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Nearly one hundred years ago America's foremost philosopher of education, John Dewey, set in motion the progressive education movementan effort to enhance both child and community by establishing schools that would focus on the needs and interests of children, thereby turning out more productive citizens. To what degree did these ideas actually change the day-to-day lives of school children? What can the progressive education movement teach us about the conditions that facilitate and impede the implementation of new ideas about schools? Through a focus on actual classroom practices in several school systems in the Chicago area, Zilversmit examines the impact of Dewey's ideas at a national and local level. He looks at the course of progressivism from the 1930s, when its influence was at its height but reform was difficult because of the Depression, through the post-World War II period when the baby boom led to rapid school expansion. The new affluence made reform possible, but the Cold

Changing Schools Progressive Education Theory and

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    A Paperback / softback by Arthur Zilversmit

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      Publisher: The University of Chicago Press
      Publication Date: 15/04/1993
      ISBN13: 9780226983301, 978-0226983301
      ISBN10: 0226983307
      Also in:
      Philosophy and theory of education

      Description

      Book Synopsis
      Nearly one hundred years ago America's foremost philosopher of education, John Dewey, set in motion the progressive education movementan effort to enhance both child and community by establishing schools that would focus on the needs and interests of children, thereby turning out more productive citizens. To what degree did these ideas actually change the day-to-day lives of school children? What can the progressive education movement teach us about the conditions that facilitate and impede the implementation of new ideas about schools? Through a focus on actual classroom practices in several school systems in the Chicago area, Zilversmit examines the impact of Dewey's ideas at a national and local level. He looks at the course of progressivism from the 1930s, when its influence was at its height but reform was difficult because of the Depression, through the post-World War II period when the baby boom led to rapid school expansion. The new affluence made reform possible, but the Cold

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