This study addressed students' lack of access for students to
progressive education pedagogy in a Northeastern United States
school district, and explored activities and pedagogy reflective of
progressive education. Research has shown that in order to
implement an effective progressive education model, educators must
understand the principles inherent within the progressive education
model. Findings indicated key components of activities and pedagogy
reflective of progressive education, and its practice. As a result,
a multi-day training for educators in the implementation of
activities and pedagogy reflective of education was developed.
Implications for positive social change include a better
understanding of progressive education and its implementation on
the part of community education model members and educators, in
addition to increased access to a progressive education model for
students.
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