Progressive Education Progressive Education

1920-20001920-2000

Domination of Administrative Domination of Administrative ProgressivesProgressives

Structure of SchoolingStructure of Schooling– Schooling broken into specialized partsSchooling broken into specialized parts

KindergartenKindergarten ElementaryElementary Junior highJunior high High schoolHigh school Vocational educationVocational education CollegeCollege Graduate or professional schoolGraduate or professional school

Domination of Administrative Domination of Administrative ProgressivesProgressives

Hierarchy of authority establishedHierarchy of authority established Administrative power is extendedAdministrative power is extended

– Power over budgetsPower over budgets– Curricular controlCurricular control– Teacher evaluation- hiring and firingTeacher evaluation- hiring and firing– Workplace conditionsWorkplace conditions

Teacher responseTeacher response– ComplianceCompliance– Establishment of unionsEstablishment of unions

NEANEA

– Emma Flagg YoungEmma Flagg Young– Margaret Haley in ChicagoMargaret Haley in Chicago

Domination of Administrative Domination of Administrative ProgressivesProgressives

Social differentiationSocial differentiation Tracking by social/economic classTracking by social/economic class

– I.Q. and other standardized testingI.Q. and other standardized testing Behavioral Psychology dominatesBehavioral Psychology dominates Schools operate as bureaucraciesSchools operate as bureaucracies

– AdministratorsAdministrators CentralCentral School School

– TeachersTeachers Support StaffSupport Staff

B. F. Skinner

Social MelioristsSocial Meliorists

Schools are a major force for Schools are a major force for social change and social justice. social change and social justice. Schools were the vehicles to Schools were the vehicles to create a new social vision.create a new social vision.

George CountsGeorge Counts– ““The Absurd Effort to Make the The Absurd Effort to Make the

World Over”World Over” Harold O. RuggHarold O. Rugg

– Social ReconstructionismSocial Reconstructionism Boyd BodeBoyd Bode

– Progressive Education Association Progressive Education Association

Pockets of ProgressivismPockets of Progressivism

New York 1920-1940New York 1920-1940– The Activity program The Activity program

An experimental program involving 69 An experimental program involving 69 elementary schools and over 70,000 elementary schools and over 70,000 studentsstudents

– Child centeredChild centered– Flexible schedulingFlexible scheduling– Activity or project based curriculumActivity or project based curriculum– Freedom for teachers to determine instructionFreedom for teachers to determine instruction

– Dalton PlanDalton Plan High school High school

– Individualized learning programsIndividualized learning programs

Pockets of ProgressivismPockets of Progressivism

Denver 1920-1940Denver 1920-1940 The eight year studyThe eight year study

– Experimental designExperimental design Core curriculum (areas of living)Core curriculum (areas of living)

– Personal livingPersonal living– Immediate personal/social relationshipsImmediate personal/social relationships– Social/Civic relationshipsSocial/Civic relationships– Economic relationshipsEconomic relationships

Integrated, project-based Integrated, project-based

– Teachers controlled the curriculumTeachers controlled the curriculum

The 1950s-1960sThe 1950s-1960s

Post World War II saw a growing Post World War II saw a growing criticism of American Educationcriticism of American Education

Sputnik (1957) gave evidence that Sputnik (1957) gave evidence that Russia was doing a superior job of Russia was doing a superior job of educating it’s youth.educating it’s youth.

Cold War implicationsCold War implications

The 1950s-1960sThe 1950s-1960s

Arthur BestorArthur Bestor– ““Educational Wastelands”Educational Wastelands”

Rudolf FleschRudolf Flesch– Why Johnny Can’t ReadWhy Johnny Can’t Read

Admiral Hyman RickoverAdmiral Hyman Rickover– Education and FreedomEducation and Freedom

Robert HutchinsRobert Hutchins– The conflict in education in a The conflict in education in a

democratic societydemocratic society

The 1950s-1960sThe 1950s-1960s

Admiral Hyman RickoverAdmiral Hyman Rickover– Education and FreedomEducation and Freedom

