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Bridging the progressive-traditional divide in education reform : a unifying vision for teaching, learning, and system level supports

Author: James Nehring; Stacy Szczesiul; Megin Charner-Laird
Publisher: New York, NY : Routledge, 2019. ©2019
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
This book brings together a variety of connected voices which consider potential ways forward for school reform. By demonstrating how the 'subject-centered' and 'student-centered' models of education can, and have been working together in various contexts, the text sets out a compelling case for an emerging movement that unites ideologies and pedagogical traditions which have traditionally been considered to be at  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Nehring, James.
Bridging the progressive-traditional divide in education reform.
New York, NY: Routledge, [2019]
(DLC) 2019014615
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: James Nehring; Stacy Szczesiul; Megin Charner-Laird
ISBN: 9780429424700 0429424701 9780429755804 0429755805 9780429755798 0429755791 9780429755781 0429755783
OCLC Number: 1099544919
Description: 1 online resource
Contents: Introduction : non-honors English --
A unifying vision for teaching and learning --
Exemplary teaching and the unacknowledged consensus --
Agreement from policy leaders --
Agreement from historic and emerging pedagogies --
Agreement from contemporary research --
Why don't all teachers teach this way? --
How most teachers teach and why --
System support --
Pluralism --
Assessment --
Organization --
Final thoughts : excellence is a discipline.
Responsibility: James Nehring, Stacy Szczesiul and Megin Charner-Laird.

Abstract:

This book brings together a variety of connected voices which consider potential ways forward for school reform. By demonstrating how the 'subject-centered' and 'student-centered' models of education can, and have been working together in various contexts, the text sets out a compelling case for an emerging movement that unites ideologies and pedagogical traditions which have traditionally been considered to be at odds with one another. In drawing from historical sources, the full range of contemporary research, and a series of investigations led by the authors, this book documents the deep back-story of school reform, and explains the powerful and largely unacknowledged consensus on what constitutes excellence in teaching and learning. This book will be of great interest to researchers, academics, and postgraduate students in the fields of school reform and educational leadership. It will also appeal to graduate students, researchers and postgraduates in the fields of history of education, educational leadership, teaching and learning, and curriculum studies.

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