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Curriculum integration in the Eight-...

Smith, Bradford Robert.

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Curriculum integration in the Eight-Year Study of the Progressive Education Association, 1932-1940: Three schools tell their story.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Curriculum integration in the Eight-Year Study of the Progressive Education Association, 1932-1940: Three schools tell their story./
Author:	Smith, Bradford Robert.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1996,
Description:	456 p.
Notes:	Source: Dissertations Abstracts International, Volume: 58-10, Section: A.
Contained By:	Dissertations Abstracts International58-10A.
Subject:	Curricula. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9716312
ISBN:	9780591242263

Curriculum integration in the Eight-Year Study of the Progressive Education Association, 1932-1940: Three schools tell their story.
Smith, Bradford Robert.

Curriculum integration in the Eight-Year Study of the Progressive Education Association, 1932-1940: Three schools tell their story. - Ann Arbor : ProQuest Dissertations & Theses, 1996 - 456 p.

Source: Dissertations Abstracts International, Volume: 58-10, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 1996.

This item must not be sold to any third party vendors.

The purpose of this study was to investigate (1) the developmental features and facilitating processes of integrated curriculum in three representative schools of the Eight-Year Study, including the role of social studies; and (2) the extent that each school was an exemplar of curriculum renewal. The Eight-Year Study was a longitudinal study conducted between 1932 and 1940 by the Progressive Education Association in which 30 private, public, and university-affiliated secondary schools set out to develop innovative forms of curriculum without the constraints of traditional college entrance requirements. The schools selected for investigation in this dissertation were: Friends Central School, a private, Quaker-affiliated high school in Wynnewood, PA; Radnor High School, a public high school in Wayne, PA; and the University School, a grade 7-12 laboratory school affiliated with the College of Education at Ohio State University in Columbus. Developmental features investigated in this dissertation relate to philosophical underpinnings, curricular focus/aims, perspectives of democratic living/citizenship, concept of integration, approaches to integration, scheduling, organizing centers, selection of content, design problems and issues; instructional experiences/materials, enactment/revision and evaluation. Facilitating processes relate to the role of teachers, administrators, students, curriculum consultants, the Evaluation Staff, workshops and conferences in the curriculum development process. Each historical case study traces curriculum developments in the three schools from 1932 to 1940. Archival records from each school were used extensively. The study concluded that curriculum renewal was dependent on several factors: freedom from traditional college entrance requirements; reflective and critical inquiry on the part of teachers and administrators; collaboration among teachers, students and administrators; continuous evaluation; an ongoing-process of dialogue and deliberation; guidance and assistance from the curriculum consultants and Evaluation Staff; and participation in professional development workshops and conferences. Curriculum renewal took place in each of the three schools to varying degrees. This study concludes that Friends Central School best exemplified the curriculum renewal perspective.

ISBN: 9780591242263Subjects--Topical Terms:

3422445
Curricula.

Curriculum integration in the Eight-Year Study of the Progressive Education Association, 1932-1940: Three schools tell their story.
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500 $a Source: Dissertations Abstracts International, Volume: 58-10, Section: A.
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502 $a Thesis (Ph.D.)--The Pennsylvania State University, 1996.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to investigate (1) the developmental features and facilitating processes of integrated curriculum in three representative schools of the Eight-Year Study, including the role of social studies; and (2) the extent that each school was an exemplar of curriculum renewal. The Eight-Year Study was a longitudinal study conducted between 1932 and 1940 by the Progressive Education Association in which 30 private, public, and university-affiliated secondary schools set out to develop innovative forms of curriculum without the constraints of traditional college entrance requirements. The schools selected for investigation in this dissertation were: Friends Central School, a private, Quaker-affiliated high school in Wynnewood, PA; Radnor High School, a public high school in Wayne, PA; and the University School, a grade 7-12 laboratory school affiliated with the College of Education at Ohio State University in Columbus. Developmental features investigated in this dissertation relate to philosophical underpinnings, curricular focus/aims, perspectives of democratic living/citizenship, concept of integration, approaches to integration, scheduling, organizing centers, selection of content, design problems and issues; instructional experiences/materials, enactment/revision and evaluation. Facilitating processes relate to the role of teachers, administrators, students, curriculum consultants, the Evaluation Staff, workshops and conferences in the curriculum development process. Each historical case study traces curriculum developments in the three schools from 1932 to 1940. Archival records from each school were used extensively. The study concluded that curriculum renewal was dependent on several factors: freedom from traditional college entrance requirements; reflective and critical inquiry on the part of teachers and administrators; collaboration among teachers, students and administrators; continuous evaluation; an ongoing-process of dialogue and deliberation; guidance and assistance from the curriculum consultants and Evaluation Staff; and participation in professional development workshops and conferences. Curriculum renewal took place in each of the three schools to varying degrees. This study concludes that Friends Central School best exemplified the curriculum renewal perspective.
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