This book brings together a group of educators who approach progressive education from a historical and practical standpoint. The contributors address the reality of class values and the daily struggle confronting progressively oriented teachers as they create classrooms that support their values. The authors focus on how children think and learn, and how teachers, parents, and administrators can function as supportive facilitators, rather than as authority figures. They also believe that good early childhood practice must ...
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This book brings together a group of educators who approach progressive education from a historical and practical standpoint. The contributors address the reality of class values and the daily struggle confronting progressively oriented teachers as they create classrooms that support their values. The authors focus on how children think and learn, and how teachers, parents, and administrators can function as supportive facilitators, rather than as authority figures. They also believe that good early childhood practice must be extended to all levels of learning, making the progressive high school an alternative to the all too common impersonal, test-driven institution. An extensive annotated bibliography is included. Among the contributors are Patricia Carini, Eleanor Duckworth, Hubert Dyasi, Marvin Lazerson, Deborah Meier, Vito Perrone and Lillian Weber.
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