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1
Burke, Harry. "Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia." British Journal of Music Education 31, no. 1 (September 2, 2013): 41–54. http://dx.doi.org/10.1017/s0265051713000235.
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In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.
2
McLeod, Julie. "Experimenting with education: spaces of freedom and alternative schooling in the 1970s." History of Education Review 43, no. 2 (September 30, 2014): 172–89. http://dx.doi.org/10.1108/her-03-2014-0019.
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Purpose – The purpose of this paper is to explore philosophies of progressive education circulating in Australia in the period immediately following the expansion of secondary schools in the 1960s. It examines the rise of the alternative and community school movement of the 1970s, focusing on initiatives within the Victorian government school sector. It aims to better understand the realisation of progressive education in the design and spatial arrangements of schools, with specific reference to the re-making of school and community relations and new norms of the student-subject of alternative schooling. Design/methodology/approach – It combines historical analysis of educational ideas and reforms, focusing largely on the ideas of practitioners and networks of educators, and is guided by an interest in the importance of school space and place in mediating educational change and aspirations. It draws on published writings and reports from teachers and commentators in the 1970s, publications from the Victorian Department of Education, media discussions, internal and published documentation on specific schools and oral history interviews with former teachers and principals who worked at alternative schools. Findings – It shows the different realisation of radical aims in the set up of two schools, against a backdrop of wider innovations in state education, looking specifically at the imagined effects of re-arranging the physical and symbolic space of schooling. Originality/value – Its value lies in offering the beginnings of a history of 1970s educational progressivism. It brings forward a focus on the spatial dimensions of radical schooling, and moves from characterisation of a mood of change to illuminate the complexities of these ideas in the contrasting ambitions and design of two signature community schools.
3
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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Bebbington, David. "Methodism in Victorian Shetland." Scottish Church History 50, no. 2 (October 2021): 75–97. http://dx.doi.org/10.3366/sch.2021.0051.
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Methodism arrived in Shetland in the 1820s, growing until 1866 and remaining relatively strong. It suffered from the handicaps of geography, the weather, poverty and the dictates of the fishing industry. Lay leadership was hard to find, ministers were overburdened, other denominations provided competition and emigration deprived the Methodist movement of talent. On the other hand, patronage, the work of James Loutit and the doctrines and institutions of Methodism provided advantages. Education and temperance drew in the young, the movement fitted into Shetland life and most fundamentally the Evangelical impulse and episodes of revival brought growth. Shetland Methodism became something exceptional: by far the most successful branch of the denomination in Scotland.
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Coté, Joost. "Imperialism and the Progressive Education Movement: Schooling in Colonial Sulawesi." Paedagogica Historica 31, sup1 (January 1995): 253–77. http://dx.doi.org/10.1080/00309230.1995.11434848.
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Delpit, Lisa. "Skills and Other Dilemmas of a Progressive Black Educator." Harvard Educational Review 56, no. 4 (December 1, 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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Chiles, Robert. "SCHOOL REFORM AS PROGRESSIVE STATECRAFT: EDUCATION POLICY IN NEW YORK UNDER GOVERNOR ALFRED E. SMITH, 1919–1928." Journal of the Gilded Age and Progressive Era 15, no. 4 (October 2016): 379–98. http://dx.doi.org/10.1017/s1537781416000244.
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Since the Progressive Era itself, scholars have exhibited strong interest in the connections between progressivism and education. Historical studies have elucidated countless ways that such reformist impulses as the settlement house movement, the country life movement, the progressive education movement, the “cult of efficiency,” and battles against social ills like child labor influenced early twentieth-century education policy.1Indeed, as historian Lawrence Cremin has contended, “the Progressive mind was ultimately an educator's mind, and … its characteristic contribution was that of a socially responsible reformist pedagogue.”2
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Brown, Trent, and Dawn Penney. "Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian Certificate of Education Physical Education." European Physical Education Review 19, no. 1 (December 6, 2012): 39–61. http://dx.doi.org/10.1177/1356336x12465508.
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BELL, DUNCAN. "FROM ANCIENT TO MODERN IN VICTORIAN IMPERIAL THOUGHT." Historical Journal 49, no. 3 (September 2006): 735–59. http://dx.doi.org/10.1017/s0018246x06005498.
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This article argues that during the closing decades of the nineteenth century a significant group of British imperial thinkers broke with the long-standing conventions of political thought by deliberately eschewing the inspiration and intellectual authority provided by the examples of the ancient empires. While the early Victorian colonial reformers had looked to the template of Greece, and while many later Victorians compared the empire in India with the Roman empire, numerous proponents of Greater Britain (focusing on the settler colonies, and associated in particular with the movement for imperial federation) looked instead to the United States. I argue that the reason for this innovation, risky in a culture obsessed with the moral and prudential value of precedent and tradition, lies in contemporary understandings of history. Both Rome and Greece, despite their differences, were thought to demonstrate that empires were ultimately self-dissolving; as such, empires modelled on their templates were doomed to eventual failure, whether through internal decay or the peaceful independence of the colonies. Since the advocates of Greater Britain were determined to construct an enduring political community, a global Anglo-Saxon polity, they needed to escape the fate of previous empires. They tried instead to insert Greater Britain into a progressive narrative, one that did not doom them to repeat the failures of the past.
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Franklin, J. "Blacks and the Progressive Movement: Emergence of a New Synthesis." OAH Magazine of History 13, no. 3 (March 1, 1999): 20–23. http://dx.doi.org/10.1093/maghis/13.3.20.
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McWilliam, David. "London's Dispossessed: Questioning the Neo-Victorian Politics of Neoliberal Austerity in Richard Warlow's Ripper Street." Victoriographies 6, no. 1 (March 2016): 42–61. http://dx.doi.org/10.3366/vic.2016.0210.
