Characteristics of Contemporary U.S. Progressive Middle Schools

Progressive education has a long history within the American K-12 education system dating back to the late 1800s. During this period, two very distinct ideologies represented progressive education: 1) administrative progressives supporting standardization as a means of efficiency and 2) pedagogical progressives supporting child-centered learning based upon a well-rounded education. This study looks at 82 contemporary pedagogical progressive schools to identify common characteristics. Child-centered learning, community integration, and democratic decision-making were the three overarching philosophies covered in this study. Data was collected through an online survey of school leaders. The majority of research surrounding progressive education is qualitative and focuses on the experience of teachers, students, parents, or administrators, and not the characteristics of the school. This study is a mixed methods study that uses quantitative and qualitative methods to identify qualities found in contemporary progressive schools. Findings are intended to help school leaders plan for growth and sustainability. A 6-point scale was used to gather school leaders’ level of disagreement or agreement about whether particular educational practices associated with each philosophy occur within their school. Mean scores for the educational practice items for each philosophy were the independent variables in the regression analyses. A 10-point semantic differential rating scale was used to identify the school leaders’ perceptions of whether their school was adhering to each philosophy. These ratings were used as the dependent variable in the regression analyses. Significant educational practice items for each philosophy include: Child-Centered Learning Practices—Student learning is assessed through formative assessments (progress with feedback) versus summative assessments (grade or percentage scores), Student learning is based upon discovery through an independent learning process, Small group student interaction creates learning opportunities; Community Integration Practices—Student community service is used as a learning experience, Education occurs within the local community at various businesses and/or organizations; Democratic Decision-Making Practices—Stakeholders have equal voting power in decisions, Decisions are made based upon the greatest good for the greatest number, Consensus is preferred to majority rule, Decisions are made that create inclusion versus exclusion of stakeholders. This dissertation is accompanied by an MP4 video of the author’s introduction. The electronic version of this Dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Leadership and Change

Grantor dc:publisher

Antioch University

Year dc:date

2013

Author dc:creator

• Russell, Jan Ware

Contributors dc:contributor

• Baron, Carol

• Education
• Educational Evaluation
• Education Policy
• Educational Leadership
• Education Philosophy
• Curricula
• Educational Tests and Measurements
• Education History
• Elementary Education
• Middle School Education
• Minority and Ethnic Groups
• Organizational Behavior
• Pedagogy
• Secondary Education
• Teacher Education
• Teaching
• mixed method
• qualitative
• quantitative
• progressive education
• middle schools
• test bias
• small schools
• alternative eduction
• 21st century curriculum
• assessment
• testing
• innovative education
• teaching, curriculum

Statement dc:rights

• unrestricted
• This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

Language dc:language

English

Repository record dc:identifier

http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363275531

OAI identifier oai:identifier

oai:etd.ohiolink.edu:antioch1363275531