Old Educational Ideas, New American Schools: Progressivism and the Rhetoric of Educational Revolution

• Autores: Jeffrey Mirel
• Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 39, Nº. 4, 2003 (Ejemplar dedicado a: American education in the twentieth century : progressive legacies), págs. 477-497
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • Drawing on books and essays of prominent progressive educators, this essay seeks to identify key elements that should be included in a working definition of progressive education. Such a definition is crucial for determining the degree of influence progressive ideas have had on American schools. The essay looks at how these ideas appear to have influenced the designs of a number of highly visible "whole-school reform" programs in the United States, programs that are perhaps the leading educational reform effort in the United States today. The essay then assesses how effective these programs have been in boosting student achievement. The essay concludes by speculating that the oft-used rhetoric of educational revolution, which was employed by early progressive educators and by later whole-school reformers, is a serious obstacle to genuine improvement in educational policy and practice