| Revisiting a Progressive Pedagogy Contributor(s): Nager, Nancy (Editor), Shapiro, Edna K. (Editor) |
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ISBN: 0791444686 ISBN-13: 9780791444689 Publisher: State University of New York Press OUR PRICE: $35.10 Product Type: Paperback Published: February 2000 Annotation: Revisiting a Progressive Pedagogy reviews the history of the developmental-interactive approach, a formulation rooted in developmental psychology and educational practice, progressively informing educational thinking since the early twentieth century. This conceptualization is identified with -- but not restricted to -- the Bank Street College of Education. Examining the origins and evolution of the approach, the contributors assess its continued heuristic and practical value for classroom practice and teacher education in light of new ideas in social science and education, and indicate new directions. The book describes and analyzes key assumptions and assesses the compatibility of new theoretical approaches, focuses on historical precedents and current adaptations in classroom practice, and examines teacher education, giving close attention to the personal and professional development of teachers. |
| Additional Information |
| BISAC Categories: - Education | Early Childhood (incl. Preschool & Kindergarten) - Education | Educational Policy & Reform - Education | Philosophy, Theory & Social Aspects |
| Dewey: 372.21 |
| LCCN: 99039477 |
| Series: Suny Series, Early Childhood Education: Inquiries and Insigh |
| Physical Information: 0.68" H x 5.88" W x 8.91" (1.06 lbs) 328 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Revisiting a Progressive Pedagogy reviews the history of the developmental-interactive approach, a formulation rooted in developmental psychology and educational practice, progressively informing educational thinking since the early-twentieth century. This conceptualization is identified with--but not restricted to--Bank Street College of Education. Examining the origins and evolution of the approach, the contributors assess its continued heuristic and practical value for classroom practice and teacher education in light of new ideas in social science and education, and indicate new directions. The book describes and analyzes key assumptions, and assesses the compatibility of new theoretical approaches, focuses on historical precedents and current adaptations in classroom practice, and examines teacher education, giving close attention to the personal and professional development of teachers. Contributors include Edna K. Shapiro, Nancy Nager, Margery B. Franklin, Laura M. W. Martin, Linda Levine, Salvatore Vascellaro, Lucy Sprague Mitchell, Edith Gwathmey, Ann-Marie Mott, Nina Jaffe, Carol Lippman, Eva G. Haberman, Frank Pignatelli, Helen Freidus, Jonathan Silin, and Eileen Wasow. |