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The moral justification for the rollback of benefits and services under the austerity programme unleashed by George Osborne since 2010, when he was first appointed Chancellor of the Exchequer by British Prime Minister David Cameron, is predicated on a neoliberal ideology that views unemployment and poverty as stemming from personal failings rather than the ways in which the free market has shaped British society since the election of Margaret Thatcher in 1979. By using Charles Murray's neo-Victorian argument that the welfare state has created a work-shy, antisocial ‘underclass’, neoliberal politicians and journalists have mythologised the Victorian era as one of discipline and stability, providing a model for the sort of society we should aspire once more to be. This article argues that Richard Warlow's television series, Ripper Street (2012 –), in showing the socio-economic causes of crime in late-Victorian London and the need for collective action and state intervention to alleviate them, challenges the construction of the era used to justify neoliberal austerity. It does so through what Ann Heilmann and Mark Llewellyn characterise as one of the defining features of neo-Victorian fiction: its ability to demonstrate the ‘quasi-fictiveness of the Victorians to our own period’, implicitly drawing parallels between the progressive zeal of nineteenth-century social reformers and the anti-austerity movement today.
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Selamat, Kasmuri. "Salafi-Progressive: Islamic Education Thinking Discourses of K.H. Aceng Zakaria." Dinamika Ilmu 20, no. 1 (June 29, 2020): 107–22. http://dx.doi.org/10.21093/di.v20i1.2162.
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This research is aimed to analyze K.H. Aceng Zakaria's thought of Islamic education which is focused on his educational practice to the Organization of Persatuan Islam (Persis) from 1975 to 2006. It's very interesting to study K.H. Aceng Zakaria's thought. At least, there are two reasons: firstly, there wasn't research which raised the aspect of Persatuan Islam's ‘ulama, especially in thought of educational domain, especially from the third generation. Secondly, K.H. Aceng Zakaria is known as an ulama’s of Persis who gives a lot of contribution in education not only the book but also his creativity to hold any alternative educational forum in term of providing people's interest to learn Islamic knowledge. As one of Persis's ulama, his religiosity's thought as same as other Persis ulama identical with purification idea which features as well as Salafi or salafiyyah movement. Based on this study shows, this movement often adhered to the number of stigmatizations, such as rigidity, radical attitude, and some of the similar stigma. The assumption justified when reading a book written by Tsaqil bin Shalfiq al-Qasimi entitled "Rooting out Ahlul Ahwa and Bid'ah". It's the difference from the stigmatizations, through this research, the writer concludes that the consistency of returning Islamic practice to al-Quran and al-Sunnah tends to push progressive attitude. It's proven through educational views of K.H. Aceng Zakaria which focused into an educational book written by K.H. Aceng Zakaria entitled "Zad al-Muta'allim", and his educational practice since he has decided to dedicate his life to the Persis.
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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 (February 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 typically portrayed well-dressed children cultivating large gardens next to impressive urban school buildings. Whether in large cities or country settings, school gardens were expressions of modern and progressive education of the sort encouraged by Dewey. Gardens were encouraged in theory and in practice not only at the laboratory school affiliated with the University of Chicago but also in normal schools across the country (Figure 1).
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Lee, William R. "Music Education and Rural Reform, 1900-1925." Journal of Research in Music Education 45, no. 2 (July 1997): 306–26. http://dx.doi.org/10.2307/3345589.
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Between 1900 and the early 1920s, music began to be viewed as an important social tool by Progressive Era reformers. One aspect of reform was inspired by the Country Life Movement. With over half the children in the United States still living in rural areas, reformers focused on improving the economic and social conditions of rural people. Rural reformers expanded university offerings in music and campaigned for the legal and educational framework for music education. Ideas for mass music education were explored, including efforts based on agricultural extension models. New approaches were tried that are now standard. A social rationale for music was expounded, giving importance to the Community Music Movement and the Pageant Movement. Rural reform contributed to a wider acceptance of music as an important aspect of education and promoted music as a social necessity.
15
Lamberti, Marjorie. "Radical Schoolteachers and the Origins of the Progressive Education Movement in Germany, 1900-1914." History of Education Quarterly 40, no. 1 (2000): 22. http://dx.doi.org/10.2307/369179.
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Conner, Caroline J., and Chara H. Bohan. "The Second World War's impact on the progressive educational movement: Assessing its role." Journal of Social Studies Research 38, no. 2 (April 2014): 91–102. http://dx.doi.org/10.1016/j.jssr.2013.10.003.
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Millard Boyle, Jennifer. "The Impact of Victorian Cycle Wear on Women's Freedom of Movement and Thought." Symbolic Interaction 43, no. 1 (April 7, 2019): 199–201. http://dx.doi.org/10.1002/symb.423.
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Campbell, Patricia Shehan. "Rhythmic Movement and Public School Music Education: Conservative and Progressive Views of the Formative Years." Journal of Research in Music Education 39, no. 1 (1991): 12. http://dx.doi.org/10.2307/3344605.
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Lindenmeyer, Kriste. "The U.S. Children's Bureau and Infant Mortality in the Progressive Era." Journal of Education 177, no. 3 (October 1995): 57–69. http://dx.doi.org/10.1177/002205749517700305.
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Early in the twentieth century, a growing child welfare movement led to the establishment of the first federal agency in the world, the U.S. Children's Bureau, designated to investigate and report on the circumstances of children. Appointed in 1912, the agency's first director, Julia Lathrop, focused on infant mortality, beginning with a year's study in Johnstown, Pennsylvania. The work stimulated a national effort to “save babies.” The Bureau's efforts led to the Sheppard-Towner Act of 1921, which funded educational and diagnostic work to lower the nation's high infant mortality rate. But this type of effort was short-lived. The article describes the course of the agency's work in the Progressive Era and evaluates its effect on current child welfare policy, a key area in the ongoing controversy over “welfare reform” and the role of the federal government in the provision of human services.
