Francis Wayland Parker was one of the earliest American educators of national prominence to advocate what has come to be known today as progressive education. He was in total support of the common school concept, helped from the earliest, formal child study association in America, promoted the institution of kindergartens, and stressed the need for a child-centered, correlated curriculum organized around the natural and physical sciences. Through his work in the Quincy, Massachusetts, public schools and at the Cook County (Chicago) Normal School, Parker also made strong contributions to early language arts/reading instruction and methodology. Despite his influences on his contemporaries and on American education, few studies of any nature have been available to illuminate factors influencing Parker himself.
There has been no historical study defining influences on Francis Wayland Parker’s philosophy of education as it relates to language arts reading instruction.
","abstract_html":"<p>Francis Wayland Parker was one of the earliest American educators of national prominence to advocate what has come to be known today as progressive education. He was in total support of the common school concept, helped from the earliest, formal child study association in America, promoted the institution of kindergartens, and stressed the need for a child-centered, correlated curriculum organized around the natural and physical sciences. Through his work in the Quincy, Massachusetts, public schools and at the Cook County (Chicago) Normal School, Parker also made strong contributions to early language arts/reading instruction and methodology. Despite his influences on his contemporaries and on American education, few studies of any nature have been available to illuminate factors influencing Parker himself.</p><p> There has been no historical study defining influences on Francis Wayland Parker’s philosophy of education as it relates to language arts reading instruction.</p>","abstract_has_math":false,"creators":["Johnson, Gregory S."],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1973,"date_issued":"1973-01-01T08:00:00Z","date_published":"1973-01-01T08:00:00Z","updated_at":"2026-07-24T05:37:42Z","subjects":["Parker","Francis W (Francis Wayland)","1837-1902","Language arts","Reading","Education"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/NKC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/1820","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Johnson, Gregory S."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1973-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Parker","Francis W (Francis Wayland)","1837-1902","Language arts","Reading","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/NKC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarlycommons.pacific.edu/uop_etds/1820"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Francis Wayland Parker was one of the earliest American educators of national prominence to advocate what has come to be known today as progressive education. He was in total support of the common school concept, helped from the earliest, formal child study association in America, promoted the institution of kindergartens, and stressed the need for a child-centered, correlated curriculum organized around the natural and physical sciences. Through his work in the Quincy, Massachusetts, public schools and at the Cook County (Chicago) Normal School, Parker also made strong contributions to early language arts/reading instruction and methodology. Despite his influences on his contemporaries and on American education, few studies of any nature have been available to illuminate factors influencing Parker himself.
There has been no historical study defining influences on Francis Wayland Parker’s philosophy of education as it relates to language arts reading instruction.
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There has been no historical study defining influences on Francis Wayland Parker’s philosophy of education as it relates to language arts reading instruction.
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