Progressive Reforms in Education: A Search for Progressive Teaching Strategies
Graduation Date
Spring 2002
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne F. Peters, EdD
Abstract
This study investigated the extent to which progressive teaching structures were incorporated in classrooms by public high school teachers in a diverse city in the San Francisco Bay Area. Teachers of core academic subjects at identified high schools volunteered to complete a survey on their use of three progressive teaching strategies: 1) authentic assessment; 2) cooperative group-based learning; and 3) student-driven curriculum. Results indicated that most teachers were aware of the first two strategies and used them with some frequency, but that student-choice was not as widely utilized or thought to be as important.
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