دورية أكاديمية
From Teacher Improvement to Teacher Turnover: Unintended Consequences of School Reform in Quincy, Massachusetts, 1872-1893
| العنوان: | From Teacher Improvement to Teacher Turnover: Unintended Consequences of School Reform in Quincy, Massachusetts, 1872-1893 |
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| اللغة: | English |
| المؤلفون: | Murphy, Jeremy T. (ORCID |
| المصدر: | History of Education Quarterly. Nov 2021 61(4):503-533. |
| الإتاحة: | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Descriptors: | Teacher Improvement, Faculty Mobility, Educational Change, Educational History, Student Centered Learning, Females, Teacher Supply and Demand, Teaching Methods |
| مصطلحات جغرافية: | Massachusetts |
| DOI: | 10.1017/heq.2021.20 |
| تدمد: | 0018-2680 |
| مستخلص: | The "Quincy Method" is widely considered a successful nineteenth-century school reform. Pioneered by Francis Parker in Quincy, Massachusetts in 1875, it fostered broad pedagogic change in an ordinary school system, transforming Quincy into a renowned hub of child-centered instruction. This article revisits the reform and explores its interaction with the Massachusetts teacher labor market. In a market characterized by low wages and an over-supply of teachers but few experienced, well-trained ones, teachers used Quincy's reform to obtain higher-paying, higher-status positions while municipalities used it to recruit competent applicants. Both practices jeopardized Quincy's cohesive system. Though the ensuing turnover may have brought progressive pedagogies to the mainstream, departing teachers frequently assumed positions outside public schools or in systems ill-structured to maintain their expertise. Accordingly, the article probes a celebrated reform's unintended consequences and contributes to scholarship on nineteenth-century progressive school reforms and women teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1320366 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0018-2680 |
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| DOI: | 10.1017/heq.2021.20 |