Journal articles: 'Progressive education'

1

Hein, George E. "Progressive Education and Museum Education." Journal of Museum Education 31, no. 3 (September 2006): 161–73. http://dx.doi.org/10.1080/10598650.2006.11510544.

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Altenbaugh, Richard J., and Arthur Zilversmit. "Whither Progressive Education?" Educational Researcher 23, no. 5 (June 1994): 35. http://dx.doi.org/10.2307/1177032.

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Kaplan, Andy. "Reconstructing Progressive Education." Schools 10, no. 1 (March 2013): 122–31. http://dx.doi.org/10.1086/670004.

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McCall, Joyce A. "Progressive critical care education." Critical Care Nurse 22, no. 4 (August 1, 2002): 88–87. http://dx.doi.org/10.4037/ccn2002.22.4.88.

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DO, Trang. "Progressive Education: Views from John Dewey’s Education Philosophy." WISDOM 4, no. 3 (October 27, 2022): 22–31. http://dx.doi.org/10.24234/wisdom.v4i3.907.

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The study aims to clarify some actual contents that we think should be noted in the study of Dewey’s educational philosophy. The study begins with Dewey’s criticism of traditional education, which served as the basis for his progressive educational views. The article then analyzes the learner-centric educational process and teacher’s qualities from a progressive viewpoint. Progressive education’s ultimate aim is to achieve democracy in education. That, in our opinion, is the prominent reason that the influence of Dewey’s educational philosophy continues to have a bearing on the education systems of the United States, many European countries, and Asia. The article concludes with John Dewey’s contributions to educational development to demonstrate that his progressive educational views still have directional value and provide meaningful guidance for educational innovation in many countries.

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Altenbaugh, Richard J. "Book Reviews: Whither Progressive Education?" Educational Researcher 23, no. 5 (June 1994): 35–36. http://dx.doi.org/10.3102/0013189x023005035.

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Friend, Nina. "Reflecting on My Progressive Education." Schools 9, no. 2 (September 2012): 217–26. http://dx.doi.org/10.1086/667918.

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Romalov, Nancy Tillman. "Progressive Education: Two Contemporary Views." Lion and the Unicorn 12, no. 1 (1988): 141–46. http://dx.doi.org/10.1353/uni.0.0123.

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White, Rob. "Students, Vocationalism and Progressive Education." Discourse: Studies in the Cultural Politics of Education 10, no. 1 (October 1989): 70–86. http://dx.doi.org/10.1080/01596306.1989.11720819.

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White, Rob. "STUDENTS, VOCATIONALISM AND PROGRESSIVE EDUCATION." Discourse: Studies in the Cultural Politics of Education 10, no. 1 (October 1989): 70–86. http://dx.doi.org/10.1080/0159630890100105.

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Reese, William J. "The Origins of Progressive Education." History of Education Quarterly 41, no. 1 (2001): 1–24. http://dx.doi.org/10.1111/j.1748-5959.2001.tb00072.x.

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By the dawn of the twentieth century, a new way of thinking about the nature of the child, classroom methods, and the purposes of the school increasingly dominated educational discourse. Something loosely called progressive education, especially its more child-centered aspects, became part of a larger revolt against the formalism of the schools and an assault on tradition. Our finest scholars, such as Lawrence A. Cremin, in his magisterial study of progressivism forty years ago, have tried to explain the origins and meaning of this movement. One should be humbled by their achievements and by the magnitude of the subject. Variously defined, progressivism continues to find its champions and critics, the latter occasionally blaming it for low economic productivity, immorality among the young, and the decline of academic standards. In the popular press, John Dewey's name is often invoked as the evil genius behind the movement, even though he criticized sugar-coated education and letting children do as they please. While scholars doubt whether any unified, coherent movement called progressivism ever existed, its offspring, progressive education, apparently did exist, wreaking havoc on the schools.

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Oelkers, Jürgen. "Empirical research in progressive education." International Journal of Educational Research 27, no. 8 (February 1998): 715–22. http://dx.doi.org/10.1016/s0883-0355(98)00008-1.

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Spencer, Jenny S., and Charles R. Garoian. "Performance Art as Progressive Education." Art Journal 60, no. 1 (2001): 102. http://dx.doi.org/10.2307/778050.

