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Dominican University of California
Progressive Reforms in Education: A Search for Progressive Teaching Strategies
Abstract
dc:description.abstract<p>This study investigated the extent to which progressive teaching structures were incorporated in classrooms by public high school teachers in a diverse city in the San Francisco Bay Area. Teachers of core academic subjects at identified high schools volunteered to complete a survey on their use of three progressive teaching strategies: 1) authentic assessment; 2) cooperative group-based learning; and 3) student-driven curriculum. Results indicated that most teachers were aware of the first two strategies and used them with some frequency, but that student-choice was not as widely utilized or thought to be as important.</p>
Degree
thesis:*- Name thesis:degree_name
- Master of Science
- Level thesis:degree_level
- Master's Thesis
- Discipline thesis:degree_discipline
- Education
- Year
- 2002
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Delantoni, Christina Grace
Subjects
dc:subject × 1Identifiers
dc:identifier.*- Repository record dc:identifier
- https://scholar.dominican.edu/education-print-theses/186
- OAI identifier oai:identifier
- oai:scholar.dominican.edu:education-print-theses-1185