Description: Progressive Education, derived mainly from Anglo-American culture, has been the primary frame of reference for student-centered classroom change in developing countries for over 50 years. Yet in many developing countries, strong evidence shows that progressivism has not replaced teacher-centered formalistic classroom practice. Classroom Chang
Review Quotes:
In his latest volume, Dr. Guthrie makes a fierce and persuasive argument for a paradigm shift in how researchers and policy makers consider educational reform in developing countries. He challenges us to recognize the failings of the progressive education agenda and to move instead toward a formalistic framework that is responsive to and respectful of the educational practices in many emerging economies. Far from wanting to maintain the status quo however, Dr. Guthrie urges a paradigm shift so that future efforts toward educational improvement might be more impactful and lead directly to positive results for students. His book is a must read for anyone who is committed to strengthening teaching and learning and building educational equity and excellence in developing countries.
Heather Lattimer, EdD, Professor of Education, University of San Diego
This book presents a compelling argument for why 'formalism' should be the primary conceptual underpinning informing curriculum work in schools in developing country contexts. A core strength of the book is a careful illustration, based on strong evidence, that a progressivist centred curriculum approach favoured by many countries over the last 40 years, has not replaced teacher-centred formalistic classroom practice. In this light, the author presents a convincing argument for reconsidering the role of such curricular approaches in developing contexts. This is a well-argued and convincing text which should be compulsory reading for students, academics, and education policy and planners in developing and other country contexts.
Aslam Fataar, Distinguished Professor, Department of Education Policy Studies, Stellenbosch University
Classroom Change is not a gentle breath of fresh air. It is a gale of compelling evidence and insights developed from the extensive literature on classroom change in developing countries. Written in clear, bold, and assertive p