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Milutinovic, Jovana. "Educational progressivism: Theory and practice." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 264–83. http://dx.doi.org/10.2298/zipi0902264m.
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The theory and main characteristics of progressivism are studied in the paper. The starting point for research of progressive education is the analysis of its philosophical, psychological and ideological foundations. Numerous aspects of progressivism are discussed in that context: goals of education and learning, role of school, nature of knowledge and the choice of educational contents, viewpoints on instruction and learning, as well as the position of teachers and students in educational process. In this, the intention is not to analyze only the theory of progressivism, but also to point out its practical aspects by describing the work of schools which have largely accepted the progressive ideas from the first half of the twentieth century with the intention of their further development. In that sense, this paper is also an attempt of studying the application of progressive ideas in practice in contemporary education. It is concluded that, notwithstanding the amount of criticism coming from other schools of thought, progressivism in education was and has remained an important reformation movement. Open schools, schools without grades, cooperative learning, multi-generation grouping in classrooms, experiential learning and numerous programs of alternative schools are the examples of infiltration of progressive ideas in contemporary educational practice.
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Beatty, Barbara. "JOHN DEWEY'S HIGH HOPES FOR PLAY:DEMOCRACY AND EDUCATIONAND PROGRESSIVE ERA CONTROVERSIES OVER PLAY IN KINDERGARTEN AND PRESCHOOL EDUCATION." Journal of the Gilded Age and Progressive Era 16, no. 4 (October 2017): 424–37. http://dx.doi.org/10.1017/s1537781417000317.
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Exploring John Dewey's hopes for play reveals much about the key role he thought it played in education in a democratic society. PlacingDemocracy and Educationin the context of Progressive Era controversies over play in the kindergarten movement and preschool education illustrates Dewey's view that teacher-guided free play could reconcile the dilemma of the need for individual agency and social discipline. Dewey built upon and critiqued the scripted play pedagogy of kindergarten founder Friedrich Froebel. Drawing in part from progressive kindergarten teachers, Dewey constructed his own notion of play that he argued fostered experiential learning, voluntary participation, and social order. For Dewey, play and work were naturally linked in ways in which the needs of the child and society coalesced. Analysis of sources from the kindergarten movement and the Sub-primary Department at the University of Chicago Laboratory School provide background for interpreting some of Dewey's writings on play, which influenced modern contests over how young children learn and should be taught.
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Ogren, Christine A. "Complexities of Efficiency Reform: The Case of Simplified Spelling, 1876–1921." History of Education Quarterly 57, no. 3 (July 19, 2017): 333–68. http://dx.doi.org/10.1017/heq.2017.15.
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Progressive Era advocates of spelling reform argued that adopting “simplified” word forms would increase the efficiency of American schools. National education leaders and administrators sustained the movement as they discussed simplified spelling extensively in meetings of the National Education Association and state teachers’ associations as well as in education journals. While emphasizing saving money and time, their arguments for spelling reform also infused social justice into social efficiency, and efficiency into child-centered pedagogy. Although leaders saw schoolteachers as the torchbearers for simplified spelling, teachers’ subtle resistance undermined the movement. Teachers and the few administrators who opposed spelling reform occasionally voiced objections to efficiency itself, but their concerns about public scrutiny most influenced their opposition and thus the movement's ultimate demise. This examination of the public education sector's relationship to the simplified spelling movement illustrates the complexity of education leaders’ relationship with efficiency as well as their vulnerability to teacher resistance and public censure.
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DHONDT, PIETER, NELE VAN DE VIJVER, and PIETER VERSTRAETE. "The Possibility of an Unbiased History of Steiner/Waldorf Education?" Contemporary European History 24, no. 4 (October 16, 2015): 639–49. http://dx.doi.org/10.1017/s0960777315000387.
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In many respects, and certainly with regard to his educational ideas, Rudolf Steiner was a child of his time. Trust in the natural goodness of the child that became more and more central, belief in an evolutionist development of both individuals and humanity as a whole, the emphasis on a holistic education realised through a community of teachers, parents and children; all of these were ideas that Steiner shared with other key figures of the progressive education movement, which began in the late nineteenth century. In line with the existing historiography on progressive education (Reformpädagogik) in general, historical research on the figure of Steiner, and particularly on the development of the schools and the educational system named after him, is characterised by paying considerable attention to the years of foundation in the interwar period on the one hand and to current practices on the other, in that way largely neglecting the developments during the second half of the twentieth century.
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Hernawan, Wawan. "Abdul Halim and His Movement (1911-1962) Seeking Historical Roots of Persatuan Ummat Islam (PUI) Movement." International Journal of Nusantara Islam 2, no. 1 (June 9, 2014): 42–53. http://dx.doi.org/10.15575/ijni.v2i1.47.
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This research aims to reconstruct a movement led by Halim from 1911 to 1962. This is an important task in the global era when every body idolizes a global leader. People should be aware and wise to count a local leader who has a significant role in developing and creating a history of a country. In the era when people tend to be static and fatalistic person, Halim proposed a dynamic and progressive thinking. By applying a historical research method, this research found that Halim’s efforts to find out national identity has been initiated since his young age until he passed away. Halim has significantly contributed to the growing of many other movements led by younger generations after him. Halim has also succeeded in solving local people’s problems particularly on education, dakwa and social problems. The emergence of Persatuan Umat Islam (PUI) organization is a fact of Halim’s efforts and struggles.
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Herzogenrath, Jessica Ray. "Dancing Americanness: Jane Addams's Hull House as a Site for Dance Education." Congress on Research in Dance Conference Proceedings 40, S1 (2008): 111–18. http://dx.doi.org/10.1017/s2049125500000583.
