«Schools of Tomorrow,» Schools of Today
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The second edition of «Schools of Tomorrow,» Schools of Today: Progressive Education in the 21st Century documents a new collection of child-centered progressive schools founded in the first half of the twentieth century and provides histories of some contemporary examples of progressive practices. Part I discusses six progressive schools founded in the first part of the twentieth century (City and Country; Dalton; the Weekday School at Riverside Church; The Laboratory School at the Institute of Child Study; Alabama State Teachers College Laboratory High School; and Highlander), tracing them…mehr

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Produktbeschreibung
The second edition of «Schools of Tomorrow,» Schools of Today: Progressive Education in the 21st Century documents a new collection of child-centered progressive schools founded in the first half of the twentieth century and provides histories of some contemporary examples of progressive practices. Part I discusses six progressive schools founded in the first part of the twentieth century (City and Country; Dalton; the Weekday School at Riverside Church; The Laboratory School at the Institute of Child Study; Alabama State Teachers College Laboratory High School; and Highlander), tracing them from their beginnings. Part II examines four more contemporary schools (Central Park East 1; Central Park East Secondary; Learning Community Charter School; and KIPP TEAM Academy), showing how progressive practices gained momentum from the 1960s onward. As a volume in the History of Schools and Schooling series, this book seeks to look to the past for what it can teach us today.
Autorenporträt
Susan F. Semel is Professor of Education at the City College of New York and also Professor of Urban Education at the CUNY Graduate Center. She is the author of The Dalton School: The Transformation of a Progressive School (1992) and coauthor of Exploring Education: An Introduction to the Foundations of Education (1994, 2001, 2006, 2013). Alan R. Sadovnik is Board of Governors Distinguished Service Professor of Education, Sociology, and Public Administration and Affairs at Rutgers University, Newark. His publications include Sociology of Education: A Critical Reader (2007, 2010, 2015) and Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernstein¿s Sociology of Knowledge (2010), as well as dozens of journal articles and book chapters and ten major urban educational policy reports on Newark, New Jersey and the nation. Ryan W. Coughlan is a Presidential Fellow and doctoral candidate in Urban Systems at Rutgers University, Newark. He received his AB from Harvard University and his MSEd from the City College of New York. He is coeditor of Sociology of Education: A Critical Reader (2015).