/10.31874/2309-1606-2020-26-2-5.

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With the task of the philosopher of education beset with several challenges and theoretical underpinnings regarding what kind of pedagogy and curriculum suits the moral and personal development of the child, various approaches have been postulated. In the present study, we prune these theories to perennialism and progressivism. There have been divergent views as to whether or not either or both of these serve the interest of the child better. What then is Perennialism? What is Progressivism? What makes each of these theories a preferred pedagogic theory for the child? Are there any places of connection and/or discord between these theories? Are they both necessarily at logger heads? In this essay, we argue that progressivism and perennialism portray shades of truth about child teaching and development that is unique and distinct to each. As human societies and social consciousness are not univocal, it is the submission of this essay that it is the task of the educator to align any of the two education theories with the yearning of the community which is where the input of education of the child is made manifest. Main persons for philosophical investigation of perennialism for us are Robert Maynard Hutchins, Mortimer J. Adler, and Sir Richard Livingstone whereas important persons for progressivism are John Locke, Jean-Jacques Rousseau and especially John Dewey. Perennialism holds the view that teachers should teach issues that are of general importance to man and focus on them. Progressivists believe that education cannot be always the same and it is always in the process of development: it must be life itself, and learning has be linked to the interests of the child, which must be carried out by solving specific social and educational problems.
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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 undemocratic embraced their ideas with a passion and energy unseen from every previous government. Could progressive educators work for such a benefactor? They could and they did, in great numbers. But to distance themselves from a ruling party they disdained, progressives wrapped themselves in the language of professionalism and retreated into self-contained institutes, governmental bureaucracies, and experimental schools. These developments warped the content of Russian progressive education, distanced progressives from the schools they sought to transform, and hastened the demise of educational progressivism in the Soviet Union. This article makes extensive use of archival documents, published primary sources, and both Russian and English-language secondary sources.
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Dissertations / Theses on the topic "Progressivist education"

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Schaffzin, Linda Klughaupt. "Akiba Hebrew Academy| A Unique Jewish Day School in the Age of Progressivism." Thesis, Barry University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263295.

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Akiba Hebrew Academy was founded in Philadelphia in 1946 as the first community Jewish secondary day school in America. Akiba was a drastic departure and in effect, counter-cultural: an all-day secondary school program defined as community (not attached to a denomination and certainly not Orthodox), integrative (general and Jewish studies), and progressive, a term that carried weight in the Philadelphia marketplace, drawing talented faculty and skeptical parents to this yet unknown entity. Most Jewish parents were committed to public school education, favoring denominational supplemental religious schooling.

Despite Akiba’s status as the first of its kind in American Jewish educational history, little has been written about it as a progressive school or about its leadership. Even less is known of the influence of the curriculum or the faculty on its graduates. Using archival material, this study examines the nature of the school’s curriculum and especially the leadership of its visionary curricular architect, Louis Newman, from his selection as principal in 1951 until 1963, when he left the school for an appointment to a national curriculum initiative. It specifically explores to what degree the overt and hidden curriculum followed the founders’ initial intent. Through the use of narrative inquiry methodology, the use of participant interviews and the examination of archival material such as personal letters and communication, the study also investigates the impact of those decisions on administration, parents, faculty and early graduates in an effort to understand the influence of the school on the community and especially its students’ identities.

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Jackson, Allison L. "The Character Education Work of Milton Fairchild| A Prism for Exploring the Debate between Liberal Progressives and Conservative Progressives in the Early 20th Century." Thesis, Notre Dame of Maryland University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813434.

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The development of character is one of the objectives of the American educational system. This historical study examined the debate over character education in the 1920s, a decade in which Americans were especially committed to creating moral youth. Specifically, this study investigated the character education work of Edwin Milton Fairchild from 1893 to 1939 and how his work reflects the tension between conservative progressives and liberal progressives in the early twentieth century. Primary source and archived documents such as journal articles, personal correspondences, ephemera, and photographs were used to conduct this study. As a result of this study, it was determined that Edwin Milton Fairchild was a pioneer of secular moral education in America and that the current controversy surrounding how character education should be taught in schools has roots that were established a century ago. The work of Edwin Milton Fairchild during the late nineteenth and early twentieth centuries played an important role in the secularization of moral education and is a prism through which the debate over character education among progressives can be better understood.

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Preuss, Gene B. "Progressivism in Texas : the origins of LBJ's educational philosophy /." View online, 1993. http://ecommons.txstate.edu/histtad/6.

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Gordon, Tuula Orvokki. "Progressivism and the changing educational climate : a case study of a community college in Leicestershire." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019577/.

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Jenkins, Celia Margaret. "The professional middle class and the social origins of progressivism : a case study of the New Education Fellowship." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10006559/.

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Seager, Michael Allen. "Placing civilization progressive colonialism in health & education from America to the Philippines, 1899-1920 /." Diss., [Riverside, Calif.] : University of California, Riverside, 2009. http://proquest.umi.com/pqdweb?index=3&did=1957340901&SrchMode=5&Fmt=2&retrieveGroup=0&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1269450997&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed March 24, 2010). Includes bibliographical references (p. 440-461). Also issued in print.
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Stormats, Karen. "Flipp i tal och handling : En fallstudie om undervisningsmetoden flipp i tre gymnasielärares tal och handling." Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-74666.