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This paper explores the role and influence of dance education in Jane Addams's Hull House from its opening in 1889 through roughly 1900. I contend that the ideology of middle- and upper-class women of the Progressive Era, asserted through channels like Hull House, privileged particular forms of dance over others. In effect, they denied the validity of American vernacular dance as a legitimate movement vocabulary. To illuminate these Progressive postures, I investigate the trajectory of American dance education in relation to Jane Addams's attitudes toward diversity, the role of art, and the value of dance at Hull House. I draw from women's, race, and cultural studies for this project and employ historiographie analysis. By contextualizing the elements above, I suggest that as a site of socialization and education Hull House assisted in maintaining the separation of “acceptable” and “unacceptable” dance in the United States.
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Jones, Stephen G. "Labour, Society and the Drink Question in Britain, 1918–1939." Historical Journal 30, no. 1 (March 1987): 105–22. http://dx.doi.org/10.1017/s0018246x00021932.
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The historiography of leisure has made considerable advances since the pioneering years of the early 1970s. Research into Victorian leisure has shown that some of the ruling elite attempted to fashion the life-style of working people in order to create a disciplined and reliable labour force which suited the needs of a maturing industrial and urban society, although it must be added that sections of the British public remained immune to attempts at moral reform and improvement. Professional labour leaders were also eager to control and regulate the amusements of the poor. According to trade union bosses like John Doherty, only a sober, industrious and thrifty working class could hope to achieve progressive reforms and some form of political and economic emancipation: workers who were intemperate would apparently stifle the opportunities and aspirations of the emerging Labour movement. Nowhere is this more true than in the Labour leadership's perception of and policy towards working-class drinking.
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Sullivan, Carolyn. "Contextualizing Disability." Emerging Library & Information Perspectives 4, no. 1 (July 2, 2021): 8–33. http://dx.doi.org/10.5206/elip.v4i1.13448.
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The interconnection of language and societal context is demonstrated through the Library of Congress Subject Headings surrounding disability. This study examines and compares how language encapsulates contemporary understandings of disability in the second edition (1919) and eighth edition (1975). Created and published during the so-called “Progressive Era,” the second edition emphasizes Victorian beliefs in the correspondence of morality with participation in the labour force and genetic fitness (i.e., conformity to physical and psychological norms). The language of this context further marginalized persons with disabilities. In contrast, the eighth edition marks the growing respect for and autonomy of people with disabilities, with language related to the civil rights movement, medical advances, and the replacement of ableist terms such as “Deaf and dumb” with neutral terms or self-definitions, such as “Deaf.” This evolution demonstrates the positive effects when we as librarians accept our social responsibility to eschew marginalizing language and instead use language that affirms minority identities.
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Rutherford, Emily. "Arthur Sidgwick'sGreek Prose Composition: Gender, Affect, and Sociability in the Late-Victorian University." Journal of British Studies 56, no. 1 (January 2017): 91–116. http://dx.doi.org/10.1017/jbr.2016.116.
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AbstractThe diaries and other papers of the Oxford classics teacher Arthur Sidgwick (1840–1920) show how men like Sidgwick used ancient Greek to demarcate the boundaries of an elite male social, emotional, and educational sphere, and how that sphere became more porous at the turn of the twentieth century through processes such as university coeducation. Progressive dons like Sidgwick stood by women's equality in principle but were troubled by the potential loss of an exceptional environment of intense friendships forged within intellectually rigorous single-sex institutions. Several aspects of Sidgwick's life and his use of Greek exemplify these tensions: his marriage, his feelings about close male friends, his life as a college fellow, his work on behalf of the Oxford Association for the Education of Women, and his children's lives and careers. The article recovers a lost world in which Greek was an active conversational language, shows how the teaching of classics and the inclusion of women were intimately connected in late-nineteenth-century Oxford, and suggests some reasons why that world endured for a certain period of time but ultimately came to an end. It offers a new way of explaining late-nineteenth-century cultural changes surrounding gender by placing education and affect firmly at their center.
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Bai, Yucheng. "God's Model Citizen: The Citizenship Education Movement of the YMCA and Its Political Legacy." Studies in World Christianity 26, no. 1 (March 2020): 42–62. http://dx.doi.org/10.3366/swc.2020.0281.
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Chinese Christians in the 1920s faced pressure from a new republic that demanded the loyalty of its citizens despite lacking a proper knowledge of the meaning of the term. Progressive Christians associated with the YMCA soon launched the Citizenship Education Movement in 1924 as they tried to combine Christian virtue with China's broader national demands. While their association of modern citizenship with virtue cultivation was not new, these Christians did attempt something unique, which was to define a good citizen as a world citizen, whose belief in God meant one is loyal ultimately to certain universal values instead of the nation-state. As the Movement continued, the relationship between one's devotion to these higher values and that to the Chinese nation-state remained a complex and often competitive one. Although the Movement ended largely with the end of its visionary, Yu Rizhang, its momentum was harnessed by the Nationalist Party in the New Life Movement. The latter, however, omitted the language of God and universal values at the same time as it injected the nation-state, and the Party in particular, as the sole receiver of loyalty and granter of privilege. Thus the decade-long history of the YMCA's Citizenship Education Movement testifies to the association between one's religious devotion and an internationalist understanding of citizenship.
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Beatty, Barbara. "Transitory Connections: The Reception and Rejection of Jean Piaget's Psychology in the Nursery School Movement in the 1920s and 1930s." History of Education Quarterly 49, no. 4 (November 2009): 442–64. http://dx.doi.org/10.1111/j.1748-5959.2009.00225.x.
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In 1927, nursery school educator Lucy Sprague Mitchell heralded Jean Piaget's psychology as of “outstanding interest” and wrote in Progressive Education that it should be of “immense service” to psychologists, teachers, and parents. In 1929, psychologist Lois Meek praised Piaget's research in the National Society for the Study of Education's yearbook on preschool and parental education. In 1931, the National Association for Nursery Education bibliography on nursery school-based research, for which Meek was on the editorial board, included no mention of Piaget at all.