Dewey's insistence on making the child's interest Dewey's insistence on making the child's interest the determining factor in planning curricula the determining factor in planning curricula has led to substitution of know-how subjects has led to substitution of know-how subjects for solid learning and to the widespread for solid learning and to the widespread tendency of schools to instruct pupils in the tendency of schools to instruct pupils in the minutiae of daily life--how to set a table minutiae of daily life--how to set a table correctly, how to budget one's income, how to correctly, how to budget one's income, how to use cameras, telephones, and consumer use cameras, telephones, and consumer credit--the list is endless. Add to this that credit--the list is endless. Add to this that Dewey insisted the schoolroom must mirror Dewey insisted the schoolroom must mirror the community and you find classrooms the community and you find classrooms cluttered with cardboard boxes, children cluttered with cardboard boxes, children learning arithmetic by keeping store, and learning arithmetic by keeping store, and education stuck in the concrete and unable to education stuck in the concrete and unable to carry the child from there to abstract concepts carry the child from there to abstract concepts and ideas. Our young people are therefore and ideas. Our young people are therefore deprived of the tremendous intellectual deprived of the tremendous intellectual heritage of Western civilization which no child heritage of Western civilization which no child can possibly discover by himself; he must be can possibly discover by himself; he must be led to it." led to it."

Influence of the Federal Influence of the Federal GovernmentGovernment

1954- Brown vs. the Board of 1954- Brown vs. the Board of Education- Topeka, KansasEducation- Topeka, Kansas– Rejection of the “separate but equal” Rejection of the “separate but equal”

clauseclause 1958- National Defense Education Act1958- National Defense Education Act

– Federal funds to improve science, math, Federal funds to improve science, math, foreign language instructionforeign language instruction

1965- Elementary and Secondary 1965- Elementary and Secondary Education ActEducation Act– Johnson’s “War on Poverty” (Title 1)Johnson’s “War on Poverty” (Title 1)

Advocates of “Child-Centered” Advocates of “Child-Centered” Progressive Education Progressive Education

John HoltJohn Holt– How Children FailHow Children Fail

Children are subject peoples. School for Children are subject peoples. School for them is a kind of jail. them is a kind of jail.

Do they not, to some extent, escape Do they not, to some extent, escape and frustrate the relentless, insatiable and frustrate the relentless, insatiable pressure of their elders by withdrawing pressure of their elders by withdrawing the most intelligent and creative parts the most intelligent and creative parts of their minds from the scene? of their minds from the scene?

Is this not at least a partial explanation Is this not at least a partial explanation of the extraordinary stupidity that of the extraordinary stupidity that otherwise bright children so often show otherwise bright children so often show in school? The stubborn and dogged "I in school? The stubborn and dogged "I don't get it" with which they meet the don't get it" with which they meet the instructions and explanations of their instructions and explanations of their teachers--may it not be a statement of teachers--may it not be a statement of resistance as well as one of panic and resistance as well as one of panic and flight? ... flight? ...

Advocates of “Child-Centered” Advocates of “Child-Centered” Progressive EducationProgressive Education

John HoltJohn Holt– How Children FailHow Children Fail

We encourage children to act stupidly, not only by scaring We encourage children to act stupidly, not only by scaring and confusing them, but by boring them, by filling up their and confusing them, but by boring them, by filling up their days with dull, repetitive tasks that make little or no claim days with dull, repetitive tasks that make little or no claim on their attention or demands on their intelligence. on their attention or demands on their intelligence.

Our hearts leap for joy at the sight of a roomful of children Our hearts leap for joy at the sight of a roomful of children all slogging away at some imposed task, and we are all the all slogging away at some imposed task, and we are all the more pleased and satisfied if someone tells us that the more pleased and satisfied if someone tells us that the children don't really like what they are doing. We tell children don't really like what they are doing. We tell ourselves that this drudgery, this endless busywork, is good ourselves that this drudgery, this endless busywork, is good preparation for life, and we fear that without it children preparation for life, and we fear that without it children would be hard to "control." would be hard to "control."

But why must this busywork be so dull? Why not give tasks But why must this busywork be so dull? Why not give tasks that are interesting and demanding? Because, in schools that are interesting and demanding? Because, in schools where every task must be completed and every answer where every task must be completed and every answer must be right, if we give children more demanding tasks must be right, if we give children more demanding tasks they will be fearful and will instantly insist that we show they will be fearful and will instantly insist that we show them how to do the job. When you have acres of paper to fill them how to do the job. When you have acres of paper to fill up with pencil marks, you have no time to waste on the up with pencil marks, you have no time to waste on the luxury of thinking. luxury of thinking.

