02620oam 2200577Ma 450 991044967870332120200324081321.01-135-70009-51-280-10516-X0-585-44788-80-203-48744-3(CKB)1000000000005566(StDuBDS)AH3711781(SSID)ssj0000432126(PQKBManifestationID)11306552(PQKBTitleCode)TC0000432126(PQKBWorkID)10493653(PQKB)10826125(MiAaPQ)EBC167288(OCoLC)952620815(OCoLC-P)952620815(FlBoTFG)9780203487440(EXLCZ)99100000000000556620130620d2002 fy 0engur|||||||||||txtccrNew Progressivism /by Peter SilcockS.L. Routledge20021 online resource (184 p.) Bibliographic Level Mode of Issuance: Monograph0-7507-0969-3 0-7507-0968-5 Many useful things that progressivism has to offer (child-centred approaches, flexibility of response, negotiated and democratic classroom organisation) have been swept aside in the march of traditionalist policy. Taking robust theories of developmental psychology derived from the work of Swiss psychologist Piaget and Russian developmentalist Vygotsky, Silcock reasserts the need to explore the positive potential of new progressivism, and looks at how progressivist approaches can help teachers improve their classroom. Many useful things that progressivism has to offer (child-centred approaches, flexibility of response, negotiated and democratic classroom organisation) have been swept aside in the march of traditionalist policy. Taking robust theories of developmental psychology derived from the work of Swiss psychologist Piaget and Russian developmentalist Vygotsky, Silcock reasserts the need to explore the positive potential of new progressivism, and looks at how progressivist approaches can help teachers improve their classroom.EducationHILCCSocial SciencesHILCCHistory of EducationHILCCElectronic books.lcshEducationSocial SciencesHistory of Education370.941Silcock Peter928354OCoLC-POCoLC-PBOOK9910449678703321New Progressivism2230508UNINA