International Journal of Progressive Education (IJPE)
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An Analysis of Social Studies Textbooks in Turkey%253A From National Citizenship to Global Citizenship
Get PDFThe purpose of this study is to examine Social Studies textbooks in terms of national and global citizenship. The research was carried out using qualitative research methodologies. Interpretive thematic analysis was used to examine the social studies textbooks from 4th grade through 8th grade. The analyses showed that the Social Studies textbooks put more emphasis on national citizenship but they inadequately deal with global information so as to create global sensitivity. The Social Studies textbooks do not adequately discuss economic, social, political systems, cultural differences and problems in both national and global scales. The Social Studies textbooks tend to be guided by nationalist and republican policies while they offer limited content and activities for students to improve their competences for political literacy, participation, critical thinking, respect for diversity and conflict resolution
The Impact of Exclusionary Discipline on Students
Get PDFThe impact of exclusionary discipline on students is clear and negative as we report herein. The impacts of exclusionary discipline have been negatively linked to the academic and social development of disciplined students. We argue that this discipline form has been disproportionately used among certain groups, particularly those students of certain minority and %252F or ethnic groups, students from lower socio-economic backgrounds, and those students with identified exceptionalities. Exclusionary and zero-tolerance approaches to school discipline are not the best techniques to create a safe climate in contemporary education settings
Editorial for Progressive Education%253A Educating for Democracy and the Process of Authority
Get PDFLearning Beyond Competence to Participation
Get PDFThe essence of progressive education today is a view of learning centered on participation. In adulthood, the quest to participate and the quest to learn may ultimately be regarded as one and the same. Research on the learning journeys of adults undertaking a basic computer course are used to support these ideas. The participants in this study described pathways of learning directed toward useful activities rather than academic qualification or career progression. The notion of this journey as extending beyond competence to participation emerged from the analysis. Participation is a communicative process%253B framed by sets of assumptions on all sides. These assumptions are, in turn, influenced through participation. This paper considers the relevance of these ideas for the ubiquitous nature of everyday digital technologies and the challenges faced by people who lack the relevant competence to participate. An approach to pedagogy based on the ideals of progressive education is proposedndash%253Bndash%253Ba shift of focus from the individual to the participant, and from competence to participation as the ultimate goal of learning
Moral Problems as Issues-Centered Social Studies Education%253A Discovering Dewey as a Guiding Foundation
Get PDFBy considering ethics and morals from a vantage point in which personal and political beliefs become part of our national debate, students could form the habit of political discussion in much the same way that representatives of social and political groups prepare and respond on a daily basis to an ever inquiring media. I will explore several examples of media, including social media, confronting, debating, and disseminating in new ways challenging issues facing todaylsquo%253Bs global communities. As a solid counter-point to social media, indeed all media impact, in a rapidly changing global environment, Dewey provides important messages to encourage todaylsquo%253Bs educators to actively bolster a reflective thinking, issues-centered approach founded on ethics and morals. Deweylsquo%253Bs writings on ethics, morals and democracy can open the door and allow students to become socially and politically engaged in the myriad of issues confronting 21st century citizens
An Investigation of the Mathematical Literacy of Students Aged 15 in terms of Pisa 2003 Mathematical Literacy Questions%253A Results from Turkey
Get PDFThe purpose of this study is to investigate the mathematical literacy of the 15-year-old students in terms of PISA mathematical literacy questions. The research model of this study is the survey model in the quantitative models. The sample of this study was composed of 1.227 students who received formal education in five different types of schools (science high schools, Anatolian high schools, private high schools, public high schools and vocational high schools) of various cities, each of which was selected from each of seven geographical regions in Turkey. Nine questions were applied and revealed in the mathematical area in PISA in 2003 as a data collection tool. The results of this study show that, in terms of the proportion of answering the assessment questions, the best performing type of school is science high schools. It was shown that a great number of students still cannot answer the proficiency level questions in the desired way and only half can answer the lower- intermediate and intermediate questions
Voicing a Mindful Pedagogy%253A A Teacher-Artist in Action
No full textHistorically, educators and philosophers have struggled with defining the role and the value of formal curriculum and its impact on classroom praxis. As the current accountability movement dominates discussions in education, educators are pressured to implement increasingly standardized curricula. The authors of this work consider these tensions, situated first within contrasting theories on teaching and learning. They then explore the concept of phronesis through an interpretive biography of one teacher-artist, Frieda, whose praxis also demonstrates the aesthetic and artistic side of the teaching-learning process. This ninety-year- old teacher-artistlsquo%253Bs experiences with implementing her curriculums suggest that it is always possible to implement onelsquo%253Bs praxis, despite any potential societal or legislative impediments. Frieda%252339%253Bs story shows how a teacherlsquo%253Bs praxis can incorporate Eisnerlsquo%253Bs artistic approach to curriculum as well as many of Deweylsquo%253Bs principles of child-centered pedagogy
Editorial for the Series of Three Issues%253A Progressive Education%253A Past, Present and Future
No full text21st Century Learning and Progressive Education%253A An Intersection
No full textThe seminal tenets of progressive education bear a striking resemblance to the newly fashionable principles associated with with a new movement known as ―21st Century Education. This article traces the development of progressive education principles, starting with the founding of the Progressive Education Association, and shows their close proximity to 21st century educational attributes and goals. It demonstrates how the principles underpinning progressive education emerge over and over again as operative and successful educational practice, and how 21st century reformers may benefit from turning attention to other principles of progressive education to fully prepare students for the future
Wheres Wonder%253F
No full textAfter 36 years of working as a progressive educator in American schools, the author notes the near absence of joy, passion, and imagination that todaylsquo%253Bs students experience. He asks,
―Wherelsquo%253Bs wonder%253F‖ In this essay, the author makes a case for the role of wonder in learning as he reflects on his work with schools and museum educators at the Columbus Museum of Artlsquo%253Bs Center for Creativity. After sharing his own perspectives on wonder, he further explores and frames the idea by reconsidering two concepts from two major philosophers and practitioners of progressive education%253A 1) the late progressive philosopher and physicist David Hawkins and 2) educator Eleanor Duckworth. Drawing inspiration from the preschools of Reggio Emilia, the author then makes a special case for wonder as a group endeavor that contributes to something larger than the individual