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The narratives that would give meaning to at least four generations of scholars and practitioners are amplified in the discourse growing out of the elements of technical rationality, pragmatism, evolution, and the rush of different ideas and new institutions that punctuate the Progressive period. The narratives explored below persist in public administration from the beginning of the twentieth century: preparation for the rise of national institutions, the citizen-state relationship, reconciling democracy and administration, and science and scientific management. Throughout the paper, the author's interest in the reconciliation of freedom and order is explored in the relationship between self and community, citizen and nation, and politics and administration.

Principals of traditional independent schools are invariably allocated by their governing bodies all duties and powers regarding discipline, programmes of study, selection and management of staff, and school activities generally. They are thus in a powerful position within their schools to facilitate effective and efficient responses to legitimate pressures for change, and to recognise and reject meretricious pressures for change. It seems reasonable to suggest that their willingness to accept this role will depend, in large part, on the particular educational values that they hold. The findings of a study which investigated the level of educational progressivism held by the principals of Queensland′s traditional independent schools are reported. These suggest that such principals are neither protagonists nor antagonists of educational change, although they strongly support the retention of traditional educational referents.

Sound administrative theory and research may ultimately provide the knowledge whereby administrative leaders in education can function most effectively. Such knowledge will never tell us, however, whether it is desirable to take a particular administrative action in any society at any time. Thus, an administrator should understand his personal philosophical foundations and value system, and do his best to construct a philosophical position that is as consistent and logical as possible. Five such positions, reconstructionism, experimentalism, idealism, realism, and existentialism, can serve as guidelines. Each position, whether it is basically progressivistic or essentialistic, has a reasonably distinct approach to the nature of reality, educational aims and objectives, and the educative process. The development of language analysis as philosophy's most important contribution to man is discussed briefly. A self‐evaluation check list has been developed, which may be employed by an administrator to assess his present philosophy of educational administration.

The purpose of this paper is to re-examine the life and work of a forgotten progressive educator – (Henry) Caldwell Cook who was an English and drama teacher at the Perse School in Cambridge, UK. By looking at his key work The Play Way (1917) as well as the small number of his other writings it further seeks to explain the distinctiveness of his thinking in comparison to his contemporaries with a particular focus upon educational democracy.

The work was constructed primarily through a reading of Cook’s published output but also archival study, specifically by examining the archives held within the Perse School itself. These consisted of rare copies of Cook’s written works – unused by previous scholars – and materials relating to Cook’s work in the school such as his theatre designs and a full collection of contemporary newspaper reviews.

The paper contends that Cook’s understanding of democracy and democratic education was different to that of other early twentieth century progressives such as Edmond Holmes and Harriet Finlay-Johnson. By so doing it links him to the ideas of progressivism emergent in America from John Dewey et al. who were more concerned with democratic ways of thinking. It therefore not only serves to resurrect Cook as a figure of importance but also offers new insights into early twentieth century progressivism.

The value of the paper is that it expands what little previous writing there has been on Cook as well as using unused materials. It also seeks to use a biographical approach to start to better delineate progressive educators of the past thereby moving away from seeing them as a homogenous grouping.

In September, 1982, a graduate seminar was held for the first time at Syracuse University on Online Public Access Catalogs (OPACs). The focus was on aspects of OPAC design, the impact of OPACs on staff and users, and comparative analysis of their features and functions. Of the 15 people enrolled, eight were academic librarians representing four different institutions; one was a public librarian, one a special librarian; and five were MLS students enrolled at Syracuse.

The purpose of this paper is to scrutinize the avowedly progressive curriculum delivered in the 1930s at the Enmore Activity School. Through this examination it delineates a gap in Australia between the theoretical formulations of progressive education and school practice. The study of this curriculum is used to locate historical trends and influences that aided or hindered the application of progressive education in Australia during the 1930s.

Through a review of the archival and historical literature on the curriculum at the Enmore Activity School the paper defines the ways progressive education was understood in Australia at that time.

