From Teacher Improvement to Teacher Turnover: Unintended Consequences of School Reform in Quincy, Massachusetts, 1872-1893

Autor/in	Murphy, Jeremy T.
Titel	From Teacher Improvement to Teacher Turnover: Unintended Consequences of School Reform in Quincy, Massachusetts, 1872-1893
Quelle	In: History of Education Quarterly, 61 (2021) 4, S.503-533 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murphy, Jeremy T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
DOI	10.1017/heq.2021.20
Schlagwörter	Teacher Improvement; Faculty Mobility; Educational Change; Educational History; Student Centered Learning; Females; Teacher Supply and Demand; Teaching Methods; Massachusetts + Suchen Sie Ihr Suchwort? Bildungsreform; History of education; Bildungsgeschichte; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Weibliches Geschlecht; Lehrerbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Master-Studiengang
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01