LEADER 04360nam 2200577 a 450 001 9910826498703321 005 20200520144314.0 010 $a1-135-70008-7 010 $a1-135-70009-5 010 $a1-280-10516-X 010 $a0-585-44788-8 010 $a0-203-48744-3 035 $a(CKB)1000000000005566 035 $a(StDuBDS)AH3711781 035 $a(SSID)ssj0000432126 035 $a(PQKBManifestationID)11306552 035 $a(PQKBTitleCode)TC0000432126 035 $a(PQKBWorkID)10493653 035 $a(PQKB)10826125 035 $a(MiAaPQ)EBC167288 035 $a(OCoLC)952620815 035 $a(OCoLC-P)952620815 035 $a(FlBoTFG)9780203487440 035 $a(EXLCZ)991000000000005566 100 $a19990708d1999 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aNew Progressivism /$fPeter Silcock 205 $a1st ed. 210 $aLondon $cFalmer Press$d1999 215 $a1 online resource (184 pages) 300 $aBibliographic Level Mode of Issuance: Monograph 311 0 $a0-7507-0969-3 311 0 $a0-7507-0968-5 320 $aIncludes bibliographical references and index. 327 $aBook Cover -- New Progressivism -- Dedication -- Title -- Copyright -- Contents -- Acknowledgments -- Foreword -- Chapter 1 Introduction -- The need for a revised progressivist ideology -- Recent historical background -- Structuring the argument -- Chapter 2 The Value of Educational Ideologies -- What are educational ideologies? -- Problems with educational ideologies -- The value of educational ideologies -- Chapter 3 Progressivism, Traditionalism and Pragmatism -- How many educational ideologies are there? -- Defining educational ideologies -- Three ideologies -- Mixing ideologies -- Chapter 4 Progressivism and National Curricula -- International comparisons -- Progressivism in English primary schools -- Alternative classroom ideologies -- Summary -- Chapter 5 New Progrcssivism: Principles to Be Reviewed -- Chapter 6 Developmentalism -- Piaget and Vygotsky -- Reconciling developmental traditions -- Summary: a 'new' developmentalism -- Chapter 7 Curricular Values: The Relationships between Learners and their Knowledge -- The problem with traditional values -- Processes -- Learners' relationships with their knowledge -- Process outcomes -- Progressivism and educational humanism -- Chapter 8 Informal Teaching Methods -- The nature of formal and informal teaching -- Pragmatic methodologies -- Dewey and a democratic primary school classroom -- Procedural principles -- Chapter 9 Choice -- Liberating learners -- Pupil rights -- Pupil autonomy -- Conclusion: educating for autonomy-mapping, assisting, guiding -- Chapter 10 Modern Progressivism -- Ideological foundations -- Ideological roots -- Critics of the English/Welsh National Curriculum -- Modern progressivists -- References -- Index. 330 $bMany 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. 606 $aProgressive education$zGreat Britain 615 0$aProgressive education 676 $a370.941 700 $aSilcock$b Peter$0928354 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910826498703321 996 $aNew Progressivism$94073534 997 $aUNINA