The analysis reveals that Enmore delivered a type of progressive education Tyack dubs “administrative progressivism” in a programme that remained essentially orthodox. Yet although an authentically progressive curriculum proved elusive at Enmore the school did, by example, influence several later curriculums.

This close up study provides insights into how central tenets of progressive education were understood, accepted, or rejected at the local level in Australia in the 1930s. It offers fresh perspectives on contemporary educational debates about progressive education.

This research aims to examine the educational philosophy of teachers in classrooms. Teachers' educational philosophy influences the power balance, course content function, student and teacher roles, responsibility for learning and assessment purposes and processes. The research also analyzes whether gender, qualification, specialization and experience significantly influence classroom educational philosophies.

The study utilized a quantitative research design, utilizing data from 193 teachers working in a public higher education institution in the Sultanate of Oman. The study utilized a survey method to solicit data from the respondents. Besides utilizing descriptive statistics such as mean and standard deviation, the study used analysis of variance (ANOVA) and t-test to test the hypotheses.

Analysis revealed an instructional strategy's preference, including elements of both teacher-centered and student-centered educational philosophies. Elements of progressivism, constructivism, reconstructivism and perennialism are more relevant in the teacher's instructional design. The results show no significant differences in teachers' pedagogical philosophy that exist based on gender, specialization and experience. However, teachers' age significantly influences their educational philosophy preferences.

This research centers on a public higher education institution in the Sultanate of Oman, with a particular focus on the Department of Business Studies. This resarch delimits its discussion on teachers' chosen educational philosophy. Other possible factors may also impact student retention and effective teaching and learning.

This research offers valuable insights to academicians, higher education administrators, and policymakers. Specifically, this research emphasizes the significance of employing a blended approach, which incorporates both student-centered and teacher-centered educational philosophies, to enhance student engagement, retention, and effective teaching and learning.

This research emphasizes the importance of educators' adoption of a blended educational philosophy in promoting student retention and engagement within higher education institutions. To achieve desirable outcomes, policymakers in higher education must ascertain which educational philosophy is most effective in the classroom. Additionally, ensuring congruence between preferred educational philosophy and teachers’  instructional practices is vital in facilitating effective teaching and learning.

To the best of the authors’ knowledge, this study is the first of its kind among teachers in higher education in the Sultanate of Oman. The outcome of this study helps detail the specific strategies teachers deploy and categorize into various educational philosophies.

The paper aims to highlight the fact that Louis Dembitz Brandeis, well known for his time as a US Supreme Court Justice, was also very influential in promoting the virtues of scientific management in its early period of development while America was experiencing progressivism. In addition to his well known brilliance as a legal scholar, he was also a proponent of the importance of the role of efficient business practices in benefiting the worker and society in general. This paper aims to discuss the relationship between Brandeis and the scientific management movement that evolved over a period of decades that ultimately led to their mutual success.

Through a discussion of the key relationship developed between Brandeis and scientific management the paper shows how each was able to thrive during progressive times.

Over the span of his career Brandeis was adept at blending his appreciation and understanding of efficient business practices based on scientific management concepts with his view of a legal society. His legal and judicial temperament were best illustrated by his well known Brandeis brief which methodically combined economic facts and statistics of work performance with sound and convincing legal recommendations.

This is a historical account that provides a better understanding of the key role that Brandeis played in highlighting the field of scientific management while at the same time applying its concepts in a unique way to issues in the law and society.

This article suggests that Patrick Pearse’s thought and work was rooted in the child‐centred movement of the late nineteenth‐century, was informed by the tenets of progressivism and predated the work of later influential educational thinkers. It is further argued that Pearse developed a unique conceptualisation of schooling as a radical form of political and cultural dissent in pre‐1916 Ireland. Aspects of Pearse’s thought that are evidently problematic are highlighted and the article suggests that discussions of his work might benefit from moving to these more substantial and germane areas.