Search results for 'Progressive education' (try it on Scholar)

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  1. Anthony Smith, Frank Webster & Society for Research Into Higher Education (1997). The Postmodern University? Contested Visions of Higher Education in Society.
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  2. Thomas F. Green & National Academy of Education (1976). Images of Education in Kyklios Paideia. National Academy of Education.
     
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  3. William Hayes (2006). The Progressive Education Movement: Is It Still a Factor in Today's Schools? Rowman & Littlefield Education.
    The rise of progressive education -- John Dewey -- Other pioneers in the progressive education movement -- The progressive education movement during the first half of the twentieth century -- The fifties -- The sixties and seventies -- A nation at risk (1983) -- The eighties and nineties -- No child left behind -- Maria Montessori -- Teacher education programs -- Middle schools -- Choice -- Education of the gifted and talented -- (...)
     
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  4. M. G. Mason, A. G. L. Ventre & Carnegie College of Physical Education (1965). Elements of Physical Education. [Thistie Books,].
     
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  5. Lucie-Mami Noor Nkakâe, International Bureau of Education & Unesco (1996). L''education Áa la Compr'ehension Internationale Une Id'ee Qui Fait Son Chemin. Bureau International d'Âeducation Unesco.
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  6.  50
    Norman Dale Norris (2004). The Promise and Failure of Progressive Education. Scarecroweducation.
    What is progressive education? -- Origins of progressive education -- Progressive education in action: what really happens -- Broken promises: why progressive education has failed to deliver -- Making progressive education work: perspectives, conclusions, and recommendations.
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  7. Jonas F. Soltis & National Society for the Study of Education (1981). Philosophy and Education. National Society for the Study of Education Distributed by the University of Chicago Press.
     
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  8.  2
    Natalie K. Camper (2010). Testing, Guidance and Curriculum: The Impact of Progressive Education in Waltham, Massachusetts, 1918-1968. Educational Studies 9 (2):159-171.
    (1978). Testing, Guidance and Curriculum: The Impact of Progressive Education in Waltham, Massachusetts, 1918-1968. Educational Studies: Vol. 9, No. 2, pp. 159-171.
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  9. John Howlett (2016). Edmond Holmes and Progressive Education. Routledge.
    Although considered a figure of great importance and influence by his contemporaries, Edmond Holmes has been consigned to relative obscurity in the progressive educational tradition. This book reinstates Holmes as a key figure in the history of progressive education, both as a School Inspector and educational thinker, who was instrumental in forming a set of ideas and principles which continue to resonate in education today. Working as Chief Inspector, Holmes scorned mechanical obedience in the classroom and (...)
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  10. Philip L. Smith (1980). Sources of Progressive Thought in American Education. Monograph Collection (Matt - Pseudo).
     
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  11. Harold Bernard Alberty (ed.) (1940). Progressive Education: Its Philosophy and Challenge. [New York.
     
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  12. Uday Shanker (1978). Progressive Education. Indian Publcations.
     
