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THE PROGRESSIVE MOVEMENT: = EDUCATION AND AMERICANIZATION.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	THE PROGRESSIVE MOVEMENT: /
其他題名:	EDUCATION AND AMERICANIZATION.
作者:	ROITMAN, JOEL MORTON.
面頁冊數:	1 online resource (325 pages)
附註:	Source: Dissertation Abstracts International, Volume: 42-05, Section: A, page: 2265.
Contained By:	Dissertation Abstracts International42-05A.
標題:	American history. -
電子資源:	click for full text (PQDT)

THE PROGRESSIVE MOVEMENT: = EDUCATION AND AMERICANIZATION.
ROITMAN, JOEL MORTON.

THE PROGRESSIVE MOVEMENT: EDUCATION AND AMERICANIZATION. - 1 online resource (325 pages)

Source: Dissertation Abstracts International, Volume: 42-05, Section: A, page: 2265.

Thesis (Ph.D.)--University of Cincinnati, 1981.

Includes bibliographical references

This work seeks to investigate the impact of the New Immigration upon educational reform during the Progressive Era. It will be demonstrated that the millions of immigrants from southern and eastern Europe acted as a tremendous spur to reform. Considerable thought was given to how these peoples, felt to be unlike those who had preceded them, could be assimilated, i.e., Americanized.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

Subjects--Topical Terms:

1179188
American history.
Index Terms--Genre/Form:

554714
Electronic books.

THE PROGRESSIVE MOVEMENT: = EDUCATION AND AMERICANIZATION.
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500 $a Source: Dissertation Abstracts International, Volume: 42-05, Section: A, page: 2265.
502 $a Thesis (Ph.D.)--University of Cincinnati, 1981.
504 $a Includes bibliographical references
520 $a This work seeks to investigate the impact of the New Immigration upon educational reform during the Progressive Era. It will be demonstrated that the millions of immigrants from southern and eastern Europe acted as a tremendous spur to reform. Considerable thought was given to how these peoples, felt to be unlike those who had preceded them, could be assimilated, i.e., Americanized.
520 $a Progressivism was usually optimistic and environmental. Progressives felt that the immigrants, certainly their children, could be Americanized, provided a proper environment could be developed. With great faith in education, Progressives set to work to change the schools into agencies of cultural transformation. They abandoned the older conceptualization of education as little more than the three "R's" in favor of a broad-based, community oriented approach. The school for the first time was expected partially to replace the functions previously performed by home, family, and neighborhood.
520 $a To create the kind of education necessary to Americanize the immigrants as well as to prepare young people, children of immigrants and native Americans alike, to deal successfully with the new realities of the urban-industrial age, reformers embarked upon a host of innovative programs. Many of these were enduring reforms. A number were initiated by the Settlement Movement. Pilot programs were set up by the settlements and, if proved successful, the settlements pressed for their adoption by boards of education.
520 $a As environmentalists, Progressives viewed education as not simply schooling, even in its new, expanded form, but as anything which taught. The totality of the environment constituted a great teacher. It taught well or poorly; it created proper citizens, criminals, or people in between. The young were seen to be so many tabula rasas upon which the environment wrote. This kind of thinking explains much of the impulse for Progressive reform in a number of areas not previously considered to fall within the, then, narrow boundaries of education.
520 $a The school was the principal mechanism of Progressive educational reform. Thus it came as a great shock to Progressives to learn that public education was not functioning properly, even on the level of the three "R's." They came increasingly to feel that the schools were inefficient, i.e., too little education was being provided per tax dollar spent. Education needed to incorporate the proven methods of business and industry. There were glaring deficiencies in the physical facilities; far more important, teachers were all too often political appointees, mere party hacks having little skill or ability. Still worse, many systems were controlled by immigrant-aligned political machines, preventing old-line Americans from being able to reach the immigrant young and Americanize them. Accordingly, Progressives increasingly began to see corrupt politics as the real enemy and to, themselves, take political action.
520 $a While Progressives and immigrants could agree and cooperate in a number of areas, many aspects of educational reform included, they would break on the issue of education as Anglicization. For Progressivism was to a degree marked by ethnocentricism, although a number of important individuals stand out as clear exceptions. The Progressive's mind was essentially that of an educator, but a provincial one. He strove to regain the homogeneous sense of community of his childhood, now fading in the cosmopolitan, urban-industrial world of contemporary society and to merge the New Immigration into the remembered cultural monolith of the past. This was the fatal flaw of Progressivism in relation to the New Immigration.
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710 2 $a University of Cincinnati. $3 1187930
773 0 $t Dissertation Abstracts International $g 42-05A.
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