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Setran, David. "“More Religion in Education and More Education in Religion”: Liberal Progressivism and the Educational “Common Faith,” 1917-1940." Teachers College Record: The Voice of Scholarship in Education 114, no. 1 (January 2012): 1–29. http://dx.doi.org/10.1177/016146811211400103.

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Background/Context Educational historians have given a great deal of attention to the early-twentieth-century growth, development, and implementation of liberal progressive educational theories and techniques. However, with the exception of a few scholars, they have devoted far less attention to the religious dimensions of liberal progressive educational thought. This gap has tended to blind scholars to the reality that liberal Protestantism was an important source and ally of the progressive education movement. This article seeks to combat this neglect by looking at the potent interpenetration of liberal progressive religion and liberal progressive education between 1917 and 1940, specifically focusing on this relationship at Teachers College and Union Theological Seminary. Teachers College progressive educators such as John Dewey, John Childs, William Kilpatrick, and Goodwin Watson were deeply influenced by and sympathetic toward the social gospel and its roots in Protestant modernism. At the same time, a group of academic religious educators, many across the street at Union Theological Seminary, found progressive education the ideal companion for their religious perspectives. Dissolving dualisms between the sacred and the secular, public and religious progressive educators created a shared “common faith” that allowed them to collaborate on a number of practical educational efforts in schools and religious organizations. Purpose/Objective/Research Question/Focus of Study This article seeks both to demonstrate the strong cooperative relationships between liberal progressive religious and public educators at Teachers College and Union Theological Seminary between 1917 and 1940 and to explain the theoretical and organizational basis for these relationships. The article, therefore, looks specifically at the institutional growth of this alliance, the theoretical underpinnings of these connections, and two of the collaborative efforts emerging from this coalition. Research Design This article attempts to make its argument through historical analysis, the data secured chiefly through archival research, and the analysis of primary historical documents. Conclusions/Recommendations In the end, I contend that progressives in public and religious education were able to cooperate so fully because they all possessed “a common faith.” With a unified philosophical platform devoid of dualisms, liberal progressives with religious interests forged a joint perspective on education designed to elevate the descriptive and procedural components of the democratic life. The Kingdom of God proved to be a powerful image of the ideal democracy and a powerful representation of religion and education working together to build a better world. It is recommended that future scholars continue to look in other parts of the country and among other individuals to trace these powerful cooperative relationships, thus restoring the place of religion as an important source and ally of progressive education.

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15

Potts, Anthony. "New Education, Progressive Education and the Counter Culture." Journal of Educational Administration and History 39, no. 2 (June 6, 2007): 145–59. http://dx.doi.org/10.1080/00220620701342304.

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Stefon, Frederick. "Willard Beatty and Progressive Indian Education." American Indian Culture and Research Journal 33, no. 4 (January 1, 2009): 91–112. http://dx.doi.org/10.17953/aicr.33.4.2376k108u37t0502.

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Herbst, Jurgen, Hermann Rohrs, and Volker Lenhart. "Toward a Theory of Progressive Education?" History of Education Quarterly 37, no. 1 (1997): 45. http://dx.doi.org/10.2307/369904.

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Reese, Stephen D. "The Progressive Potential of Journalism Education." Harvard International Journal of Press/Politics 4, no. 4 (September 1999): 70–94. http://dx.doi.org/10.1177/1081180x9900400405.

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19

Beineke, John A. "Is Progressive Education Obsolete: A Reconsideration." Teaching Education 5, no. 2 (March 1993): 175–81. http://dx.doi.org/10.1080/1047621930050219.

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Schultz, Katherine. "Progressive Education in a New Era." Schools 2, no. 2 (October 2005): 109–20. http://dx.doi.org/10.1086/589118.

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21

van Ewijk, Casper, and Paul J. G. Tang. "Unions, progressive taxes, and education subsidies." European Journal of Political Economy 23, no. 4 (December 2007): 1119–39. http://dx.doi.org/10.1016/j.ejpoleco.2006.09.007.

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22

Mogga, Oliver Kenyi A. "Progressive Education and Democracy: Inseparable Conceptions." Journal of Curriculum and Pedagogy 2, no. 1 (June 2005): 31–33. http://dx.doi.org/10.1080/15505170.2005.10411519.

