Let's talk teaching: Progressive pedagogy in anthropology courses

2021 ◽  
Author(s):  
Marc Kissel ◽  
Susan D. Blum
Keyword(s):  
Progressive Pedagogy

scholarly journals Teaching the Possible: Justice-Oriented Professional Development for Progressive Educators

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Mollie A. Gambone
Keyword(s):  
Professional Development ◽  
The United States ◽  
Professional Organization ◽  
Learning And Teaching ◽  
Progressive Pedagogy ◽  
Conference Theme ◽  
Professional Development For Teachers ◽  
Systemic Problems ◽  
Education Network ◽  
A Site

Providing justice-oriented professional development for progressive educators has historically been a site of tension. To address this, The Progressive Education Network (PEN), the leading professional organization of progressive educators in the United States, brought together over 800 educators for its 2015 National Conference, titled “Teaching the Possible: Access, Equity, and Activism!” This article documents PEN’s framework for facilitating an opportunity for educators to engage in dialogue about areas of social injustice throughout education and within their own schools. Findings derived from a discourse analysis of workshop abstracts published in the conference program suggest that the conference provided professional development in three areas: 1) workshops were designed by teachers to share useful methodologies relevant to the conference theme with other teachers; 2) workshops encouraged attendees to critically examine how problematic issues in education are commonly understood, then reframe them to consider the issues from different perspectives; 3) doing so gave rise to an understanding that in order to imagine innovative solutions to systemic problems, one must first be able understand how different groups of individuals experience the problems. This analysis establishes that by aligning the conference with a critical, justice-oriented theme, the workshops were designed to provide attendees with opportunities to investigate their own roles in producing, changing, and interpreting socially-just learning and teaching in their own school contexts. This is important because it advances the study of equitable access to progressive pedagogy, while at the same time utilizing Desimone’s (2009) framework for judging effective professional development for teachers.

Integrating Media Literacy Into Mathematics

2019 ◽  
pp. 27-49
Author(s):  
Patricia A. Kolodnicki
Keyword(s):  
Media Literacy ◽  
Mathematics Classroom ◽  
Expert Advice ◽  
Future Research ◽  
Progressive Pedagogy ◽  
Future Success ◽  
High Standards ◽  
And Mathematics ◽  
Mathematics Research ◽  
Literacy Educators

A disconnect between the content taught in mathematics classroom and the skills young adults need for future success has created need for more diverse pedagogy. Media literacy and mathematics communities agree on similar goals for students to access media, evaluate it, and produce their own. Through the use of progressive instructional techniques, specifically involving media literacy, educators can simultaneously address overlooked equity concerns in mathematics. Research has found that these techniques can help students by holding them to high standards, support math thinking and language development, draw on students' prior knowledge, value their communities, and solve real-world problems that they will be facing in the future. Practical suggestions and expert advice for implementing more progressive pedagogy are included. Issues and solutions to infuse new methods into the classroom are outlined along with future research suggestions.

A Reimagined EdD

2021 ◽  
pp. 1029-1058
Author(s):  
Matthew Militello ◽  
Lynda Tredway ◽  
Karen D. Jones
Keyword(s):  
Educational Leadership ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Discussion ◽  
Doctoral Program ◽  
Discussion Forum ◽  
Online Teaching And Learning ◽  
Innovative Design ◽  
Online Discussion Forum ◽  
Progressive Pedagogy

This chapter provides an overview of an innovative design for an online doctoral program in educational leadership. The authors begin with an outline of the participatory, progressive pedagogy framework that guides their work with students. They analyze the use of two illustrations that exemplify their pedagogy in an online environment: digital storytelling and Flip Grid, a video-based online discussion forum. The chapter demonstrates the importance of relationships prior to engagement in critical dialogue and pedagogies both online and in person and identifies key principles for online teaching and learning.

Factors Implementing the Adoption of IB in South Korea

2021 ◽  
pp. 114-130
Author(s):  
Jenny Hong Kim ◽  
Soo Kyoung Lee
Keyword(s):  
South Korea ◽  
School System ◽  
International Baccalaureate ◽  
Cultural Factors ◽  
Asia Pacific ◽  
Pacific Region ◽  
Asia Pacific Region ◽  
High Quality ◽  
High Quality Education ◽  
Progressive Pedagogy

Adoption of the International Baccalaureate (IB) programs in the Asia Pacific region has accelerated at great speed in recent years, with one or more of its programs being employed in 158 countries in 5,284 schools worldwide. The growing interest of IB programs in the Asia Pacific region is largely due to its educational philosophy and progressive pedagogy that is appealing to many educators and parents who seek a high-quality education. However, various contextual and cultural factors need to be considered when it is being implemented within the national school system.

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