Bridging the Progressive-Traditional Divide in Education Reform

This book brings together a variety of connected voices which consider potential ways forward for school reform. The text sets out a compelling case for an emerging movement that unites ideologies and pedagogical traditions which have traditionally been considered to be at odds with one another.

James Nehring is an associate professor of Educational Leadership in the College of Education at the University of Massachusetts Lowell, U.S.A. Stacy Szczesiul is an associate professor of Educational Leadership in the College of Education at the University of Massachusetts Lowell, U.S.A. Megin Charner-Laird is an associate professor in the School of Education at Salem State University, U.S.A.

Acknowledgements INTRODUCTION: Non-honors English PART I: A Unifying Vision for Teaching and Learning Chapter 1: Exemplary Teaching and the Unacknowledged Consensus Chapter 2: Agreement from Policy Leaders Chapter 3: Agreement from Historic and Emerging Pedagogies Chapter 4: Agreement from Contemporary Research PART II: Why Don't All Teachers Teach This Way? Chapter 5: How Most Teachers Teach and Why PART III: System Support Chapter 6: Pluralism Chapter 7: Assessment Chapter 8: Organization Final Thoughts: Excellence is a Discipline