Advocates of “Child-Centered” Advocates of “Child-Centered” Progressive EducationProgressive Education

Johathan KozolJohathan Kozol– Death at an Early AgeDeath at an Early Age

I noticed this one day while I was out in the auditorium doing I noticed this one day while I was out in the auditorium doing reading with some children: Classes were taking place on reading with some children: Classes were taking place on both sides of us. The Glee Club and the sewing classes were both sides of us. The Glee Club and the sewing classes were taking place at the same time in the middle. Along with the taking place at the same time in the middle. Along with the rest, there was a 5th grade remedial math group, comprising rest, there was a 5th grade remedial math group, comprising six pupils, and there were several other children whom I did six pupils, and there were several other children whom I did not know about simply walking back and forth.not know about simply walking back and forth.

Before me were six 4th graders, most of them from the Before me were six 4th graders, most of them from the disorderly 4th grade and several of them children who had disorderly 4th grade and several of them children who had had substitute teachers during much of the previous two had substitute teachers during much of the previous two years. It was not their fault; they had done nothing to years. It was not their fault; they had done nothing to deserve substitute teachers. And it was not their fault now if deserve substitute teachers. And it was not their fault now if they could not hear my words clearly since it also was true they could not hear my words clearly since it also was true that I could barely hear theirs. Yet the way that they dealt that I could barely hear theirs. Yet the way that they dealt with this dilemma, at least on the level at which I could with this dilemma, at least on the level at which I could observe it, was to blame, not the school but themselves. Not observe it, was to blame, not the school but themselves. Not one of those children would say to me: "Mr. Kozol, it's too one of those children would say to me: "Mr. Kozol, it's too noisy." Not one of them would say: "Mr. Kozol, what's going noisy." Not one of them would say: "Mr. Kozol, what's going on here? This is a crazy place to learn." on here? This is a crazy place to learn."

Advocates of “Child-Centered” Advocates of “Child-Centered” Progressive Education Progressive Education

James HerndonJames Herndon– The way it spose to beThe way it spose to be– How to survive your native landHow to survive your native land– Grouping by ability, formerly anathema in the Grouping by ability, formerly anathema in the

district, has caught on. We group them high, district, has caught on. We group them high, low, and average in math and science; English low, and average in math and science; English teachers are waiting their turn. Below that we've teachers are waiting their turn. Below that we've tried "remedial" classes, and above that, tried "remedial" classes, and above that, "enrichment." (The remedial kids complain that "enrichment." (The remedial kids complain that they ain't learning nothing but that baby stuff, they ain't learning nothing but that baby stuff, and the enriched that they do the same thing as and the enriched that they do the same thing as the other kids, just twice as much of it.) the other kids, just twice as much of it.)

– We "experiment" a lot. We teach Spanish We "experiment" a lot. We teach Spanish experimentally to everyone, then drop it experimentally to everyone, then drop it experimentally. We experiment with slow experimentally. We experiment with slow learners, with nonachievers, with core learners, with nonachievers, with core programs, team teaching, with "innovative" programs, team teaching, with "innovative" programs. These programs, being only programs. These programs, being only "experiments," remain on the fringe of things; "experiments," remain on the fringe of things; the general curriculum, not being an experiment the general curriculum, not being an experiment at all, isn't affected by them. at all, isn't affected by them.

Advocates of “Child-Advocates of “Child-Centered” Progressive Centered” Progressive

EducationEducation Herbert KohlHerbert Kohl– 36 Children36 Children– I put an assignment on the board before the children arrived in I put an assignment on the board before the children arrived in

the morning and gave the class the choice of reading, writing, the morning and gave the class the choice of reading, writing, or doing what was on the board. or doing what was on the board.

– At no time did any child have to write, and whenever possible I At no time did any child have to write, and whenever possible I let the children write for as long as their momentum carried let the children write for as long as their momentum carried them. Time increasingly became the servant of substance in them. Time increasingly became the servant of substance in the classroom. At the beginning of the semester I had tried to the classroom. At the beginning of the semester I had tried to use blocks of time in a predetermined, preplanned way--first use blocks of time in a predetermined, preplanned way--first reading, then social studies, arithmetic, and so forth. Then I reading, then social studies, arithmetic, and so forth. Then I broke the blocks by allowing free periods. This became broke the blocks by allowing free periods. This became confining and so I allowed the length of periods to vary confining and so I allowed the length of periods to vary according to the children's and my interest and concentration. according to the children's and my interest and concentration.

– Finally we reached a point where the class could pursue things Finally we reached a point where the class could pursue things without the burden of a required amount of work that had to without the burden of a required amount of work that had to be passed through every day. This meant that there were be passed through every day. This meant that there were many things that the class didn't "cover"; that there were days many things that the class didn't "cover"; that there were days without arithmetic and weeks without spelling or my dear without arithmetic and weeks without spelling or my dear "vocabulary." "vocabulary."