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Flipped Classroom (flipp) is described in both school and scientific contexts as a new teaching method where the individual pupil and her active learning is placed at the center and where lesson time to a greater extent is used for discussion and laboratory work, while information gathering takes place outside lesson time via ICT. Flipp has in recent years become widely spread in Sweden, which is why it is interesting to investigate flipp in a Swedish context. This has so far been made to a very limited extent. This study aims to deepen the understanding of flipp as a teaching method as the method appears in the speech and actions of upper secondary school teachers who claim they use flipp when they teach. The study addresses three general issues. First, teachers' purposes with flipp are explored, second, the roles that emerge in flipped teaching is investigated and third, individualization in teaching where flipp is applied. The study is a case study based on interviews and observations with three upper secondary school teachers who flip their teaching. The study is based on social constructivist theory formation and Dewey's progressivist philosophy of education is the discussion partner in this study. Previous research suggests that in the development of flip, inspiration was drawn from pedagogical ideas from the early 1900s, which makes it advisable to discuss possible points of contact between flipp as expressed in the case study, and progressivism. Previous research presents flipp as a method for creating flexibility and individualization as well as a method that helps the teacher and students spend more time together for laboratory work and discussions. The teachers express that flipping helps the students to become active during lessons. Observations, however, show that there are significant problems with the students not preparing for the lesson to the extent that was expected, which will have negative consequences for the opportunities to work and discuss during lessons as intended. The study thus shows evidence that there is a discrepancy between the image that the teachers produce and the image of the flip that has been observed.
Denna licentiatuppsats handlar om hur gymnasielärare som flippar uppfattar och  tillämpar undervisningsmetoden. I studien undersöks vilka syften lärarna har med att flippa, vilka roller lärare och elever har när man flippar och i vilken mån flipp kan bidra till att individualisera undervisningen. Tre verksamma gymnasielärare har deltagit i studien och de har intervjuats och observerats vid flera tillfällen. Flipp beskrivs av lärarna som har deltagit i studien som en undervisningsmetod som kan bidra till att de kan göra undervisningen mera individualiserad och flexibel. Studien visar även att den omdisponering av tid, som flipp syftar till, innebär att lärare ger elever ansvar för att på egen hand arbeta med grundläggande kunskapsinhämtning, vilket i kombination med andra bärande element i flipp, kan missgynna elever som av olika anledningar har svårigheter i skolan. Karen Stormats är verksam som lärarutbildare vid Högskolan Dalarna. Hon har tidigare erfarenhet av undervisning i historia och samhällskunskap på gymnasiet. Under tiden som forskarstuderande har Karen ingått i forskarskolan Skolnära, ett samarbete mellan Pedagogisk utveckling Dalarna (PUD), Högskolan Dalarna och Karlstads universitet.
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Paindorge, Martine. "Contribution à la progressivité des enseignements technologiques : les notions dans l'éducation technologique." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2005. http://tel.archives-ouvertes.fr/tel-00119474.

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La thèse examine le problème de la progressivité des notions dans l'éducation technologique en France et propose un modèle d'étude.
L'analyse des programmes du cycle 3 à la classe de seconde permet d'abord d'identifier une cohérence partielle avec la progressivité annoncée dans ces textes, une progressivité implicite puis une progressivité potentielle basée sur les notions de chaîne, coût, entreprise, information, processus, qualité, organisation et produit.
Ensuite, l'analyse d'entretiens réalisés auprès d'enseignants montre que la prise en charge de la progressivité varie selon leur spécialité professionnelle et le niveau d'enseignement.
Enfin, l'analyse de propos d'élèves de quatrième, de traces de leurs activités en classe et en entreprise indique une mobilisation partielle de la notion de qualité. Le rôle prescrit à l'élève (lecteur, concepteur ou réalisateur) et le contexte influent sur l'adoption d'un point de vue client, produit, fournisseur ou entreprise.
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Cro, Ann B. "From Transcendentalism to Progressivism: The Making of an American Reformer, Abby Morton Diaz (1821-1904)." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2187.

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Author and activist Abby Morton Diaz (1821-1904) was a member of the Brook Farm Transcendental community from 1842 until it folded in 1847. Although critics have long recognized that Brook Farm played a role in Diaz's intellectual preparation, they have not attempted to demonstrate its influence through a study of her writings. In this study I will examine in detail two of Diaz's novels and two long essays, with passing references to other works, that reveal how the utopian socialism practiced at Brook Farm influenced Diaz as a writer and reformer. In all her writings Diaz emphasized the importance of education for women so that they may successfully fulfill their roles as wives, mothers, and their children's first teachers. Her philosophy is reflected in the reform initiatives she supported: the Women's Educational and Industrial Union and the Nationalist Party.
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Christoffersson, Carin. "Resonera mera! : En studie om resonemangsförmågans kvantitativa och kvalitativa betydelse i samhällskunskap för år 4-6, från Lgr 62 till Lgr 11." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44453.

