Deweyan Perspectives on Standardization, Accountability, and Assessment in Contemporary Education

Session Type: Symposium

Abstract

John Dewey’s views on efficiency in education are as relevant as ever. By exploring Deweyan theories of teaching and learning, the session points to ways educators can navigate the theoretical and practical implications of accountability, standardization, and assessment, Connecting the zeitgeist of the era from which Dewey’s ideas emerged and current global political, social, and economic contexts, the session emphasizes the importance of resilient systems in reconciling the tension between standardized assessments and individual student development. Insights from a range of settings across Pre-K, primary, secondary, and higher education address topics including teacher agency, voice, leadership, and democracy.

Sub Unit

• SIG-Dewey Studies

Chair

• A.G. Rud, Washington State University

Papers

• John Dewey and the Cult of Efficiency - Leonard J. Waks, Hongzhou Normal University

• A Resilient Education System - Emer Ring, Mary Immaculate College

• Dewey on the Danger of Routinized Praxis - JuliAnna Avila, University of North Carolina - Charlotte

• Reimagining School Leaders as Stealth Democratic Actors: A Deweyan Analysis of the School Leader Paradigm - Jessica Heybach, Aurora University

• Rethinking Accountability: Teaching Toward an Eco-Critical Creative Democracy - John Joseph Lupinacci, Washington State University - Pullman; Brandon Edwards-Schuth, Washington State University - Pullman

Discussant

• A.G. Rud, Washington State University