Progressive Education

2019 ◽  
pp. 458-474
Author(s):  
William J. Reese
Keyword(s):  
Standardized Testing ◽  
Progressive Education ◽  
Alternative High Schools ◽  
Reform Movements ◽  
Curricular Innovation ◽  
Student Centered ◽  
Innovative Teaching ◽  
Model Schools ◽  
Friedrich Froebel ◽  
Early Elementary School

Progressive education emerged from a variety of reform movements, especially romanticism, in the early nineteenth century. Reflecting the idealism of contemporary political revolutions, it emphasized freedom for the child and curricular innovation. The Swiss educator Johann Pestalozzi established popular model schools in the early 1800s that emphasized teaching young children through familiar objects, such as pebbles and shells, and not from textbooks. A German romantic, Friedrich Froebel, studied with Pestalozzi and invented the kindergarten, which spread worldwide. Progressive education mostly influenced pedagogy in the early elementary school grades. Over the course of the twentieth century, however, progressive ideals survived at other levels of schooling. Innovative teaching and curricular programs appeared in different times and places in model school systems, laboratory schools on college campuses, open classrooms, and alternative high schools. The greatest barriers to student-centered instruction included the widespread use of standardized testing and the prevalence of didactic teaching methods.

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

scholarly journals Massachusetts Consortium for Innovative Education Assessments: Creating a grassroots accountability system to leverage state policy change

2018 ◽  
Vol 26 ◽  
pp. 16
Author(s):  
Dan French
Keyword(s):  
Standardized Testing ◽  
State Level ◽  
Performance Assessments ◽  
State Legislators ◽  
Student Centered ◽  
Accountability Systems ◽  
Underserved Students ◽  
Accountability System ◽  
Student Focus ◽  
Assessment Measures

Standardized testing remains the predominant proficiency measure for students and schools, placing teacher and student focus on test-prep and lower order skills while maintaining achievement gaps that penalize underserved students. The Massachusetts Consortium for Innovative Assessment seeks to close this gap and change assessment measures on a state level by training teachers to become leaders in implementing student-centered performance assessments and encouraging state legislators to consider alternative, forward-thinking accountability systems.

scholarly journals Estudio longitudinal sobre tutoría académica flexible en la universidad

2017 ◽  
Vol 21 (4) ◽  
pp. 259-278
Author(s):  
Patricia López Vicent ◽  
María Paz Prendes Espinosa
Keyword(s):  
Higher Education ◽  
Educational Innovation ◽  
Academic Community ◽  
Student Centered ◽  
Innovative Teaching ◽  
Great Satisfaction ◽  
Usual Model ◽  
Enseñanza Superior ◽  
Academic Courses ◽  
The University

Resumen:Con el proceso de Bolonia la tutoría es una de las acciones docentes que marcan el cambio en nuestras instituciones de enseñanza superior. Supone hablar de un nuevo rol docente que amplía su acción formativa hacia aspectos que van más allá de lo estrictamente curricular y que nos conducen hacia una personalización de la acción docente, lo cual a su vez redunda en la calidad de la enseñanza y en un modelo universitario centrado en el alumno. Y si en estos procesos de tutoría incluimos el uso de las TIC, hablaremos entonces de un modelo de acción tutorial más flexible y ajustado a las necesidades de los alumnos. Partiendo de estas premisas, la tutoría electrónica puede entenderse como un elemento de calidad en la acción formativa de nuestras instituciones de enseñanza superior. En 2009 en la Universidad de Murcia se propone la tutoría electrónica como un proyecto de innovación del Vicerrectorado de Convergencia Europea e Innovación. A partir del curso 2010/2011 se asume como un modelo de acción tutorial implantado y conocido por la comunidad universitaria. Este artículo recoge el análisis de este proceso de implantación de la tutoría electrónica desde sus comienzos en el curso 2009/2010. Se ha utilizado una metodología cuantitativa a través de un estudio tipo encuesta de carácter longitudinal que recoge datos durante 3 cursos académicos -considerados como el reflejo del proceso de innovación, de implantación y de consolidación-. Se ha empleado un cuestionario en línea aplicado al profesorado de dicha universidad cuyos resultados reflejan el uso diverso que se hace de esta modalidad de tutoría y el grado de satisfacción del mismo. Las conclusiones conducen a observar la tutoría electrónica como una acción formativa altamente valorada por el profesorado, coincidiendo así plenamente con los resultados de investigaciones previa. Abstract:Tutoring is one of most innovative teaching actions in the introduction of the Bolonia process in higher education. It is directly linked to the new role of university professors, incorporating not only curricular activity but also the personalization of teaching and what this entails. This has a knock-on effect in that it enhances quality through a new student-centered model. If moreover we include the possibilities afforded by ICT, we are talking about a flexible tutoring model that is responds to the real needs of today’s students. So virtual tutoring can be understood as a quality element of teaching in higher education. Virtual tutoring was proposed as an educational innovation in our University in 2009 by the Vicechancellor of European Convergence and Innovation. After the process of implementation, this bimodal system of tutoring is now considered as part of our usual model of work and it is well known by all the university community. This article presents the analysis of this process over three academic courses. We have used a quantitative approach with a questionnaire, applied during this period. The survey was carried out online. Results show that the virtual tutoring is used for diverse purposes and there is great satisfaction among the participants in this study. Our conclusions are important in explaining that this system is a value for our academic community, as has been reported in other studies.