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Broomfield, Andrea L. "MUCH MORE THAN AN ANTIFEMINIST: ELIZA LYNN LINTON’S CONTRIBUTION TO THE RISE OF VICTORIAN POPULAR JOURNALISM." Victorian Literature and Culture 29, no. 2 (September 2001): 267–83. http://dx.doi.org/10.1017/s1060150301002029.
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IT IS DIFFICULT TO DISCUSS the Victorian women’s rights movement and the antifeminist backlash which ensued without mentioning Eliza Lynn Linton’s contribution. Known primarily as the author of the notorious Saturday Review essay, “The Girl of the Period” (1868), Linton was and has been viewed primarily as an essayist who verbally lashed middle-class, progressive women. As late as the 1880s and 1890s, she maintained an active role in the woman-question debate, publishing her “Wild Women” essays, writing a New Woman novel, The New Woman in Haste and At Leisure, and reissuing her Girl of the Period (G.O.P) essays in volume form. Linton scholars have been particularly intrigued by the discrepancies between Linton’s emancipated lifestyle and the restricted one she advocated for other women. How could the first salaried woman journalist in England maintain such a hostile attitude towards her professionally inclined cohorts? More significantly, how could a woman who wrote one of the most radical, protofeminist novels of her time, Realities (1851), suddenly shift to promoting women’s subjection? Various, compelling answers have been offered to such questions. Vineta Colby, in The Singular Anomaly: Women Novelists of the Nineteenth Century, and Elizabeth Helsinger, Robin Sheets, and William Veeder in The Woman Question. Society and Literature in Britain and America, 1837–1883 contend that the contradictions between Linton’s lifestyle and her antifeminist essays mirror Victorian England’s own contradictory attitudes regarding gender relations.1
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Whitehead, Kay. "Kindergarten teachers as leaders of children, makers of society." History of Education Review 43, no. 1 (May 27, 2014): 2–18. http://dx.doi.org/10.1108/her-09-2012-0030.
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Purpose – In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach – The paper is a feminist analysis and uses conventional archival sources. Findings – The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society. Originality/value – The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.
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Gooday, Graeme. "Precision measurement and the genesis of physics teaching laboratories in Victorian Britain." British Journal for the History of Science 23, no. 1 (March 1990): 25–51. http://dx.doi.org/10.1017/s0007087400044447.
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The appearance and proliferation of physics laboratories in the academic institutions of Britain between 1865 and 1885 is an established feature of Victorian science. However, neither of the two existing modern accounts of this development have adequately documented the predominant function of these early physics laboratories as centres for the teaching of physics, characteristically stressing instead the exceptional cases of the research laboratories at Glasgow and Cambridge. Hence these accounts have attempted to explain, somewhat misleadingly, the genesis of these laboratories purely by reference to the stimuli of professionalized research programmes, instead of considering the contemporary growth in demand for the professional laboratory teaching of physics. In failing to consider such physics laboratories in terms of the political economy of British education, these accounts have also failed a fortiori to correlate this development with the contemporaneous extension of laboratory teaching methods to other scientific disciplines, a movement dubbed as a laboratory ‘revolution’ by later nineteenth-century commentators.
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Ahonen, Emily Q., and Steven E. Lacey. "Undergraduate Environmental Public Health Education." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 27, no. 1 (March 3, 2017): 107–23. http://dx.doi.org/10.1177/1048291117697110.
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Environmental, occupational, and public health in the United States are practiced across a fragmented system that makes work across those areas more difficult. A large proportion of currently active environmental and occupational health professionals, advocates, policy makers, and activists are nearing retirement age, while some of our major health challenges are heavily influenced by aspects of environment. Concurrently, programs that educate undergraduate college students in environmental health are faced with multiple, often competing demands which can impede progressive movement toward dynamic curricula for the needs of the twenty-first century. We describe our use of developmental evaluation to negotiate these challenges in our specific undergraduate education program, with the dual aims of drawing attention to developmental evaluation as a useful tool for people involved in environmental and occupational health advocacy, policy-making, activism, research, or education for change, as well as to promote discussion about how best to educate the next generation of environmental public health students.
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Bar-Haim, Shaul. "The liberal playground." History of the Human Sciences 30, no. 1 (February 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. In retrospect, however, she deeply criticized those from their milieu for not fully understanding the real socio-cultural implications of their ideological decision to make independence and freedom the core values in their children’s education. Thus, 1920s progressive education is a paradigmatic case study of the cultural and ideological inner contradictions within liberal thought in the interwar era. The article also shows how psychoanalysis – which attracted many progressive educators – played a crucial role in providing liberals of all sorts with a new language to articulate their political visions, but, at the same time, explored the limits of the liberal discourse as a whole.
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Depaepe, Marc, Frank Simon, and Angelo Van Gorp. "The Canonization of Ovide Decroly as a “Saint” of the New Education." History of Education Quarterly 43, no. 2 (2003): 224–49. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00121.x.
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If any Belgian educator belongs to the canon of the New Education, it is certainly Ovide Decroly (1871–1932). Particularly in southern Europe and in many Latin American countries, the ideas and the work of this French-speaking Brussels doctor have been inspirational for a movement that projected itself worldwide—albeit in different modes—as the “child-oriented,” “progressive” alternative to the rigid, traditional school. As recent research has shown, this movement manifested itself primarily by means of the development of its own language and discourse in which the “new school” was projected into a “new” society. However, ultimately, it turned out that the “new” did not involve a radical break with the modernizing trends from which it emerged and that it wanted to combat. Without going further into the discussion of its success or failure, about continuity and discontinuity of discourse and movement, we want to show that the construction of the self-discourse of the New Education was largely determined by the extolling of its own merits. We will do this via the example of Ovide Decroly. This extolling was generally done by epigones who, from the immediate circle of often charismatic school reformers, gazed in wonder on the work of the Master (or Mistress) and ascribed to his or her “method” an authenticity that it did not actually have.