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Rasmussen, Mary Lou. "Secularism, religion and ‘progressive’ sex education." Sexualities 13, no. 6 (December 2010): 699–712. http://dx.doi.org/10.1177/1363460710384558.

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Mandell, Alan, and Katherine Jelly. "Creative tensions in progressive higher education." Journal of Adult and Continuing Education 26, no. 1 (September 23, 2019): 149–73. http://dx.doi.org/10.1177/1477971419876295.

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In a rapidly changing context, US institutions of higher education are struggling amidst myriad pressures related, for example, to funding, accountability, standardisation and technology. In particular, pressures on ‘progressive’ or non-traditional colleges are immense. These schools, which have historically emphasised individualised, student-centred pedagogy, access and diversity, experimentation and a commitment to social justice, are in danger of losing their distinctive vision as the challenges they face have undermined their practices and thrown into question their identity, if not their survival. This essay argues, first, that if progressive institutions are to sustain their distinctive approach, they must not succumb to demands that drive them towards the conventional, but rather must use these challenges to renew their practice; second, that they must examine creative tensions, the perennial questions that reflect a generative interplay between competing values; and, third, that they must remain mindful of the principles undergirding their progressive vision. Mining these tensions as opportunities for grappling with the pressures at hand, the essay provides examples of possibilities for progressive change. Instead of slipping into the conventional or succumbing to despair, the essay shows that we can respond creatively to the challenges all higher education and especially progressive institutions face today.

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Zimiles, Herbert. "A Bittersweet Appraisal of Progressive Education." Society 45, no. 2 (February 2, 2008): 164–69. http://dx.doi.org/10.1007/s12115-008-9068-6.

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Kaur, Gagandeep. "INCLUSIVE EDUCATION: PROGRESSIVE REALIZATION IN HIGHEREDUCATION." International Journal of Advanced Research 12, no. 05 (May 31, 2024): 1264–69. http://dx.doi.org/10.21474/ijar01/18842.

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Inclusive education refers to the rights of children and their parent to access the main stream education in which the childrens needs and the parents wants is satisfied. IE is a new approach of educating the differently abled children with the normal ones under the same roof. Inclusive education is a recognition that learners have diverse abilities and interests, and that they come from diverse ethnic and social backgrounds.In inclusive classrooms we can see students of different learning styles, talents, powers and ability levels.It embrace a wide panel of multi-talented students including ordinary learners, students with disabilities like physically handicapped, mentally retarded, multiple disorders, visual and hearing problems, transgender etc. Provision of Inclusive Education involving studies with disabilities based on the belief that those with disabilities should not have to depend on specialized services alone, to benefit from educational resources activities and practices that are otherwise available to all. Inclusive education can therefore be simply defined as Education that Fits. In other words, education must fit the diversity of learners we find (or should find) in every school, in every classroom, in every country. Expressed another way, an inclusive school is A School for everyone. Many educational institutions have made an attempt towards inclusion in education and studies proved that it led to great improvement in educational quality index. Inclusive Education implies all young learners, young people - with or without disabilities being able to learn together through access common pre-school and schools with an appropriate network of support services.

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Tejasvi, Ashish. "National Education Policy 2020: Progressive Changes in Higher Education and Agricultural Education." International Journal of Research in Science and Technology 12, no. 04 (2022): 01–06. http://dx.doi.org/10.37648/ijrst.v12i04.001.

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Education and medical system are the two important pillars of all round development of a country, only on the basis of multidimensional education and latest medical system, any nation can progress in the right direction. The new education policy comes is all set to change the existing educational system of India after 30 years with the aim of making it at par with the international standard of academics. It is an education system developed from Indian values which will contribute directly to transform India into a vibrant society by providing high quality education to all and making country a global knowledge superpower. It is envisaged in this policy that the curriculum of our institutions and the method of education should generate awareness among the students for their fundamental responsibilities and constitutional values. The vision of this policy is that the pride of being an Indian should be reflected in the students, not only in thought but in behaviour, intelligence and actions; it should also possess knowledge, skills, values and thinking, A human right who is committed for sustainable development, survival and global well-being so that every Indian can become a truly worthy citizen.