An Opportunity Education Application During Pandemic Process

2021 ◽  
Author(s):  
Banu Çiçek Kurdoğlu ◽  
◽  
Elif Bayramoğlu ◽  
Pınar Özge Yeniçırak ◽  
Keyword(s):  
Online Education ◽  
Landscape Architecture ◽  
Application Process ◽  
Teaching Techniques ◽  
Student Centered ◽  
Innovative Teaching ◽  
Planning Models ◽  
Learning Techniques ◽  
Student Centred Learning ◽  
Visualization Techniques

In the text of the declaration in which evaluations are made on the advantageous and disadvantageous situations of the online education period for students and lecturers; In applied departments such as the department of landscape architecture, information was given about innovative teaching techniques developed in order to realize the gains of the course. In pandemic conditions that oblige distance education, the process has been tried to be made more efficient by motivating and student-centered methods for students and lecturers. In this direction, students were asked to use free visualization techniques that allow abstract expression of the concepts and planning models they learned in the course. Each student transferred his knowledge with a visualization technique he chose in line with his own individual skills and competence. Within the scope of the Greenways course in KTU Faculty of Forestry Department of Landscape Architecture; An application process using opportunity education, learning by experience and student-centred learning techniques has been put forward. As a result, products that allow for original, competitive knowledge transfer and sufficient visual dialogue skills have emerged.

scholarly journals Syntax Device and Unit Disorder in Children with Mental Retardation: A Neurolinguistic Perpspective on Language Learning Innovations and Progressive Education

2021 ◽  
Vol 3 (2) ◽  
pp. 114-129
Author(s):  
Fathiaty Murthado ◽  
Fernandes Arung ◽  
Endry Boeriswati ◽  
Silfia Rahman
Keyword(s):  
Mental Retardation ◽  
Language Learning ◽  
Neurological Disorders ◽  
Teaching And Learning ◽  
Progressive Education ◽  
Language Disorders ◽  
Special School ◽  
Innovative Teaching ◽  
Analysis Technique ◽  
Language Difficulties

This study aimed at obtaining information from neurolinguistic perspective about how children with mental retardation experience language learning by focusing on syntax device and unit disorder. With a qualitative paradigm, this study involved three children with mental retardation aged 17, 12, and 13 years at a special school in East Jakarta. Data in the form of utterances from three children with mental retardation through communication interactions were collected and produced 12 recordings which were then analyzed by apply-ing content analysis technique. The results of this study indicated that there were 151 errors in the form of syntax unit disorder, and the most errors were in the form of the phrase unit, amounting to 61 errors. In terms of syntax device disorder, 37 errors were found, of which the most errors were in intonation defects, amounting to 12 errors. The conclusion of the study is that children with mental retardation experience language disorders in the form of syntax defects because they are influenced by neurological disorders. How-ever, we see that these findings should not be standard benchmarks for mental and neurological disorders, so we argue that the defects in the syntax devices and units exhibited by children with mental retardation should be seen as a componential model of language issue on which their language development should be more focused on the meaning they get from information. In other words, we cannot just stick to the results which state that children with mental retardation have language difficulties but we must focus more on what they can understand as meaningful language to them. Therefore, we recommend trying to approach it with the concept of componential model of language that may be applicable with some technologies as innovative teaching and learning for teachers as well as progressive education for the children with mental retardation for their language learning experiences.