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Wan Jan, Wan Saiful. "Islamism in Malaysian Politics: The Splintering of the Islamic Party of Malaysia (PAS) and the Spread of Progressive Ideas." ICR Journal 9, no. 4 (October 16, 2018): 128–53. http://dx.doi.org/10.52282/icr.v9i4.98.
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This paper argues that the splintering of Parti Islam Se-Malaysia (PAS) was due to an internal ideological and political battle between conservatives and progressives in PAS. The battle between the two schools traces back to the early 1900s and the debate between the Kaum Muda and Kaum Tua. This paper focuses on the important events and past leaders that shaped PAS into a nationalist-conservative movement with an authoritarian leadership. In 2015, progressive PAS leaders left to form Parti Amanah Negara (AMANAH) as an alternative, ideologically different Islamist Party. The split prompted a growth of interest in Islamist progressive ideas beyond the realm of political parties, with more public discourses taking place at all layers of society, including amongst intellectuals and various organisations, such as civil societies and publication houses.
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Sota, Jani. "The Tendencies of Progressive Pedagogy and Its Development Up to the Secondary Ten Years of the XX Century." Journal of Educational and Social Research 7, no. 1 (January 26, 2017): 195–201. http://dx.doi.org/10.5901/jesr.2017.v7n1p195.
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Abstract The beginning of the XX century was the time when the contradictions of the capitalism pass into imperialism and leaded to the World War Two. The imperialist relationships between states and the abnormal aggravation of the classes, divergences between bourgeoisie and proletariat extended the activity of bourgeoisie regarding the variety of culture. The fear for the existence of the bourgeoisie class and the desire for the preservation of the capitalist system were seen in the cultural attempts of the beginning of the XX century. In this period is seen the birth of the new pedagogy, which is recognised as the progressive pedagogy gaining role and importance in the capitalist world. The movement started first in the United States of America in the first hundred years of the XX century. The new ideas were first developed by some young teachers who tried to put these into practice. Step by step those ideas were supported by a wider scale of teachers or scholars. The pedagogic progressive movement was strengthened during the last twenty years of the XX century, reaching its peak with the foundation of the “Progressive Education Association”.
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Hastungkara, Dardya Putra, and Endah Triastuti. "APPLICATION OF E-LEARNING AND ARTIFICIAL INTELLIGENCE IN EDUCATION SYSTEMS IN INDONESIA." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 10, no. 2 (February 14, 2020): 117. http://dx.doi.org/10.33373/as.v10i2.2096.
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Technology movement creates progressive impacts towards the development of communication network, computer, and the Internet. An innovation that is known as Artificial Intelligence (AI,) is one of many products. The usage of AI technology is predicted to expand globally, including in Indonesia. The influence of AI technology on improving the effectiveness of e-Learning concepts enables integration into the advancement of the education system in Indonesia. This study aims to explore the potential and impact of applying AI technology in e-Learning, and the readiness of various factors that influence the education system and Information and Communication Technology (ICT) in Indonesia. The discussion is based on secondary data and comprehensive observations of the prevailing learning structure.
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Marriott, Mary E., and Esther Care. "Fluid and crystallised intelligence and their relationship to school outcome." Australian Educational and Developmental Psychologist 19, no. 2 (2004): 97–108. http://dx.doi.org/10.1017/s081651220002931x.
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AbstractFew studies exist that address the relationship between the higher order factors of fluid (Go and crystallised (Gc) intelligence and Victorian Certificate of Education (VCE) outcomes. In this study, for each of five cohorts, longitudinal data have been collected over a six-year span, consisting of results from standardised achievement and ability tests and ending with achievement outcomes.Two factors, interpreted as Gf and Gc, are derived from the standardised measures. In Year 7, these measures were the Progressive Achievement Test Mathematics (PAT Moths), Progressive Achievement Test Reading Comprehension (PAT Comprehension), and the jenkins Test of Nonverbal Ability. In Year 10, the measures were the subtests of the Differential Aptitude Test (DAT).These factors are investigated in order to identify whether they are differentially important in regard to VCE Performance. The standardised measures and final VCE results were collected at a Melbourne independent girls' school from 414 exiting Year 12 students, in 1998, 1999, 2000, 2001, and 2002. Both Gf and Gc accounted for a significant amount of the variance in VCE performance, with Gc being the most significant indicator.
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Glass, Ronald David, and Brett G. Stoudt. "Collaborative research for justice and multi-issue movement building: Challenging discriminatory policing, school closures, and youth unemployment." education policy analysis archives 27 (May 20, 2019): 52. http://dx.doi.org/10.14507/epaa.27.4470.
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This special issue engages ethical, epistemic, political, and institutional issues in projects of collaborative research for justice that were designed with movements contesting policing, school closures, and youth disinvestment and unemployment. Three of the articles were collaboratively written by activists and scholars who drew from movements that deployed research for community-driven progressive change. The movements and the research are thus situated at the intersection of struggles against a resurgent anti-immigrant white supremacy, gentrification, a punitive carceral state, low pay and lack of meaningful employment opportunities, and the privatization of the public sector. These articles build upon and are in conversation with a set of related articles published in the spring 2018 special issue of Urban Education(Warren et al, 2018) that also addressed ethical, epistemic, political, and institutional tensions in collaborative research for justice. This EPAA special issue aims to advance the discussion through deep reflection within the context of focal ‘cases’ and within efforts to open space within universities for modes of engaged scholarship that can respond to the challenges of the current moment, as described in the articles that bookend the cases. Taken all together, this special issue demonstrates how scholars, educators, teachers, activists, community leaders, and policy makers can use the production and mobilization of knowledge as a force for building, supporting, sustaining, and advancing multi-issue movements for justice not just in schools and the academy but also in communities of color and others aggrieved by current inequities.
