Document Type

Book Chapter

Publication Date

2016

Journal Title or Book Title

"Schools of Tomorrow," Schools of Today: Progressive Education in the 21st Century

Version

Publisher's PDF

Publisher's Statement

This is the Version of Record that has been published in "Schools of Tomorrow," Schools of Today: Progressive Education in the 21st Century edited by Susan F. Semel, Alan R. Sadovnik, and Ryan W. Coughlan in the series History of Schools and Schooling. The original work can be found at https://doi.org/10.3726/978-1-4539-1755-8 © Peter Lang, 2016 Users of the material shall give appropriate credit, provide a link to the license, and indicate if changes were made. They may do so in any reasonable manner, but not in any way that suggests the licensor endorses the licensee or his/ her use. The material may not be used for commercial purposes. If a user remixes, transforms, or builds upon the material, he/she may not distribute the modified material. CC-BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode

DOI

10.3726/978-1-4539-1755-8

Abstract

Progressive education is one of the most enduring educational reform movements in this country, with a lifespan of over one hundred years. Although as noted earlier, it waxes and wanes in popularity, many of its practices now appear so regularly in both private and public schools as to have become almost mainstream. But from the schools that were the pioneers, what useful lessons can we learn? The histories of the early progressive schools profiled in Part 1 illustrate what happened to some of the progressive schools founded in the first part of the twentieth century. But even now, they serve as important reminders for educators concerned with the competing issues of stability and change in schools with particular progressive philosophies—reminders, specifically, of the complex nature of school reform.

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