International Journal of Progressive Education (IJPE)
Not a member yet
958 research outputs found
Sort by
The New DEEL (Democratic Ethical Educational Leadership) and the Work of Reclaiming a Progressive Alternative in Educational Administration from PreK-20
Get PDFFacing repressive accountability regimes and high-stakes testing in the US and beyond, university and practitioner educators around the world decided to take action. Inspired by the democratic administration movement of the 1930lsquo%253Bs and 1940lsquo%253Bs and current scholarship in ethics, we started a movement called the New DEEL (Democratic Ethical Educational Leadership). Our mission is to create an action-oriented partnership, dedicated to inquiry into the nature and practice of democratic, ethical educational leadership through sustained processes of open dialogue, right to voice, community inclusion, and responsible participation toward the common good. New DEEL leaders include faculty, students, staff, parents, administrators and community members. Since our inception in 2004, we have grown to include colleagues from over thirty universities as well as numerous school districts in the U.S., Canada, U.K., Hong Kong, Sweden, Australia, New Zealand, Taiwan and Jamaica. Results from our work include scholarship, new graduate programs, 6 successful international conferences, and support for emerging Progressive leaders in the K-12 system and in higher education. Our article will illustrate the difference our international movement is making in the lives of students, families, practitioners, and university faculty as we strive to reclaim a Progressive alternative in our field of educational administration. We are presenting a descriptive account of our recent history along with an agenda for future development. We think our example will be useful in an era when Progressive Education is under direct attack in most of the worldlsquo%253Bs developed economies
The Impact of Socio-Economic Status on Parental Involvement in Turkish Primary Schools%253A Perspective of Teachers
Get PDFThis exploratory qualitative study investigates the effects of socio-economic status on parental involvement in public primary schools in Turkey. The study aims to examine how teachers in these schools present the scope of current parental involvement, to what factors teachers ascribe the barriers to parental involvement, and whether teacherslsquo%253B responses are differentiated according to the socio-economic status of the surrounding community. The data for this study were collected through in-depth interviews with ten teachers working in two primary schools in Istanbul. One school is located in an affluent and relatively homogenous community, while the other one is in an area that includes a predominantly poor and culturally diverse population. The results of the study indicate that although teachers in the affluent school are more satisfied with the quality and quantity of parentslsquo%253B involvement, teachers in both schools believe that parents who do not collaborate with schools do not value education. Moreover, even though all teachers agreed that socio-economic status is a significant determinant of involvement, teachers in the community with high poverty stated that cultural differences also play an important role in explaining lack of parental involvement
The Influence of Personalization of Online Texts on Elementary School Students%252339%253B Reading Comprehension and Attitudes toward Reading
No full textThe purpose of this research was to examine the role of personalized and non-personalized online texts on elementary school fifth grade students%252339%253B comprehension and their attitudes toward reading. Participants were 47 fifth-grade students from a rural elementary school in north Florida. The subjects were randomly assigned into two (personalized online text and non-personalized online text) groups. Prior to reading online texts, each students completed personal interest inventory for use in personalizing the online texts. Reading comprehension scores were measured by using multiple choice questions and an attitude survey was administrated to measure subjectslsquo%253B motivation, enjoyment and interestingness. Although the mean score of the personalized text group was slightly higher than non-personalized text group and in contrast to patterns found within research on online reading environments, independent t-test showed that the differences in the comprehension scores between two groups were not significant. According to attitude survey results personalized text group showed higher motivation, interestingness and enjoyment than the other group
Progressive Education in Georgia%253A Tradition or Reality%253F
No full textDespite differences among progressive educators, they share the conviction that democracy means active participation by all citizens in the social, political, and economic decisions of their countries. The aim of this paper is to explore how Georgia is meeting goals and perspectives of progressive education by widely implementing civic education programs in schools and how its schools are developing a civic society. The paper highlights the 2010 inaugural national needs assessment, which studied conditions and attitudes towards civic education. The qualitative and quantitative results revealed the importance of civic education to diverse stakeholders. Civic education develops civic understanding founded on liberal and democratic values and helps students to comprehend their rights and responsibilities for their family, community, and state. Civic education developments in Georgia include adopting the diversity principle, empowering teachers to select and implement educational process, and using modern educational technologies and foreign pedagogical innovations
