Progressive Education The Advisory Program

What does it mean to personalize education? How does an advisory program help to effectively educate young people? A successful Advisory program is designed to support all aspects of the individual student's educational, social, and emotional experiences. A progressive approach to education understands that the more that a school personalizes education the more success educators will have in preparing children for the future. At The Crefeld School, the Advisory system is a pivotal component of the school's program, which ensures that every student is well known, carefully thought about, and effectively educated. In The Advisory Program, the core components of The Crefeld School's method is outlined, enabling other institutions to learn about, adapt, and implement their own Advisory systems.

Contains partial proceedings of the 1937-39 annual National conferences of the assn. (1939 called National John Dewey Conference).

How and why we should educate children has always been a central concern for governments around the world, and there have long been those who have opposed orthodoxy, challenged perception and called for a radicalization of youth. Progressive Education draws together Continental Romantics, Utopian dreamers, radical feminists, pioneering psychologists and social agitators to explore the history of the progressive education movement. Beginning with Jean Jacques Rousseau's seminal treatise Emile and closing with the Critical Pedagogy movement, this book draws on the latest scholarship to cover the key thinkers, movements and areas where schooling has been more than just a didactic pupil-teacher relationship. Blending narrative flair with thematic detail, this important work seeks to chart ideas which, whether accepted or not, continue to challenge and shape our understanding of education today.

The progressive ideology and methods are clearly the prominent choice in our schools today. In generic, layman's terms, Norman Dale Norris discusses how the progressive movement came about and how the ideas are practiced today, some of which are less than desirable. Norris is sympathetic and supportive of the progressive ideology and offers suggestions for success.

List of Illustrations Preface Acknowledgments 1: Progressive Education: A Definition 2: Old Wine, New Bottles 3: Progressive Schools in the 1930s 4: Progressive Education in the 1930s: The Local Perspective5: Postwar Education: The Challenge 6: Progressive Education under Fire 7: Postwar Education in the Suburbs 8: Postwar Education in Middle America 9: Progressive Education and the Process of Reform Tables: School and Community Statistics, 1930-1960 Notes Index Copyright © Libri GmbH. All rights reserved.

This booklet on progressive education contains the profiles of three extraordinary progressive experiments in three very different types of schools. The first is the Laboratory School at the University of Chicago between 1896 and 1904, which was established specifically to test out in practice certain philosophical and psychological principles of John Dewey. The second school profiled is the City and Country School in New York City founded by Caroline Pratt. Pratt's philosophical orientation exemplified the romantic strain of progressive education. Her approach was reminiscent of Rousseau and her clientele were the children of the spirited intelligentsia who gathered in Manhattan's Greenwich Village in the early 20th century. The last is the Holtville School in Alabama, which was an internationally famous progressive institution in the 1930s and 1940s. The program at Holtville exemplified the vocational and life-adjustment dimensions of the progressive education movement. The school's program was truly innovative. Somewhat ironically, this school served an economically deprived area within a staunchly conservative and rural community. (Author/RM)

By exploring the tensions, impacts, and origins of major controversies relating to schooling and curricula since the early twentieth century, this insightful text illustrates how fear has played a key role in steering the development of education in the United States. Through rigorous historical investigation, Evans demonstrates how numerous public disputes over specific curricular content have been driven by broader societal hopes and fears. Illustrating how the population’s concerns have been historically projected onto American schooling, the text posits educational debate and controversy as a means by which we struggle over changing anxieties and competing visions of the future, and in doing so, limit influence of key progressive initiatives. Episodes examined include the Rugg textbook controversy, the 1950s "crisis" over progressive education, the MACOS dispute, conservative restoration, culture war battles, and corporate school reform. In examining specific periods of intense controversy, and drawing on previously untapped archival sources, the author identifies patterns and discontinuities and explains the origins, development, and results of each case. Ultimately, this volume powerfully reveals the danger that fear-based controversies pose to hopes for democratic education. This informative and insightful text will be of interest to graduate and postgraduate students, researchers, and academics in the fields of educational reform, history of education, curriculum studies, and sociology of education.