A Re-Visioning of Progressive Education [microform] / William E. Doll, Jr.
Progressive education presents a valid model on which to build educational change, but the model should be altered to take into account developments in social needs and in ideational theories. In the past 90 years, only the "child-centered" strand of progressive education has had a major i...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1981.
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| Subjects: |
MARC
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| 100 | 1 | |a Doll, William E., |c Jr. | |
| 245 | 1 | 2 | |a A Re-Visioning of Progressive Education |h [microform] / |c William E. Doll, Jr. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1981. | ||
| 300 | |a 27 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April, 1981). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED205491. | ||
| 520 | |a Progressive education presents a valid model on which to build educational change, but the model should be altered to take into account developments in social needs and in ideational theories. In the past 90 years, only the "child-centered" strand of progressive education has had a major impact on classroom practice. Growing out of the needs of an industrial society, progressive education succeeded in changing many of the ideals to which classroom practice aspired, but the proponents of progressive education were only able to modify the fundamental educational model and were not able to replace it. Effective change in the system must develop not in a direct or linear fashion, but in accordance with Piaget's concept of coordinated systems trying to find an equilibrium. In the past, change at the school level has been unsuccessful because the fact that schools are complex social organizations has been largely ignored. Change-oriented outsiders may demand new goals and methods, but, since schools and teachers are committed to education and not to change, the result is alienation, frustration, and hostility. Increased study of the thinking of teachers is necessary, and may lead to the finding that the principal is the key change agent. (FG) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 2049101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 0 | 7 | |a Change Agents. |2 ericd. |
| 650 | 1 | 7 | |a Change Strategies. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Techniques. |2 ericd. |
| 650 | 1 | 7 | |a Educational Change. |2 ericd. |
| 650 | 1 | 7 | |a Educational Trends. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Foundations of Education. |2 ericd. |
| 650 | 1 | 7 | |a Progressive Education. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED205491 |h Other scheme |i microfiche |n 1 |