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  13.  1
    Rose A. Rutnitski (2012). Leta Stetter Hollingworth and the Speyer School, 1935-1940: Historical Roots of the Contradictions in Progressive Education for Gifted Children. [REVIEW] Education and Culture 13 (1):2.
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  14.  10
    Dennis Carlson (1995). Making Progress: Progressive Education in the Postmodern. Educational Theory 45 (3):337-357.
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  15.  4
    Paul Theobald (1990). Foxfire Reconsidered: A Twenty-Year Experiment in Progressive Education. Educational Theory 40 (2):249-254.
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  16.  23
    Jacque Ensign (1996). A Conversation Between John Dewey and Rudolf Steiner: A Comparison of Waldorf and Progressive Education. Educational Theory 46 (2):175-188.
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  17.  5
    Paul Nash (1964). The Strange Death of Progressive Education. Educational Theory 14 (2):65-82.
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  18.  1
    W. A. Campbell Stewart (1979). Progressive Education‐Past Present and Future∗. British Journal of Educational Studies 27 (2):103-110.
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  19.  1
    Henry C. Johnson (1965). Progressive Education: A Case of Arrested Development? A Brief Critical Review of Twentieth Century Educational Theory. Educational Theory 15 (3):188-197.
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  20. Roger Dale (1979). From Endorsement to Disintegration: Progressive Education From the Golden Age to the Green Paper. British Journal of Educational Studies 27 (3):191-209.
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  21.  7
    Klas Roth (2012). Education and a Progressive Orientation Towards a Cosmopolitan Society. Ethics and Education 7 (1):59 - 73.
    Robin Barrow claims in his ?Moral education's modest agenda? that ?the task of moral education is to develop understanding, at the lowest level, of the expectations of society and, at the highest level, of the nature of morality???[that is, that moral education] should go on to develop understanding, not of a particular social code, but of the nature of morality ? of the principles that provide the framework within which practical decisions have to be made? [Barrow, R. (...)
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  22.  8
    John H. Kohler (1982). The Confluence of New Left and Old Right Persistent Criticism of Progressive Education. Educational Theory 32 (1):1-8.
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  23.  2
    Abraham Kaufman (1965). Progressive Education: Fact or Moral Concept? Educational Theory 15 (1):7-12.
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  24.  2
    Clarence Karier (1970). Review of Patricia Albjerg Graham's Progressive Education: From Arcade to Academe. [REVIEW] Educational Theory 20 (2):197-201.
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  25.  1
    Katharine D. Kennedy (1994). The Politics of Progressive Education: The Odenwaldschule in Nazi Germany. History of European Ideas 18 (4):591-593.
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  26.  3
    John F. Roche (1990). Building for Democracy: Organic Architecture in Relation to Progressive Education. Educational Theory 40 (3):295-308.
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  27.  3
    W. A. Campbell Stewart (1979). Progressive Education-Past Present and Future. British Journal of Educational Studies 27 (2):103 - 110.
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  28.  1
    Walter Feinberg (1992). Progressive Education and Social Planning. In J. E. Tiles (ed.), John Dewey: Critical Assessments. Routledge 2--168.
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  29.  1
    Leslie J. Francis & Zoë Grindle (1998). Whatever Happened to Progressive Education? A Comparison of Primary School Teachers' Attitudes in 1982 and 1996. Educational Studies 24 (3):269-279.
    Two cohorts of teachers working full‐time in Church of England voluntary‐aided and voluntary‐controlled first, primary and middle schools within the Diocese of St Edmundsbury and Ipswich were invited to complete a questionnaire concerned with teaching styles in 1982 and again in 1996. The data demonstrate a significant shift toward placing greater value on traditional teaching styles between 1982 and 1996.
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  30.  1
    Yoon K. Pak (2001). Progressive Education and the Limits of Racial Recognition, Revisited. Educational Theory 51 (4):487-497.
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  31. P. W. J. Bartrip (1980). “A Thoroughly Good School”: An Examination of the Hazelwood Experiment in Progressive Education. British Journal of Educational Studies 28 (1):46-59.
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  32. John Dewey (1939). John Dewey and the Promise of America, Progressive Education Booklet, No. 14, American Education Press.
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  33. Leslie J. Francis[1] & Zoë Grindle (1998). Whatever Happened to Progressive Education? A Comparison of Primary School Teachers' Attitudes in 1982 and 1996. Educational Studies 24 (3):269-279.
    Summary Two cohorts of teachers working full?time in Church of England voluntary?aided and voluntary?controlled first, primary and middle (deemed primary) schools within the Diocese of St Edmundsbury and Ipswich were invited to complete a questionnaire concerned with teaching styles in 1982 and again in 1996. The data demonstrate a significant shift toward placing greater value on traditional teaching styles between 1982 and 1996.
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  34. K. Jones (1984). Beyond Progressive Education. British Journal of Educational Studies 32 (1):85-87.
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  35.  17
    Aaron Schutz (2011). Power and Trust in the Public Realm: John Dewey, Saul Alinsky, and the Limits of Progressive Democratic Education. Educational Theory 61 (4):491-512.
    Throughout the twentieth century, middle-class progressives embraced visions of democracy rooted in their relatively privileged life experiences. Progressive educators developed pedagogies designed to nurture the individual voice within egalitarian classrooms, assuming that collective action in the public realm could be modeled on the relatively safe small-group interactions they were familiar with in their families, schools, and associations. Partly as a result, they remained blind to (and often denigrated) the democratic aspects of working-class organizations, such as unions and community action (...)
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  36. Mary Lou Rasmussen (2015). Progressive Sexuality Education: The Conceits of Secularism. Routledge.
    This book engages contemporary debates about the notion of secularism outside of the field of education in order to consider how secularism shapes the formation of progressive sexuality education. Focusing on the US, Canada, Ireland, Aotearoa-New Zealand and Australia, this text considers the affinities, prejudices, and attachments of scholars who advocate secular worldviews in the context of sexuality education, and some of the consequences that ensue from these ways of seeing. This study identifies and interrogates how (...)
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  37.  9
    Klas Roth (2013). A Cosmopolitan Design of Teacher Education and a Progressive Orientation Towards the Highest Good. Ethics and Global Politics 5 (4).
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  38. Mary Rose Barral (1970). Progressive Neutralism a Philosophical Aspect of American Education. Nauwelaerts Beatrice-Nauwelaerts.
     
