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Based on the criticism that American secondary education curriculum had been designed to meet the needs of college admissions rather than those of students, the Progressive Education Association sponsored an eight-year study between 1933 and 1941 to determine whether young adults could excel in college if college admission requirements were revoked. [1]
In 1924, Agnes de Lima, the lead writer on education for The New Republic and The Nation, published a collection of her articles on progressive education as a book, titled Our Enemy the Child. [ 38 ] In 1918, the National Education Association , representing superintendents and administrators in smaller districts across the country, issued its ...
The Association initiated three commissions with lasting impact on American education scholarship. [1] The Commission on the Relation of School and College (1930–1942) issued a five-volume assessment of its Eight-Year Study, which reported that students who attended thirty progressive, secondary schools with experimental curriculum had fared as well in college as their peers from traditional ...
This specific presentation titled, “Progressive Education and the Negro” [2] was a catalyst for progressive techniques that laid the foundation for this study. The purpose of the Secondary School Study was to further explore new and innovative high school curricula in a way that fit the black youth of this time, especially those not ...
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The Paradox of Progressive Education: The Gary Plan and Urban Schooling, (Kennikat Press, 1979), online book review; Cremin, Lawrence A. The transformation of the school: progressivism in American education, 1896–1957 (Knopf, 1961), pp. 153-160. Dewey, John, and Evelyn Dewey. Schools of To-morrow (1915), pp 175-204 and 251-268. online
Cooke was committed to extending progressive education principles to the development of adolescent students. [ 3 ] [ 1 ] She was concerned that the rigid entrance requirements of most colleges controlled high school curricula and failed to account for the artistic, social, and moral qualities promoted by the Parker School and similar institutions.
Harold Ordway Rugg (1886–1960) was an educational reformer in the early to mid 1900s, associated with the Progressive education movement.Originally trained in civil engineering at Dartmouth College (BS 1908 & CE 1909), Rugg went on to study psychology, sociology and education at the University of Illinois where he completed a doctoral dissertation titled "The Experimental Determination of ...