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Mwanawina, Ilyayambwa. "Regional Integration and Pacta Sunt Servanda: Reflections on South African Trans-Border Higher Education Policies." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 19 (December 12, 2016): 1. http://dx.doi.org/10.17159/1727-3781/2016/v19i0a1662.
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The underpinning essence of being part of a regional organisation such as the Southern African Development Community (SADC) is to achieve development through integration. Regional integration thus becomes the bedrock from which the treaties governing SADC and its member states are to be interpreted. The SADC Treaty and its various protocols articulate that members should eliminate obstacles to the free movement of people, goods and services. This should include the progressive reduction of immigration formalities in order to facilitate the freer movement of students and staff for the specific purposes of study, teaching, research and any other pursuits relating to education and training. Relying on international law principles such as pacta sunt servanda, this article establishes that though South Africa has made much progress in meeting most of the SADC obligations relating to migration and education, there are still grey policy areas that fall short of SADC standards and regional commitments. It also appraises the role of the SADC Council of Ministers, the Parliamentary Forum, the Tribunal and the National Committees in addressing these areas.
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Gibson, Dylan Lawrence. "The impact of the fostering of European industry and Victorian national feeling on African music knowledge systems: Considering possible positive implications." Journal of European Popular Culture 10, no. 2 (October 1, 2019): 97–108. http://dx.doi.org/10.1386/jepc_00003_1.
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The European (Victorian) missionary influence on traditional African music in South Africa is largely seen in a negative light and not much focus is placed on possible positive implications. This article therefore serves to explore how external European influences, harnessed by some African musicians, partially aided in preserving and generating conceivably ‘new’ Euro-African hybrid traditional music genres – while at the same time preserving some fragmented forms of indigenous music knowledge for future generations. In general, the ultimate aim for the European missionaries was to allow Africans to, in effect, colonize ‘themselves’ by using their influence of Victorian (British nationalist) religion, education, technology, music and language as a means to socially ‘improve’ and ‘tame’ the ‘wild’ Africans. However, specifically with reference to music, African composers and arrangers – despite this colonizing influence – occasionally retained a musical ‘uniqueness’. John Knox Bokwe, an important figure in what can be termed the ‘Black Intellect’ movement, displays this sense of African musical uniqueness. His arrangement of ‘Ntsikana’s Bell’, preserved for future generations in the Victorian style of notation (or a version thereof), best illustrates the remnants of a popular cultural African indigenous musical quality that has been combined with the European cultural tonic sol-fa influence. Furthermore, the establishment of the popular cultural ‘Cape coloured voices’ also serves to illustrate one dimension of the positive implications that the fostering of European industry (industrialized developments) and Victorian national feeling/nationalism left behind. This is largely because this choral genre can be termed as a distinctly ‘new’ African style that contains missionary influence but that still retains an exclusive African quality.
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Gurell, Seth, Yu-Chun Kuo, and Andrew Walker. "The pedagogical enhancement of open education: An examination of problem-based learning." International Review of Research in Open and Distributed Learning 11, no. 3 (October 15, 2010): 95. http://dx.doi.org/10.19173/irrodl.v11i3.886.
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Open education, as embodied in open educational resources (OER) and OpenCourseWare (OCW), has met and dealt with several key problems. The movement now has a critical mass of available content. Leveraging no small amount of funding and associated development, open education has the tools to collect, disseminate, and support the discovery of open materials. Now that the foundation for openness has been laid, practitioners are experimenting with new kinds of education and pedagogies associated with open content (Weller, 2009; di Savoia, 2009). Problem-based learning is one of many progressive pedagogies that might be combined with open education. This paper defines problem-based learning in the context of open education. Unique challenges are presented and discussed alongside possible solutions, realistic limitations, and calls for implementation in the future to test validity.
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Orey, Daniel C. "In My Opinion: Mathematics for the Twenty-First Century." Teaching Children Mathematics 4, no. 5 (January 1998): 241–302. http://dx.doi.org/10.5951/tcm.4.5.0241.
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Education is a process, not just an event. This axiom underlies an important reform movement described by the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989), which presents standards designed to improve mathematics instruction in schools and accelerate our young people toward a demanding future. By adopting such reforms, state and school-district trustees have a watershed opportunity to join other progressive leaders determined to reverse negative trends in student achievement.
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Косенко, Д. Ю. "ОСНОВНІ ТЕНДЕНЦІЇ ПРОСТОРОВОЇ ОРГАНІЗАЦІЇ ТА МЕБЛЮВАННЯ ШКІЛЬНОГО КЛАСУ У ПЕРШІЙ ТРЕТИНІ XX СТОРІЧЧЯ." Art and Design, no. 3 (December 5, 2019): 64–76. http://dx.doi.org/10.30857/2617-0272.2019.3.7.
