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Example research essay topic: British Columbia Progressive Education - 1,887 words

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... inform students of faults in order for the children to correct themselves. Lastly, a review period was to follow testing, a technique to ensure students learned what they had been taught (pg. 27). Individual difference would not be ignored and additional help for those students with lower spelling skills than that of higher skilled students was to be provided. Progress charts suggested in the SSGV were used to keep track of student progress and to keep children motivated in the subject. A 10, 000 -vocabulary list had been eliminated and replaced with a 4, 000 list.

Spelling was given ample attention in order to produce exceptional written skills from students. Increase weight was put on individual correction not only in spelling but also in writing. There was encouragement to detect and correct writing personal defects, while teachers were encouraged to promote tidiness during this process. Writing drills were expected by educators in the SSGV to maintain an acceptable standard of legibility throughout primary grades (27). Changes within the arithmetic curriculum were centered on subject practicality.

Arithmetic should develop just as other subjects do. The ability to relate mathematics to real life situations and the ability grasp mathematical concepts became more important than drill work. Contemporary arithmetic did not unite pupils experiences and ordinary problems of everyday life on the farm, in the store, and the workshop. Significant emphasis was lifted from written work and transferred to visuals through charts, pictures, and objects. Schools were now equipped with various visual material that would benefit instruction in math.

Students were expected to analyze a math problem, think constructively about the answer and come to a conclusion on their own. The same math problem was broken down into sections and attacked through oral problem solving with the involvement of the entire class. Teachers were also to include guidance, and individual difference techniques just as other courses did. The largest change within the curriculum involved nature studies and social studies.

Heavy stress was put on these courses for several reasons. The first being that a childs growth (moral and intellectual) was based on the experiences her / she endures from their environment. Social studies and science was directly related to a childs immediate environment. This held significant importance to educators to provide an understanding of the world in which we live, and to promote scientific (critical) thinking on the part of the students explained the SSGV. The responsibility of teachers in social studies and nature science was to stimulate and develop an immaculate understanding of the environment. Through this understanding, it was the objective of these courses to equip children with the necessary skills to adapt to a changing, modern and industrial society for the future.

Activities for elementary were based upon play, hands on work and health that were related to nature and the environment, people, places or things. Social studies and nature study did not follow strict guidelines on any one branch of subject but rather give a general overview of several subjects for greater exposure. The range of courses involved with the new progressive education had a large impact on teacher competence. Teachers, as leaders, were to demonstrate worth of these courses through their instruction. Teachers were expected to teach courses with little education or background experience in new fields of study. This lack of experience created difficulties integrating new methods of teaching demanded by educators.

As a result, higher teacher qualifications became mandatory. To assist teachers in the new courses of studies a variety of materials were made available to them. A variety of courses were held to improve teacher knowledge of the curriculum and many attended summer school to improve their teaching skills. Special training classes held throughout the summer covered old contemporary subjects.

New subjects could be found as night classes during the school year to assist in interpreting the new courses. It was the sole responsibility of the teacher in charge to maintain the aims and new philosophies within her classroom. Applying the new principles into the classroom were also outlined and realized in a series of pamphlets issued by the Department of Education. If teachers took advantage of the availability of resources open to them educators believed that instruction, the new program and the students would benefit simultaneously New Curriculum has given an intellectual quickening to the teaching body which has brought freshness and vitality to their teaching.

Teachers played a large role in the interpretation of the curriculum and determined the success in the classroom. Several obstacles directly impacted the implementation of the new education and its effectiveness, in turn, made progress painfully slow. Teacher training was slow, the general public was hard to convince educational change, and a plummeting financial support of the government hampered the success of progressive education. Nevertheless, the objective of the new program was always clear. Education was a place to produce efficient, productive Canadian citizens in midst of an increasingly modern and demanding society. It is important to realize that although the education was revised on paper and in theory, it does not necessarily mean that these guidelines were being followed in the classroom at a level they should have.

Overall, the changes were driven towards child-centered, activity driven courses and included individual differences through teacher guidance and pupil testing. 1. The curriculum does not differ from school to school so I have chosen to look at only Greater Victoria as a case study. British Columbia, Ministry of Education, Survey of Schools of the Greater Victoria Area (SSGV) 1938. Victoria, B.

C. (1938): 9. 2. Jean Mann, G. M. Weir and H. B. King: Progressive Education or Education for the Progressive State? , Schooling and Society in 20 th Century British Columbia.

ed. Donald Wilson and David Jones. Calgary, Alberta: Detselig Enterprises Ltd. , 1980): 91. 3. Nancy Sheehan, Education, the Society and the Curriculum in Alberta, 1905 - 1980: An Overview. Nancy Sheehan, ed.

Schools in the West: Essays in Canadian Educational History. Calgary: Detselig Enterprises Ltd. , 1986: 39 - 56. 3. Craig Cunningham. web Notes on John Dewey (1859 - 1952). 11 / 99. web (Feb. 22, 2000). Nancy Sheehan's Alberta, 1905 - 1980, p 44.

T. Fleming. 1998. web Progressive Education 1890 - 1957. web (2 / 21 / 00). Timothy Dunn. The Rise of Mass Public Schooling in British Columbia, 1900 - 1929 J.

Donald Wilson and Paul Stortz. May the Lord Have Mercy on You: The Rural School Problem in British Columbia in the 1920 s. ed. Jean Braman, Neil Sutherland and J. Donald Wilson. Children, Teachers & Schools: The History of British Columbia.