– Many exciting and important things were missed as well as Many exciting and important things were missed as well as many dull things. But the children learned to explore and many dull things. But the children learned to explore and invent, to become obsessed by things that interested them invent, to become obsessed by things that interested them and follow them through libraries and books back into life; and follow them through libraries and books back into life; they learned to believe in their own curiosity and value the they learned to believe in their own curiosity and value the intellectual and literary, perhaps even in a small way the intellectual and literary, perhaps even in a small way the human, quest without being overly burdened with a premature human, quest without being overly burdened with a premature concern for resultsconcern for results. .

The Open Classroom The Open Classroom MovementMovement

1970’s1970’s The British InfluenceThe British Influence

– A.S. Neill & A.S. Neill & SummerhillSummerhill

The British Infant The British Infant SchoolsSchools– Joseph FeatherstoneJoseph Featherstone

Where Children learnWhere Children learn

Alternative schoolsAlternative schools ““Free schools”Free schools”

The Open Classroom The Open Classroom MovementMovement

Vito Perrone- Vito Perrone- – Dean of the Center for Dean of the Center for

Teaching & Learning, Teaching & Learning, University of North University of North DakotaDakota

““Open Classroom”Open Classroom”– Learning centersLearning centers– Team teachingTeam teaching– Active – project based Active – project based

learninglearning– ““multi-media”multi-media”– Child-centered Child-centered

curriculumcurriculum

The Open Classroom The Open Classroom MovementMovement

Vito Perrone- Vito Perrone- – Dean of the Center Dean of the Center

for Teaching & for Teaching & Learning, University Learning, University of North Dakotaof North Dakota

““Bottom Up” reformBottom Up” reform– Teacher trainingTeacher training– Workshop modelWorkshop model– Mass distribution of Mass distribution of

materialsmaterials

TodayTodayDoes Progressive Education Does Progressive Education

Exist?Exist? Pockets on the marginsPockets on the margins HybridsHybrids

– Cooperative learningCooperative learning– Project based educationProject based education– Middle School modelMiddle School model

James BeaneJames Beane Current research from Cognitive and Current research from Cognitive and

Developmental PsychologyDevelopmental Psychology School “Choice” modelsSchool “Choice” models

– Charter schoolsCharter schools– Alternative schoolsAlternative schools

Thoughts about Organizing Thoughts about Organizing Your PaperYour Paper

Have a “point of view,” a clearly stated Have a “point of view,” a clearly stated thesis, that you state early in the paperthesis, that you state early in the paper

I am looking for a logical organization I am looking for a logical organization with backing evidence and illustrations.with backing evidence and illustrations.

Use APA style. That means if you quote Use APA style. That means if you quote a source, cite it in the text and have the a source, cite it in the text and have the source in your reference sectionsource in your reference section

Thoughts about Organizing Thoughts about Organizing Your PaperYour Paper

Possible organizational strategies:Possible organizational strategies:– ChronologicallyChronologically

Briefly describe social, political, economic Briefly describe social, political, economic contextcontext

Describe the educational responseDescribe the educational response Gilded Age/Industrial Rev – DeweyGilded Age/Industrial Rev – Dewey 1900-WWI – Administrative Progressives1900-WWI – Administrative Progressives Depression – Social MelioristsDepression – Social Meliorists 1950’s – Back to Basics1950’s – Back to Basics 1960-1970 – Open Classroom1960-1970 – Open Classroom 1980-2002 – Hybrids & Alternatives1980-2002 – Hybrids & Alternatives

Thoughts about Organizing Thoughts about Organizing Your PaperYour Paper

Possible organizational strategies:Possible organizational strategies:– Thematically (Zilversmit)Thematically (Zilversmit)

Progressive Education (Dewey’s version)Progressive Education (Dewey’s version) ““morphed” intomorphed” into

– Ad. ProgsAd. Progs– VocationalismVocationalism– Open ClassroomOpen Classroom– HybridsHybrids– AlternativesAlternatives

Thoughts about Organizing Thoughts about Organizing Your PaperYour Paper

Possible organizational strategies:Possible organizational strategies:– Conflict (Kliebard) Conflict (Kliebard)

Progressives vs. Anti-Progressives Progressives vs. Anti-Progressives – HumanistsHumanists– Back to BasicsBack to Basics– BehavioristsBehaviorists– Social Control advocatesSocial Control advocates