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ETD Abstract Container
Abstract Header
Characteristics of Contemporary U.S. Progressive Middle Schools
Author Info
Russell, Jan Ware
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363275531
Abstract Details
Year and Degree
2013, Ph.D., Antioch University, Leadership and Change.
Abstract
Progressive education has a long history within the American K-12 education system dating back to the late 1800s. During this period, two very distinct ideologies represented progressive education: 1) administrative progressives supporting standardization as a means of efficiency and 2) pedagogical progressives supporting child-centered learning based upon a well-rounded education. This study looks at 82 contemporary pedagogical progressive schools to identify common characteristics. Child-centered learning, community integration, and democratic decision-making were the three overarching philosophies covered in this study. Data was collected through an online survey of school leaders. The majority of research surrounding progressive education is qualitative and focuses on the experience of teachers, students, parents, or administrators, and not the characteristics of the school. This study is a mixed methods study that uses quantitative and qualitative methods to identify qualities found in contemporary progressive schools. Findings are intended to help school leaders plan for growth and sustainability. A 6-point scale was used to gather school leaders’ level of disagreement or agreement about whether particular educational practices associated with each philosophy occur within their school. Mean scores for the educational practice items for each philosophy were the independent variables in the regression analyses. A 10-point semantic differential rating scale was used to identify the school leaders’ perceptions of whether their school was adhering to each philosophy. These ratings were used as the dependent variable in the regression analyses. Significant educational practice items for each philosophy include: Child-Centered Learning Practices—Student learning is assessed through formative assessments (progress with feedback) versus summative assessments (grade or percentage scores), Student learning is based upon discovery through an independent learning process, Small group student interaction creates learning opportunities; Community Integration Practices—Student community service is used as a learning experience, Education occurs within the local community at various businesses and/or organizations; Democratic Decision-Making Practices—Stakeholders have equal voting power in decisions, Decisions are made based upon the greatest good for the greatest number, Consensus is preferred to majority rule, Decisions are made that create inclusion versus exclusion of stakeholders. This dissertation is accompanied by an MP4 video of the author’s introduction. The electronic version of this Dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd
Committee
Carol Baron, PhD (Committee Chair)
Elizaberth Holloway, PhD (Committee Member)
Charis Sharp, PhD (Committee Member)
Jane Miller, EdD (Other)
Pages
211 p.
Subject Headings
Curricula
;
Education
;
Education History
;
Education Philosophy
;
Education Policy
;
Educational Evaluation
;
Educational Leadership
;
Educational Tests and Measurements
;
Elementary Education
;
Middle School Education
;
Minority and Ethnic Groups
;
Organizational Behavior
;
Pedagogy
;
Secondary Education
;
Teacher Education
;
Teaching
Keywords
mixed method
;
qualitative
;
quantitative
;
progressive education
;
middle schools
;
test bias
;
small schools
;
alternative eduction
;
21st century curriculum
;
assessment
;
testing
;
innovative education
;
educational leadership
;
teaching, curriculum
Recommended Citations
Refworks
EndNote
RIS
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Citations
Russell, J. W. (2013).
Characteristics of Contemporary U.S. Progressive Middle Schools
[Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363275531
APA Style (7th edition)
Russell, Jan.
Characteristics of Contemporary U.S. Progressive Middle Schools.
2013. Antioch University, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363275531.
MLA Style (8th edition)
Russell, Jan. "Characteristics of Contemporary U.S. Progressive Middle Schools." Doctoral dissertation, Antioch University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363275531
Chicago Manual of Style (17th edition)
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Document number:
antioch1363275531
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Copyright Info
© 2013, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.