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Purpose of the article is to discover features of the arrangement and furnishing of the school learning space in the 1st third of the 20th century. Methodology is based on the historical and evolutionary princsple. Source base includes scientific, technical and popular literature of the period, material artefacts. Results. At the turn of 20th century strong movement for renewing of pedagogy rises; the movement based on child-centered principle is known as “reform-pedagogy” in Europe and “progressive education” in the USA. Progressive educators came to conclude that new pedagogical approaches also demand changes in the classroom equipment. Furnishing and spatial arrangement of the classroom are treated not only from the point of working convenience, but as essential part of pedagogical concept and, even more, as social and cultural phenomena. New types of classroom furniture are developed and improved, namely desks with horizontal or variable-sloped worksurface and freestanding students’ chairs, not attached to desks. Innovations in spatial arrangement are based on two approaches: functional zoning on the subject or thematic basis and flexible arrangement of pupils’ workplaces. Mentioned tendencies at that time are improved in alternative or experimental schools. Attempts to rearrange the spaces of public schools basing on mentioned approaches started in the USSR in the late 1920th, but were stopped in early 1930th, when experiments in the Soviet educational system were banned. Scientific novelty. Main tendencies in classroom spatial arrangement and furnishing in the 1st third of the 20th century are analized and summarized in the context of the progressive education movement. The furnishing of Soviet (including Ukrainian) schools of the period is discussed; similarities and differences in the development of classroom space in USSR, Western Europe and USA are revealed. Practical significance. Review of the development of the school learning space in 1st third of the 20th century contributes to the holistic picture of educational design as a historical and cultural phenomenon. Understanding the patterns of historical development of the educational space is of practical importance for the conceptualization and prediction of trends in modern educational design.
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Post, Andrew A., Ebonie K. Rio, Kathleen A. Sluka, G. Lorimer Moseley, Emine O. Bayman, Mederic M. Hall, Cesar de Cesar Netto, Jason M. Wilken, Jessica F. Danielson, and Ruth Chimenti. "Effect of Pain Education and Exercise on Pain and Function in Chronic Achilles Tendinopathy: Protocol for a Double-Blind, Placebo-Controlled Randomized Trial." JMIR Research Protocols 9, no. 11 (November 3, 2020): e19111. http://dx.doi.org/10.2196/19111.
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Background Achilles tendinopathy (AT) rehabilitation traditionally includes progressive tendon loading exercises. Recent evidence suggests a biopsychosocial approach that incorporates patient education on psychosocial factors and mechanisms of pain can reduce pain and disability in individuals with chronic pain. This is yet to be examined in individuals with AT. Objective This study aims to compare the effects on movement-evoked pain and self-reported function of pain education as part of a biopsychosocial approach with pathoanatomical education for people with AT when combined with a progressive tendon loading exercise program. Methods A single-site, randomized, double-blind, placebo-controlled clinical trial will be conducted in a university-based hospital in a laboratory setting and/or by telehealth. A total of 66 participants with chronic (>3 months) midportion or insertional AT will be randomized for the Tendinopathy Education of the Achilles (TEAch) study. All participants will complete progressive Achilles tendon loading exercises over 12 weeks and will be encouraged to continue with self-selected exercises as tolerated. All participants will complete 6-7 one-to-one sessions with a physical therapist to progress exercises in a standardized manner over 8 weeks. During the last 4 weeks of the intervention, participants will be encouraged to maintain their home exercise program. Participants will be randomized to 1 of 2 types of education (pain education or pathoanatomic), in addition to exercise. Pain education will focus on the biological and psychological mechanisms of pain within a biopsychosocial framing of AT. Pathoanatomic education will focus on biological processes within a more traditional biomedical framework of AT. Evaluation sessions will be completed at baseline and 8-week follow-up, and self-reported outcome measures will be completed at the 12-week follow-up. Both groups will complete progressive Achilles loading exercises in 4 phases throughout the 12 weeks and will be encouraged to continue with self-selected exercises as tolerated. Primary outcomes are movement-evoked pain during heel raises and self-reported function (patient-reported outcome measure information system—Physical Function). Secondary outcomes assess central nervous system nociceptive processing, psychological factors, motor function, and feasibility. Results Institutional review board approval was obtained on April 15, 2019, and study funding began in July 2019. As of March 2020, we randomized 23 out of 66 participants. In September 2020, we screened 267 individuals, consented 68 participants, and randomized 51 participants. We anticipate completing the primary data analysis by March 2022. Conclusions The TEAch study will evaluate the utility of pain education for those with AT and the effects of improved patient knowledge on pain, physical function, and clinical outcomes. International Registered Report Identifier (IRRID) DERR1-10.2196/19111
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Schöller, Oliver. "Vom Bildungsbürger zum Lernbürger." PROKLA. Zeitschrift für kritische Sozialwissenschaft 34, no. 137 (December 1, 2004): 515–34. http://dx.doi.org/10.32387/prokla.v34i137.609.
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The future of education is discussed in a highly controversial manner. Concerning the concept of "lifelong learning", the dispute is wedged between those in support and those in opposition of it. But what is the perspective? The argument put forward here is the insight in the necessity of lifelong learning as a potentially progressive idea. Therefore a modem social movement should tal,e up the concept in order to free it from its current neoliberal deformations.
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Elmore, Richard. "Getting to Scale with Good Educational Practice." Harvard Educational Review 66, no. 1 (April 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 close to the "core" of educational practice. Elmore then reviews evidence from two attempts at large-scale reform in the past — the progressive movement and the National Science Foundation curriculum reform projects — to evaluate his claims that ambitious large-scale school reform efforts, under current conditions, will be ineffective and transient. He concludes with four detailed recommendations for addressing the issue of scale in improving practice in education.
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Matusov, Eugene, Ana Marjanovic-Shane, and Sohyun Meacham. "Pedagogical Voyeurism: Dialogic Critique of Documentation and Assessment of Learning." International Journal of Educational Psychology 5, no. 1 (February 24, 2016): 1. http://dx.doi.org/10.17583/ijep.2016.1886.
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We challenge a common emphasis on documentation and assessment of learning for providing good education: from the mainstream of neoliberal accountability movement to the progressive Reggio Emilia schools. We develop these arguments through discussing: 1) immeasurableness of education and learning, 2) students’ ownership/authorship of education and learning. We ground our conceptualization of educational assessment in critical dialogue, in a case of a student who requested assessment of her research project, and guided her peers and the teacher in providing different aspects of this assessment. We argue that documentation of learning on teacher’s demand leads to surveillance, discipline, distraction, teacher-student distrust, and robbing of students from ownership of their education and thus it is anti-educational