Calgary: Detselig Enterprises Ltd. , 1995: 211. Taken from T. Flemming Readings p 5 of 9. John Dewey. The Essential Dewey. V 1: Pragmatism, Education, Democracy.

ed Larry Hickman and Thomas Alexander. USA: Indiana University Press, 1998. British Columbia, Ministry of Education, Survey of Schools of the Greater Victoria Area (SSGV) 1938. Victoria, B. C. (1938): 19. British Columbia, Ministry of Education.

Curriculum Guides: Programme of Studies 1936. Victoria, B. C. 1936: 5. Taken from T. Flemming Readings: 5 / 9 British Columbia, Ministry of Education.

Survey of Schools of the Greater Victoria: Inspector Reports. 1936 - 1936: 40 - 118. And reports from 1937 - 8. 41 - 65. Jean Mann. Progressive Education: 98. H. A.

Child. Herbert B. King, Administrative Idealist. In Robert S.

Patterson, et. al. Profiles of Canadian Educators. Canada: D. C. Health Canada Ltd, 1974: 316.

Dr. Patrick Dunae. http: web Book Branch http: web (2 / 21 / 00). Shirley Cuthbertson. Those Memorable School-Books 1997. web (3 / 4 / 00).

Students were originally required to articulate words far beyond his understanding, hence more appropriate words were chosen that were related to the childs everyday experiences. SSGV: 29. Quote taken from SSGV (1938) from William Gray, M. A. , Municipal Inspector in N. Vancouver and H.

H. Mackenzie, B. A. , Inspector of Schools In Vancouver. SSGV (1938), emphasis on individual difference is clearly defined here. 20.

George Deane. Inspector Report 1938 - 9: 59. The improvement portion of the survey suggests different methods that should be used by teachers. It is clear what math teaching should involve. SSGV: 30. Inspector reports of Greater Victoria: 1937 - 1938.

Public School Report 1936 - 7: I 58. Report submitted by George Deane. SSGV. General Recommendations for the Improvement of Instruction: 71. Public School Reports. 1939 - 40: 32. Report by H.

B King. The purpose of this essay was to reveal changes in the curriculum whether they were being applied or not. I was not concerned with the lack, quality or absence of implementation of progressivism. Bibliography: Bibliography Axelrod, Paul. The Promise of Schooling: Education in Canada, 1800 - 1914. Canada: University of Toronto Press, 1999.

Barman, Jean, Sutherland, Neil, Wilson, Donald ed... Children, Teachers & Schooling: History of British Columbia. Calgary, Alberta: Detselig Enterprises Ltd. , 1995. British Columbia, Ministry of Education, Survey of Schools of the Greater Victoria Area (SSGV) 1938. Victoria, B.

C. (1938). British Columbia, Ministry of Education, Program of Studies: Curriculum Guides. Victoria, B. C, 1936. British Columbia, Ministry of Education, BC Public Annual School Report 1936 - 37...

Victoria, B. C, 1936 British Columbia, Ministry of Education. Survey of the School System. Victoria, B.

C. : 1925. British Columbia, Ministry of Education, BC Public Annual School Report 1935 - 36. Victoria, B. C, 1936 British Columbia, Ministry of Education, BC Public Annual School Report 1938 - 39.

Victoria, B. C, 1936 Child, H. A. Herbert B. King, Administrative Idealist. In Robert S.

Patterson, et. al. Profiles of Canadian Educators. Canada: D. C. Health Canada Ltd. , 1974: 308 - 321.

Cunningham, Craig. web Notes on John Dewey (1859 - 1952). 11 / 99. web (Feb. 22, 2000). Cuthbertson, Shirley. Those Memorable School-Books 1997. web (3 / 4 / 00).

Dewey, John, John Dewey on Education: Selected Writings. Reginald Archambault. Ed. New York: Random House, Inc. 1964.

Dewey, John. The Middle Works 1899 - 1924. Joo Ann Boston, Joe R. Burnett.

US: Southern Illinois University Press, 1976. Dunn, Timothy. The rise of Mas Public Schooling in British Columbia, 1900 - 1929. Ed. J. Donald and David Jones.

In Schooling and Society in the 20 th Century British Columbia. Calgary, Alberta: Detselig, 1980. Dewey, John... The Essential Dewey. V 1: Pragmatism, Education, Democracy. ed Larry Hickman and Thomas Alexander.

USA: Indiana University Press, 1998. Dunae, Patrick Dr... Topics: Text Book Branch (2 / 21 / 00). Johnson, F. Henry.

A History of Public Education in British Columbia. Victoria: Morris Printing Company Ltd. 1964. Mann, Jean. Schooling and Society in the 20 th Century British Columbia. Donald Wilson and David Jones. ed.

Calgary, Alberta: Detselig Enterprises, Ltd. 1980. Sheehan, Nancy. Education, the Society and the Curriculum in Alberta, 1905 - 1980: An Overview. In Nancy Sheehan, ed.

Schools in the West: Essays in Canadian Educational History. Calgary: Detselig Enterprises Ltd. , 1986: 39 - 556. T. Fleming. 1998.

Progressive Education 1890 - 1957. web (2 / 21 / 00). Wilson, Donald, and Paul Stortz. May the Lord Have Mercy on You: The Rural School Problem in British Columbia in the 1920 s. ed. Jean Braman, Neil Sutherland and J.

Donald Wilson. Children, Teachers & Schools: The History of British Columbia. Calgary: Detselig Enterprises Ltd. , 1995: 211.


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Research essay sample on British Columbia Progressive Education

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