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eBook details

• Title: Haven't We Seen This Before? Sustaining a Vision in Teacher Education for Progressive Teaching Practice (Report)
• Author : Teacher Education Quarterly
• Release Date : January 22, 2009
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 237 KB

Description

Efforts to transform U.S. schools and improve student learning, including both accountability measures and progressive practices, come in cycles and are often related to contextual factors in society at particular moments in time (Cuban, 1993; Noddings, 2007; Zilversmit, 1999). Attempts to improve education during the past forty years under the banner of "educational reform" have included political initiatives generated externally by those who do not work within schools, as well as pedagogical trends and movements conceived and implemented by educators themselves. Moreover, such endeavors often gain rapid support and, subsequently, lose traction as bandwagon movements often do, reinventing themselves years later packaged somewhat differently. A variety of such initiatives have affected the way curriculum in schools is shaped and how teachers teach. For example, the standards movement has provided the impetus for a one-size-fits-all curriculum (see, for example, Meier & Wood, 2004, Noddings, 2007), with uniform benchmarks for achievement for students at particular grade levels. On the other hand, the open education movement of the late 1960s and early 1970s promoted responsiveness to students and aimed to meet students' individual needs (Perrone, 1972; Silberman, 1973).

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