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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 (June 30, 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 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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29

Hughes, John P. "Theory into practice in Australian progressive education." History of Education Review 44, no. 1 (June 1, 2015): 115–27. http://dx.doi.org/10.1108/her-03-2014-0027.

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Purpose – The purpose of this paper is to scrutinize the avowedly progressive curriculum delivered in the 1930s at the Enmore Activity School. Through this examination it delineates a gap in Australia between the theoretical formulations of progressive education and school practice. The study of this curriculum is used to locate historical trends and influences that aided or hindered the application of progressive education in Australia during the 1930s. Design/methodology/approach – Through a review of the archival and historical literature on the curriculum at the Enmore Activity School the paper defines the ways progressive education was understood in Australia at that time. Findings – The analysis reveals that Enmore delivered a type of progressive education Tyack dubs “administrative progressivism” in a programme that remained essentially orthodox. Yet although an authentically progressive curriculum proved elusive at Enmore the school did, by example, influence several later curriculums. Originality/value – This close up study provides insights into how central tenets of progressive education were understood, accepted, or rejected at the local level in Australia in the 1930s. It offers fresh perspectives on contemporary educational debates about progressive education.

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Murphey, Kathleen, and Gary DeCoker. "Essay Reviews: Progressive Journeying." Harvard Educational Review 61, no. 2 (July 1, 1991): 207–15. http://dx.doi.org/10.17763/haer.61.2.n647146687q12241.

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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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Mukharji, Aroop. "Unity through Education." Journal of Applied History 3, no. 1-2 (December 2, 2021): 109–20. http://dx.doi.org/10.1163/25895893-bja10015.

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Abstract The last four years have not only witnessed the largest domestic protests in U.S. history, but the steady polarization of U.S. politics has been a widening trend for decades. Policymakers eager to heal the country can learn from history. The Progressive Era offers one big idea to reduce division: public education. A robust educational system undergirds progress, stability, and unity, and it enables follow-on opportunities of social reform and equality. The Progressive Era’s laudable expansion of public education also, however, reversed progress on racial equality and neglected to resolve an inflammatory media, mistakes that have contributed to today’s division. Learning from the successes and failures of one of the most ambitious Progressive Era programs presents the United States with one path forward to solving its internal turmoil.

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Croft, Sally. "Higher Education: Progressive solution tackles Masters muddle." Physics World 7, no. 2 (February 1994): 10–11. http://dx.doi.org/10.1088/2058-7058/7/2/11.

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Sugrue, Ciaran. "Plowden: Progressive Education—A 4-Decade Odyssey?" Curriculum Inquiry 40, no. 1 (January 2010): 105–24. http://dx.doi.org/10.1111/j.1467-873x.2009.00470.x.

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Stangvik, Gunnar. "Progressive special education in the neoliberal context." European Journal of Special Needs Education 29, no. 1 (December 18, 2013): 91–104. http://dx.doi.org/10.1080/08856257.2013.859819.

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36

Barcan, Alan. "The Andersonians and progressive education, 1930–1968." Melbourne Studies in Education 41, no. 1 (May 2000): 91–114. http://dx.doi.org/10.1080/17508480009556345.

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Papastephanou, Marianna. "Genocide, Diversity, and John Dewey's Progressive Education." Metaphilosophy 47, no. 4-5 (October 2016): 627–55. http://dx.doi.org/10.1111/meta.12208.

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Carlson, Dennis. "MAKING PROGRESS: PROGRESSIVE EDUCATION IN THE POSTMODERN." Educational Theory 45, no. 3 (September 1995): 337–57. http://dx.doi.org/10.1111/j.1741-5446.1995.00337.x.

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39

Hampel, Robert L. "Great Professors as Barriers to Progressive Education." Schools 21, no. 1 (March 1, 2024): 137–38. http://dx.doi.org/10.1086/729550.

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Mikoski, Gordon, Stephen Cady, and Andrew Zirschky. "Progressive Case Study." Teaching Theology & Religion 12, no. 2 (April 2009): 140. http://dx.doi.org/10.1111/j.1467-9647.2009.00509.x.

