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• W128467023 abstract "Efforts to transform U.S. and improve student learning, including both accountability measures and progressive practices, come in cycles and are often related to contextual factors in society at particular moments in time (Cuban, 1993; Noddings, 2007; Zilversmit, 1999). Attempts to improve education during the past forty years under the banner of have included political initiatives generated externally by those who do not work within schools, as well as pedagogical trends and movements conceived and implemented by educators themselves. Moreover, such endeavors often gain rapid support and, subsequently, lose traction as bandwagon movements often do, reinventing themselves years later packaged somewhat differently. A variety of such initiatives have affected the way curriculum in is shaped and how teachers teach. For example, the standards movement has provided the impetus for a one-size-fits-all curriculum (see, for example, Meier & Wood, 2004, Noddings, 2007), with uniform benchmarks for achievement for students at particular grade levels. On the other hand, the open education movement of the late 1960s and early 1970s promoted responsiveness to students and aimed to meet students' individual needs (Perrone, 1972; Silberman, 1973). The central issue I will address here concerns the challenge to teacher education programs to resist swings in the pendulum and help new teachers sustain progressive, responsive, school-based reform efforts that seek to address the unique needs of every student even as external demands for standardized measurements of learning remain firmly in place in the era of No Child Left Behind. I begin with the assumption that responsiveness to students cannot readily occur in standardized educational environments and that progressive practices, when implemented effectively, can, indeed, foster an individual student's growth in ways that are not easily achieved through a one-size-fits all curriculum. Fundamentally, standardized curriculum is rooted in traditional educational practices that were prevalent in U.S. as far back as the late 19th century (Cuban, 1993). These practices included uniform curriculum, passive or drill-like student response, and whole group instruction. Tyack and Cuban (1995) use the term grammar of schooling to refer to these deeply entrenched practices and note that the public sees that embrace such practices as real schools. Progressive educational practices, such as those that will be discussed here, challenge these taken-for-granted assumptions and offer alternative ways to help children learn; the merit of this challenge to traditional education, the grammar of schooling, and notions of features that constitute real schools will not be argued here. Rather, this paper is directed toward those who believe that the most responsive teaching occurs when teachers can attend to the individual student's needs by embracing progressive educational principles. Two curricular examples with potential for responsiveness to students, open education and differentiated instruction, are used to frame this discussion because they both aim to promote individual growth and meet students at their point of instructional need; both draw inspiration from progressive traditions in education, as I will discuss later. They are useful illustrations of the cyclical nature of educational reform because they are situated in different time periods, more than twenty years apart, and have strong conceptual connections. Open education represents a reform effort that gained swift popularity but lost momentum when competing interests, including political trends, came into play (Cuban, 1993; Tyack & Cuban, 1995; Zilversmit, 1999). As Perrone (1972) notes, advocates of open education, see the integration of learning, its wholeness, as an essential base for personalizing the educational process...[basic] skills are considered fundamental, but never in isolation from other learning experiences (p. …" @default.
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• W128467023 date "2009-09-22" @default.
• W128467023 modified "2023-09-24" @default.
• W128467023 title "Haven't We Seen This Before? Sustaining a Vision in Teacher Education for Progressive Teaching Practice" @default.
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