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Progressive education, or educational progressivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term progressive was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the early-industrial university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern, post-industrial experience. Most progressive education programs have these qualities in common:
Educational perennialism is a normative educational philosophy. Perennialists believe that one should teach the things that are of everlasting pertinence to all people everywhere, and that the emphasis should be on principles, not facts. Since people are human, one should teach first about humans, rather than machines or techniques, and about liberal, rather than vocational topics.
Winnetka is a village in Cook County, Illinois, United States, located 16 miles (26 km) north of downtown Chicago. The population was 12,744 as of the 2020 census. The village is one of the wealthiest places in the United States in terms of household income. It was the second-ranked Illinois community on Bloomberg's 2019 Richest Places Annual Index.
Gifted education is a sort of education used for children who have been identified as gifted and talented.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed. The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.
In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curricula are split into several categories: the explicit, the implicit, the excluded, and the extracurricular.
This is an index of education articles.
Mastery learning is an instructional strategy and educational philosophy, first formally proposed by Benjamin Bloom in 1968. Mastery learning maintains that students must achieve a level of mastery in prerequisite knowledge before moving forward to learn subsequent information. If a student does not achieve mastery on the test, they are given additional support in learning and reviewing the information and then tested again. This cycle continues until the learner accomplishes mastery, and they may then move on to the next stage.
Interdisciplinary teaching is a method, or set of methods, used to teach across curricular disciplines or "the bringing together of separate disciplines around common themes, issues, or problems.” Often interdisciplinary instruction is associated with or a component of several other instructional approaches. For example, in a review of literature on the subject published in 1994, Kathy Lake identified seven elements common to integrated curriculum models: a combination of subjects; an emphasis on projects; the use of a wide variety of source material, not just textbooks; highlighting relationships among concepts; thematic units; flexible schedules; and flexible student grouping.
North Shore Country Day School is a selective prep school in Winnetka, Illinois. It took its current form as a coeducational school in 1919 during the Country Day School movement, though it started as the Rugby School for Boys (1893-1900) and Girton School for Girls (1900-1918). It consists of a lower school, a middle school, and an upper school. North Shore Country Day School offers a liberal arts education with students who represent the community values of respect and inclusiveness.
The Avery Coonley School (ACS), commonly called Avery Coonley, is an independent, coeducational day school serving academically gifted students in preschool through eighth grade (approximately ages 3 to 14), and is located in Downers Grove, DuPage County, Illinois. The school was founded in 1906 to promote the progressive educational theories developed by John Dewey and other turn-of-the-20th-century philosophers, and was a nationally recognized model for progressive education well into the 1940s. From 1943 to 1965, Avery Coonley was part of the National College of Education (now National Louis University), serving as a living laboratory for teacher training and educational research. In the 1960s, ACS became a regional research center and a leadership hub for independent schools, and began to focus on the education of the gifted.
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Eklavya is an Indian NGO based in Bhopal, Madhya Pradesh working in the field of education. It was registered as an all India in 1982. The organization is named after Eklavya, the protagonist of a story in the Mahabharat, for his determination to learn even in the absence of a teacher.
Everyday Mathematics is a pre-K and elementary school mathematics curriculum, developed by the University of Chicago School Mathematics Project. The program, now published by McGraw-Hill Education, has sparked debate.
Arts integration differs from traditional education by its inclusion of both the arts discipline and a traditional subject as part of learning The goal of arts integration is to increase knowledge of a general subject area while concurrently fostering a greater understanding and appreciation of the fine and performing arts. The John F. Kennedy Center for the Performing Arts defines arts integration as "an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject and meets evolving objectives in both."
Crow Island School in Winnetka, Illinois, is an elementary school operated by Winnetka Public Schools. It is significant for its progressive philosophy and its International Style architecture. The design of its building was a collaboration between the Chicago firm of Perkins, Wheeler and Will and Eliel and Eero Saarinen. It currently serves kindergarten through fourth grade students. The school was established in 1940-41. Sebastian Hinton's prototype "jungle gym" was located here, having been moved from Horace Mann School in 1940 and then relocated to the Winnetka Historical Society in 2010. The school was awarded the Twenty-five Year Award by the American Institute of Architects in 1971. It was declared a National Historic Landmark in 1990. In celebration of the 2018 Illinois Bicentennial, Crow Island School was selected as one of the Illinois 200 Great Places by the American Institute of Architects Illinois component.
Carleton Wolsey Washburne was an American educator and education reformer. He served as the superintendent of schools in Winnetka, Illinois, United States, from 1919 to 1943 and is most notably associated with the Winnetka Plan that he developed for his district.
Winnetka School District 36 is an elementary school district based in Winnetka, Cook County, Illinois, a suburb of Chicago that is due north of the city. The district is composed of five schools: three neighborhood elementary schools, and two middle schools. All schools are located within Winnetka boundaries.
The Eight-Year Study was an experiment that tested how American progressive secondary schools would prepare their students for college when released from the curricular restrictions of college admissions requirements. Between 1933 and 1941, the Progressive Education Association sponsored curricular experimentation in 29 model schools with the security that over 200 colleges would admit their students on the recommendations of their principals rather than curricular requirements. The schools received curricular consultants but were otherwise uninhibited in their curricular choices. Their changes tended towards individualized student attention with more cross-disciplinary programming and greater emphasis on arts and extracurriculars. The General Education Board and other foundations offered significant financial backing towards the study.
Onward Neighborhood House is a non-profit organization located in the Belmont Cragin neighborhood of Chicago, Illinois. Originally founded as a settlement house in Chicago's West Town neighborhood during the 1890s, Onward House now provides direct services to working class and immigrant families on Chicago's Northwest side. Onward's mission is to open doors, improve lives, and uplift communities through educational, economic, and support services. The organization offers a variety of programs and services, serving both children and adults.
References
- 1 2 T. Corcoran, "The Winnetka School Plan," The Irish Monthly, Vol. 55, No. 644, pp. 63-67 (Feb., 1927), published by Irish Jesuit Province. URL at JSTOR
- ↑ Carleton Washburne, A Living Philosophy of Education, The University of Chicago Press (1941).
- ↑ Herbert M. Kliebard, The Struggle for the American Curriculum, 1893–1958 , p. 177 (1987; 3rd edition 2004)