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  39. Hilda Taba (1932). The Dynamics of Education a Methodology of Progressive Educational Thought. K. Paul, Trench, Trubner & Co., Ltd.
    First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
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  40.  8
    Dennis Carlson (2002). Leaving Safe Harbors: Toward a New Progressivism in American Education and Public Life. Routledge Falmer.
    Leaving Safe Harbors offers radical readings of conventional literature, and makes creative use of philosophy, literature, film and popular culture as it maps out a future for progressive education. Award winning author Dennis Carlson re-scripts the myths embedded in the works of Plato, Hegel, Nietzsche and Heidegger and analyzes them alongside such popular phenomena as Ridley Scott's Bladerunner and the British Punk group, The Sex Pistols. In his fluid writing style, he lucidly illustrates how these modern "myths" may (...)
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  41.  2
    Stephen Boulter (forthcoming). Education From a Biological Point of View. Studies in Philosophy and Education:1-16.
    There appears to be an irresolvable disagreement between “progressives” and “conservatives” regarding the ultimate aims of education. This paper argues that the dispute is irresolvable as it currently stands because the traditional progressive/conservative dichotomies are false and based on distorted half-truths. The current impasse is due to the fact that educationalists and philosophers alike have hitherto misunderstood the fundamental purpose of educational activities. The central claim of this paper is that a biological perspective on education allows one (...)
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  42.  1
    Colin Richards (2001). Yet Another 'Crisis' in Primary Education? Anatomy of an Aborted, Unpublished Enquiry 1948-1951. British Journal of Educational Studies 49 (1):4 - 25.
    In the period since 1944 English primary education has been subject to recurring criticism. Official enquiries, surveys of attainment, individual causes-célèbres and the pronouncements of pundits have drawn attention to purported 'crises'. The paper discusses the background, procedures and findings of the earliest of the post-war official enquiries - an unpublished and previously uncited investigation by the Central Advisory Council for Education (England).
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  43. Richard A. Brosio (2000). Philosophical Scaffolding for the Construction of Critical Democratic Education. P. Lang.
  44. Jane Addams & Ellen Condliffe Lagemann (1985). Jane Addams on Education. Monograph Collection (Matt - Pseudo).
     
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  45. William J. Reese (1986). Power and the Promise of School Reform Grassroots Movements During the Progressive Era. Monograph Collection (Matt - Pseudo).
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  46. Jane Addams & Ellen Condliffe Lagemann (1994). On Education.
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  47.  15
    Cristina Allemann-Ghionda (2000). Dewey in Postwar-Italy: The Case of Re-Education. Studies in Philosophy and Education 19 (1):53-67.
    After the end of the Second World War, Italy was thefirst Axis country (followed by Germany and Japan), toundergo a process of ``reeducation'' by the alliedtroops, focusing initially on the education system.Under the direction of American scholars and schoolinnovators, school syllabi and textbooks wererewritten in order to replace the ideologicalindoctrination exerted by the Fascist regime from 1923to 1943 with democratic ideas. This articlereconstructs different phases of the influence of JohnDewey's progressive education in Italy. This influencewas predominant in (...)
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  48.  13
    Naoko Saito (2005). The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson. Fordham University Press.
    In the name of efficiency, the practice of education has come to be dominated by neoliberal ideology and procedures of standardization and quantification. Such attempts to make all aspects of practice transparent and subject to systematic accounting lack sensitivity to the invisible and the silent, to something in the human condition that cannot readily be expressed in an either-or form. Seeking alternatives to such trends, Saito reads Dewey’s idea of progressive education through the lens of Emersonian (...)
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  49.  3
    Yoann Guntzburger, Thierry C. Pauchant & Philippe A. Tanguy (forthcoming). Ethical Risk Management Education in Engineering: A Systematic Review. Science and Engineering Ethics:1-28.
    Risk management is certainly one of the most important professional responsibilities of an engineer. As such, this activity needs to be combined with complex ethical reflections, and this requirement should therefore be explicitly integrated in engineering education. In this article, we analyse how this nexus between ethics and risk management is expressed in the engineering education research literature. It was done by reviewing 135 articles published between 1980 and March 1, 2016. These articles have been selected from 21 (...)
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  50.  11
    Alan H. Cromer (1997). Connected Knowledge: Science, Philosophy, and Education. Oxford University Press.
    When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text, the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that has (...)
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