scholarly journals Intergrating Dale’s and Bloom’s Theory into NFT as a Pedagogy for Teaching Accounting to Non-Financial Students

2020 ◽  
Author(s):  
King Costa ◽  
Nisi Thusi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Student Centered ◽  
Innovative Teaching ◽  
Teaching Learning

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

Quantitative Data Analysis on Student Centered Learning

2019 ◽  
Vol 10 (1) ◽  
pp. 19-24
Author(s):  
Santhosh K.P. Kumar ◽  
Shija Gangadharan
Keyword(s):  
Systematic Review ◽  
Quantitative Analysis ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Quantitative Data ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Quantitative Data Analysis ◽  
Survey Results

This article examines the results of a survey conducted to students in which we identify the student centered learning (SCL) activities which are designed to be co-related with the defined course learning outcomes (CLO) that are required to perform the innovative teaching methods. Using statistical analysis, it examines whether-and to what extent, relationships exist between different categories of SCL activities and CLO. Survey results are then presented regarding to the methods by which students acquire the needed job-related skills and knowledge. This article applies systematic review to summarize the research by performing synthesis on the activities. Results of the review are presented and discussed in the article. The quantitative analysis finds that SCL activities generally shows statistically significant relationship with defined CLO included in this analysis.

STUDENT RESEARCH IN ENGLISH LANGUAGE LEARNING

2015 ◽  
Vol 8 (3) ◽  
pp. 131
Author(s):  
L. Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching Strategies ◽  
English Language ◽  
Teaching Strategy ◽  
English Language Teaching ◽  
Student Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
And Performance

English Language Teaching (ELT) is in need of innovative and up-to-date teaching strategies which can develop students’ language competence and performance effectively. Student research is affirmed as one of effective as well as innovative teaching strategies, which develops student-centered learning. Through this strategy, the students learn how gathering information, interpreting it, and making conclusions based on the information gathered. The main purpose of applying this strategy is to make the students learn from the research, discover and also construct knowledge by themselves, as well as use the language. One important point that should be considered in implementing this strategy is the level of education in which the strategy is implemented. This article presents the way how this strategy may be utilized in the classroom.Keywords : student research, teaching strategy, student centered learning

REFORMING UNDERGRADUATE STRUCTURAL ENGINEERING EDUCATION: A LEAP OF FAITH

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Ezzeldin Sayed-Ahmed
Keyword(s):  
Engineering Education ◽  
Structural Engineering ◽  
Cultural Development ◽  
Project Based Learning ◽  
Scientific Development ◽  
Student Centered ◽  
Innovative Teaching ◽  
Passive Learning ◽  
Utilization Of Technology ◽  
High Level

Do we need to reform civil engineering education? The notable remark about any listing of top universities is that more than 60% of these universities are located in the G8 countries with GDP of more than 60% of the world total. This fact confirms that economic growth is strictly tied to social and cultural development, which is linked to the intellectual and scientific development presented by higher education. This also reveals that the answer to the concern of reforming engineering education is YES. Thus, teaching paradigms must change to fit needs and modes of today’s students; they are not interested in passive learning. Active learning must be the path for today’s generation of ubiquitous-learning. Different innovative teaching techniques for high-level structural engineering courses have been adopted by the author and proved to be rewarding. Among these paradigms are blended learning and flipped classes, which stretch the utilization of technology in classes. Other new techniques such as student-generated examinations, student-generated classes, design competitions and project-based learning are reflection of student-centered education. Here, the said innovative paradigms, which were recently applied by the authors will be presented.

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