163:, which reported that students who attended thirty progressive, secondary schools with experimental curriculum had fared as well in college as their peers from traditional preparatory secondary schools. The Commission on the Secondary School Curriculum (1933β1940) addressed how curriculum could meet democratic ideals and student needs. The Commission on Human Relations (1935β1942) reported on teaching materials to serve children's psychological needs in six volumes. The effects of these commissions were dulled by cultural factors.
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children's psychological needs. After a peak of activity in the late 1930s, the group struggled to regain its position of thought leadership and reconcile the competing interests within the group. It collapsed in the mid-1950s amidst rising anti-progressive education sentiment in cultural trends including political
34:
tested how
American progressive secondary schools would prepare their students for college when released from the curricular restrictions of college admissions requirements. The other two commissions addressed curriculum towards the needs of democracy and students, and teaching materials to serve
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in 1947, which was meant to reflect their expanded purpose and international reach. They could not, however, reconcile the opposed factions of their membership: those who either sought radical social change or practical school reform. Six years later, in 1953, they returned to the
Progressive
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in
American public schools from 1919 to 1955. The group focused on pedagogy in elementary schools through the twenties. The group turned towards public schools and sociopolitical issues in the early 1930s, and launched three commissions into progressive school topics. The
150:" This grew the Association and membership quadrupled between 1924 and 1930 to 7,600 members. The organization's activity peaked in the late 1930s, as membership reached 10,000. In 1931, the group became known as the Progressive Education Association.
126:. Their conferences and discussions were based on themes of freedom and creative opportunity. Headmasters of small, private, high social class schools guided the organization through the twenties. Former
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The
Association initiated three commissions with lasting impact on American education scholarship. The Commission on the Relation of School and College (1930β1942) issued a five-volume assessment of its
83:, and the Washington Montessori School. The next year, the group adopted seven guiding tenets to drive growth and focus their organization, known as the Seven Principles of Progressive Education:
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The
Association's cause for decline remains disputed. In 1955, the organization shuttered amidst a surge of criticism towards progressive education, in cultural trends including rising
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replaced the headmasters as the organization turned to public schools. Likewise, the group traded its focus on pedagogy for focus on social and political issues, as embodied in
450:"A HISTORY OF THE PROGRESSIVE EDUCATION ASSOCIATION, 1919-1955" (PhD dissertation Columbia UniversityβProQuest Dissertations Publishing, β1964.β6509162, online PhD version..
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629:
524:
Nelson, Jack L. (1968). "Review of
Progressive Education: From Arcady to Academe (A History of the Progressive Education Association 1919-1955)".
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Filler, Louis (1968). "Review of
Progressive Education: From Arcady to Academe. A History of the Progressive Education Association, 1919-1955".
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Cohen, Sol (1968). "Review of
Progressive Education: From Arcady to Academe. A History of the Progressive Education Association, 1919-1955".
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and standardization in the schools as
Progressive Education Association membership shriveled below 1,000. The Association has no archives.
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355:"Morality for the "Democracy of God": George Albert Coe and the Liberal Protestant Critique of American Character Education, 1917β1940"
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was founded in early 1919 by a group of wealthy
Washington women and staff from private and public schools to bring
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would later hold. Towards the decade's end, public school administrators and education academics associated with
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Progressive Education: From Arcady to Academe: A History of the Progressive Education Association 1919-1955
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The Progressive Education Association additionally supported two publications: the quarterly journal
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Kridel, Craig (1999). "Progressive Education Association (PEA)". In Altenbaugh, Richard J. (ed.).
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Horowitz, Helen L. (1971). "The Progressive Education Movement after World War I".
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Change school recordkeeping to promote the scientific study of student development
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Elementary education was the group's initial focus, with common interest in the
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School and home cooperation to meet the child's natural interests and activities
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Hymes, James L. (October 1975). "The Progressive Education Association".
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332:. Library in a Book (Revised ed.). Facts on File. pp. 20β21.
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Education Association name for the organization's last two years. The
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American organization dedicated to progressive education, 1919β1955
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served as its first honorary president, a title the philosopher
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More attention to all that affects student physical development
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Religion and American Culture: A Journal of Interpretation
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in 1939). The latter publication was for a time edited by
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Association for the Advancement of Progressive Education
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63:to public schools across the United States. Led by
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198:supported the Association during this time.
255:Historical Dictionary of American Education
148:Dare Progressive Education Be Progressive?
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438:. New York: Teachers College Press.
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91:Interest as the motive of all work
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434:Graham, Patricia Albjerg (1967).
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387:The Transformation of the School
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286:The Journal of American History
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459:History of Education Quarterly
398:The American Historical Review
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191:American Education Fellowship
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328:Friedman, Ian C. (2011).
124:child-centered education
113:in educational movements
81:Park School of Baltimore
75:) and affiliates of the
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109:Progressive school as
94:Teacher as guide, not
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257:. pp. 303βΔ«304.
168:Progressive Education
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61:progressive education
27:progressive education
211:vocational education
207:anti-intellectualism
174:(1934β1943, renamed
45:vocational education
41:anti-intellectualism
505:Childhood Education
382:Cremin, Lawrence A.
172:The Social Frontier
390:. New York: Knopf.
196:John Dewey Society
146:'s 1932 address, "
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130:president
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580:Education
548:0001-026X
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384:(1961).
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440:OCLC
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