When New Media Meet the Strong Web of Connected Learning Environments%253A A New Vision of Progressive Education in the Digital Age
No full textThis paper shows how the legacy of Jane Addamslsquo%253B socialized education can live on in todaylsquo%253Bs progressive education, especially in the digital age. Discussion is drawn from a case study of an anti-underage drinking campaign conducted by urban youth of color in an afterschool program. The media ecology environment in the campaignndash%253Bndash%253Bthe integrated usage of new and traditional mediandash%253Bndash%253Benriched the way the youth made sense of experience and communicated with the world. The campaign led youth to learn more about other important issues, culture, and community history. Another critical element of the campaignlsquo%253Bs success was the active participatory culture of local community organizations and businesses, which formed an extensive support network for the youthlsquo%253Bs engagement. This case suggests that the synergistic relationship between new media ecology and connected learning environments can make progressive education more promising in the digital age
Progressive Education as Continuing Education for the Developmentally Disabled
Get PDFThe need for progressive education is prevalent in one of the most underserved portions of the population%253A the adult developmentally disabled. Though John Dewey wrote little on the education of the disabled, his philosophy, and that of Mahatma Gandhilsquo%253Bs, lend themselves to the further education of this unique segment of society. In this paper, I will be looking at developmentally disabled adults, specifically autistic individuals, living in group homes. It is the goal of developmentally developed group homes to advance the education of its residents so that they may eventually leave the home as competent, independent members of society. However, the education they are usually given is not tailored to their individual needs, reinforced through everyday activities, or provided in a manner respecting the individuals as people and not as objects. I will be discussing Gandhilsquo%253Bs concepts of Basic Education as it can relate to the developmentally disabled and Kiyo Kitahara%252339%253Bs use of Daily Life Therapy in the education of the autistic. I will examine the current system of learning in one specific group home and how Gandhi%252339%253Bs and Kitahara%252339%253Bs concepts of education can be used to improve the learning abilities of these individuals -- to allow them to move from institutionalized life to a fuller, more productive role in society
Progressive Museum Education%253A Examples from the 1960s 1
No full textThe combination of pedagogy and political aims, a constant theme in the progressive school education literature, is reflected as well in the history of museum education. Museum educators, following the lead of John Dewey, advocated for experiential pedagogy, a natural course for museums since they emphasize learning from objects and experiences rather than through lecture and text. But progressive museum educators also embraced the socio- political goals of progressive education. This was evident in the growing field of museum education during the progressive era, and, more recently in the history of the San Francisco Exploratorium and the Boston Childrenlsquo%253Bs Museum, institutions that had close ideological and personal connections with progressive educators in the 1960s and 1970s
John Dewey and the Challenge of Progressive Education
No full textIn The School and Society John Dewey noted new tendencies in education, e.g., manual training and nature study. He raised two related questions%253A (1) how are we to understand the new educational trends as reflections of the social contextmdash%253Bas an inevitable effort to bring education into line with the broader pattern of change in industrial society%253F And (2) how are we to build upon and direct them and align them with democratic social ideals%253F Analogous questions arise in todaylsquo%253Bs era of economic globalization, and information technology networks, as we observe new educational trends from collaborative learning to charter schools, and even virtual schools.
This essay reviews Dewey%252339%253Bs answers to questions 1 and 2 in School and Society, and then uses them as a template for an analogous inquiry into todaylsquo%253Bs situation. I raise two parallel questions%253A (1) how may we understand our new educational trends in relation to the global network context%253F And (2) how may we build upon and direct these new educational trends to realize the contemporary democratic aspirations of a global network society%253
Co-Creating a Progressive School%253A The Power of the Group
No full textDrawing on the past and current practices of a group of educators that just celebrated its 40th year as a progressive elementary school in a suburban public school system, the article begins by considering the role that various groups have played in sustaining the schoollsquo%253Bs success for over four decades. These groups include a long-term university partnership, practitioners of whole language, and parents. Then, after describing the critical role of two important group created documents, the Ten Principles of Progressive Education and a triangular graphic depicting the Curriculum of Progressive Education, the authors describe the relationship of how the power of these groups have used the documents to intentionally stay centered as well as move them ―off balance‖ in order to continue to evolve and strengthen their progressive education practices. Finally, the article shares two classroom examples where teachers use the group and the documents to conduct authentic curriculum classroom studies