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Legris, Patricia. "Les programmes d’histoire en France : la construction progressive d’une « citoyenneté plurielle » (1980-2010)." Histoire de l'éducation, no. 126 (April 1, 2010): 121–54. http://dx.doi.org/10.4000/histoire-education.2155.

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42

Gitlin, Andrew. "Collaboration and Progressive School Reform." Educational Policy 13, no. 5 (November 1999): 630–58. http://dx.doi.org/10.1177/0895904899013005002.

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43

Newell, William H., and Allen J. Davis. "Education for citizenship: The role of progressive education and interdisciplinary studies." Innovative Higher Education 13, no. 1 (1988): 27–37. http://dx.doi.org/10.1007/bf00898129.

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44

Locke, Margaret. "The Future Progressive." ELT Journal 40, no. 4 (1986): 323–25. http://dx.doi.org/10.1093/elt/40.4.323.

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45

Pantic, Natasa. "Aims and methods of education: A recapitulation." Zbornik Instituta za pedagoska istrazivanja 39, no. 1 (2007): 7–19. http://dx.doi.org/10.2298/zipi0701007p.

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This paper gives an overview of principal distinction between the aims of the so-called "traditional" and "progressive" education and respective pedagogies associated with each. The term "traditional" education is used to denote the kind of education that prepares people for their role in society as it is, while the term "progressive" is used for education that aspires to equip mankind with capacity to shape the change of society. The paper raises some critical questions about the role of pedagogy in achieving the aims of the progressive model, arguing that the employment of "progressive" methods does not necessarily guarantee the achievement of the commonly professed purposes of progressive education. This is illustrated in the paper by the results of a study in English schools showing how despite the claim of progressive methods, teachers tend to retain traditional attitudes and on the other hand, how even traditional teaching methods can serve the progressive purpose. This is not to advocate for the traditional pedagogy, but to suggest that it might be something other than pedagogy that makes a critical difference in educating liberal-minded citizens of the future. In this sense the paper explores the role of other factors that make a difference towards progressive education, such as democratization of human relations in school ethos and respect for children's freedom.

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Paul, Steven M. "The Advanced Raven’s Progressive Matrices." Journal of Experimental Education 54, no. 2 (January 1986): 95–100. http://dx.doi.org/10.1080/00220973.1986.10806404.

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Daniels, Jonathan S., David Moreau, and Brooke N. Macnamara. "Learning and Transfer in Problem Solving Progressions." Journal of Intelligence 10, no. 4 (October 12, 2022): 85. http://dx.doi.org/10.3390/jintelligence10040085.

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Do individuals learn more effectively when given progressive or variable problem-solving experience, relative to consistent problem-solving experience? We investigated this question using a Rubik’s Cube paradigm. Participants were randomly assigned to a progression-order condition, where they practiced solving three progressively more difficult Rubik’s Cubes (i.e., 2 × 2 × 2 to 3 × 3 × 3 to 4 × 4 × 4), a variable-order condition, where they practiced solving three Rubik’s Cubes of varying difficulty (e.g., 3 × 3 × 3 to 2 × 2 × 2 to 4 × 4 × 4), or a consistent-order condition, where they consistently practiced on three 5 × 5 × 5 Rubik’s Cubes. All the participants then attempted a 5 × 5 × 5 Rubik’s Cube test. We tested whether variable training is as effective as progressive training for near transfer of spatial skills and whether progressive training is superior to consistent training. We found no significant differences in performance across conditions. Participants’ fluid reasoning predicted 5 × 5 × 5 Rubik’s Cube test performance regardless of training condition.

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Campbell, Katherine M., and Daniel Tanner. "Crusade for Democracy: Progressive Education at the Crossroads." History of Education Quarterly 31, no. 4 (1991): 553. http://dx.doi.org/10.2307/368186.

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Berkman, Joyce Avrech, and Lynn D. Gordon. "Gender and Higher Education in the Progressive Era." History of Education Quarterly 32, no. 1 (1992): 102. http://dx.doi.org/10.2307/368402.

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Davies, Scott. "The Paradox of Progressive Education: A Frame Analysis." Sociology of Education 75, no. 4 (October 2002): 269. http://dx.doi.org/10.2307/3090279.

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Journal articles on the topic 'Progressive education'

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