Research article | Open Access
International Journal of Progressive Education 2013, Vol. 9(3) 107-123
The Educators and the Curriculum: Stories of Progressive Education in the 21st Century
pp. 107 - 123
Publish Date: October 15, 2013 | Single/Total View: 80/440 | Single/Total Download: 108/720
Abstract
This study, inspired by phenomenological and narrative methods, explored the question,
―What does it mean to be a progressive educator in the 21st century?‖ Rather than a prescriptive piece about what progressive educators should or should not do, this study uses the experiences of three self-identified progressive educators to build a new understanding of this term. The participants, two heads of private school and one public school district superintendent, shared stories of their backgrounds, their current schools, and a time when they felt particularly successful in their work as progressive educators. Their stories reveal a commitment to risk taking, to achieving a balance between individual student and social needs, and to finding meaning in their connection with students and colleagues.
Keywords: Progressive education, personal practical knowledge, school leaders, phenomenological study, narrative inquiry, 21st century
APA 7th edition
Read, S.J.W. (2013). The Educators and the Curriculum: Stories of Progressive Education in the 21st Century. International Journal of Progressive Education, 9(3), 107-123.
Harvard
Read, S. (2013). The Educators and the Curriculum: Stories of Progressive Education in the 21st Century. International Journal of Progressive Education, 9(3), pp. 107-123.
Chicago 16th edition
Read, Sally J. W. (2013). "The Educators and the Curriculum: Stories of Progressive Education in the 21st Century". International Journal of Progressive Education 9 (3):107-123.
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