PEN Academic Publishing   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2018, Vol. 14(1) 201-219

The Culture of the Independent Progressive School

Dean Kloss

pp. 201 - 219   |  DOI: https://doi.org/10.29329/ijpe.2018.129.14

Published online: February 11, 2018  |   Number of Views: 184  |  Number of Download: 279


Abstract

Even in this “Age of Data,” independent progressive schools have shown a remarkable persistence in offering an alternative educational model. As Traditional Public Schools (TPS) become even more committed to a testing model of achievement, there are schools that continue to operate on identified progressive educational principles. This paper uses observations and interviews at two upstate New York progressive schools to identify characteristics that define the resiliency of such institutions.  The author’s findings identify four characteristics common to a progressive educational culture:  familial grouping, informality, play, and democracy. Four elements that are important to this progressive model of instruction tied to the culture at these schools are present: individualized child-centered instruction, curricular flexibility, and choice/space/time, The nature of and future for non-institutional schools is also considered here.

Keywords: Progressive schools, play, informality, child-centered instruction, educational culture


How to Cite this Article?

APA 6th edition
Kloss, D. (2018). The Culture of the Independent Progressive School. International Journal of Progressive Education, 14(1), 201-219. doi: 10.29329/ijpe.2018.129.14

Harvard
Kloss, D. (2018). The Culture of the Independent Progressive School. International Journal of Progressive Education, 14(1), pp. 201-219.

Chicago 16th edition
Kloss, Dean (2018). "The Culture of the Independent Progressive School". International Journal of Progressive Education 14 (1):201-219. doi:10.29329/ijpe.2018.129.14.

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