| Before 1920 | |
| 1920 | |
| 1930 | |
| 1940 | |
| 1950 | |
| 1960 | |
| 1970 | |
| 1980 | |
| 1990 | |
| The Future |
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The 1930s: Behavioral Objectives and Formative Evaluation |
The Progressive Movement
The Progressive Movement grew out of the philosophies of Jean Jacques Rousseau, Johann Pestalozzi, and Friedrich Froebel.
The Progressive Movement embraced industrial training, agricultural and social education, and educational theorists' new instructional techniques. The progressives insisted that education be a continuous reconstruction of living experience, with the child the center of concern. Progressivists advocated student-initiated activities which made pre-specified objectives not valued
John Dewey maintained that schools should reflect society. His Laboratory School in Chicago (1896-1904), the public schools of Gary, Ind., and Winnetka, Ill., and such independent schools as the Dalton School and the Lincoln School of Teachers College, Columbia, were notable progressive institutions.