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Although the words reasoning or being able to reason appear 480 times in today's curriculum Lgr 11, there are no explanations and justifications why students should learn and be assessed based on the knowledge requirements in their ability to reason. This paper examines how this can be found, mainly in the syllabus in civics education for grades 4-6, and whether the relevance of reasoning has been similar in previous curricula from 1962 to the present day. With quantitative content analysis and qualitative text analysis, curricula in social studies and commentary material have been analysed.    The analyses have been made based on the curriculum philosophies progressivism, essentialism and reconstructivism, as a theoretical framework and a possible way to explain the quantitative and qualitative results, and answer the purpose of the essay how the relevance has changed. Another purpose of the essay is to investigate how the change has been justified and whether a change in perception of knowledge can explain the varied occurrence of the ability to reason, or how important one have considered the ability to be. The results of the essay shows that the quantitative results are not entirely related to the qualitative ones. Although the words occur most times in Lgr 11, I find that the greatest relevance to reasoning is given in Lgr 80. One possible reason for this may be that Lgr 80 expresses a reconstructive view of knowledge where the learning process is in focus, rather than an essentialist view of knowledge as in Lgr 11, where the subject content is the most central.
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Books on the topic "Progressivist education"

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Silcock, Peter. New Progressivism. London: Falmer Press, 1999.

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Brazil. Ministério da Educaçao e Cultura. Secretaria de Ensino de 1o. e 2o. Graus. Avanços progressivos. Brasília: The Ministério, 1985.

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Grunwaldt, Ingeborg Stracke. Avanços progressivos. Brasília: Ministério da Educação e Cultura, Secretaria de Ensino de 1o. e 2o. Graus, 1985.

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Rodwell, G. W. With zealous efficiency: Progressivism and Tasmanian State primary education, 1900-20. Darwin, N.T., Australia: William Michael Press, 1992.

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The promise of progressivism: Angelo Patri and American education. New York: Peter Lang, 2005.

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The degree of progressivism among Arkansas public school superintendents. Lanham, Md: University Press of America, 1996.

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The Chautauqua moment: Protestants, progressives, and the culture of modern liberalism. New York: Columbia University Press, 2003.

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Roitman, Joel M. The immigrants, the progressives, and the schools: Americanization and the impact of the new immigration upon public education in the United States, 1890-1920. Stark, KS: De Young Press, 1996.

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Novotny, Patrick. This Georgia rising: Education, civil rights, and the politics of change in Georgia in the 1940s. Macon, Ga: Mercer University Press, 2007.

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The men and women we want: Gender, race, and the progressive era literacy test debate. Rochester, NY: University of Rochester Press, 2010.

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Book chapters on the topic "Progressivist education"

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Darling, John, and Sven Erik Nordenbo. "Progressivism." In The Blackwell Guide to the Philosophy of Education, 288–308. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996294.ch17.

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Dilley, Patrick. "Progressivism, Race, and Feminism." In The Transformation of Women’s Collegiate Education, 55–76. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46861-7_4.

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Janak, Edward. "Swept Up in Progressivism, 1915–1919." In Politics, Disability, and Education Reform in the South, 123–60. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137484062_5.

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Haga, Masayuki. "Free Drawing and art education." In Educational Progressivism, Cultural Encounters and Reform in Japan, 57–73. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315666198-5.

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Kuno, Hiroyuki. "Japanese progressivism and continuing cultural encounters." In Educational Progressivism, Cultural Encounters and Reform in Japan, 169–74. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315666198-12.

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Sakuma, Hiroyuki. "Kuniyoshi Obara's Zenjin education at Tamagawa Gakuen." In Educational Progressivism, Cultural Encounters and Reform in Japan, 93–108. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315666198-7.

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Yamasaki, Yoko. "Origins and outline of progressive education in Japan." In Educational Progressivism, Cultural Encounters and Reform in Japan, 11–28. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315666198-2.

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Couch, Daniel. "From Progressivism to Instrumentalism: Innovative Learning Environments According to New Zealand’s Ministry of Education." In Transforming Education, 121–33. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5678-9_8.

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Cuypers, Stefaan E. "“Plowden” at 50—R.S. Peters’ Response to Educational Progressivism." In Past, Present, and Future Possibilities for Philosophy and History of Education, 101–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94253-7_8.

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Franklin, Barry M. "Progressivism and Curriculum Differentiation: Special Classes in the Atlanta Public Schools, 1898–1923." In Urban Education in the United States, 119–35. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403981875_7.

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Conference papers on the topic "Progressivist education"

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Brant-Ribeiro, Taffarel, and Renan Cattelan. "Análise de Variância Fatorial do Desempenho de Estudantes sob a Influência de Aprimoramentos Progressivos em Plataformas de Apoio ao Ensino." In XXIX Simpósio Brasileiro de Informática na Educação (Brazilian Symposium on Computers in Education). Brazilian Computer Society (Sociedade Brasileira de Computação - SBC), 2018. http://dx.doi.org/10.5753/cbie.sbie.2018.1233.

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