Through expert analysis, this text proves that John Dewey’s views on efficiency in education are as relevant as ever. By exploring Deweyan theories of teaching and learning, the volume illustrates how they can aid educators in navigating the theoretical and practical implications of accountability, standardization, and assessment.

The Contemporary Relevance of John Dewey’s Theories on Teaching and Learning deconstructs issues regarding accountability mechanisms, uniform assessment systems, and standardization processes through a Deweyan lens. Connecting the zeitgeist of the era from which Dewey’s ideas emerged and current global political, social, and economic contexts, the book emphasizes the importance of resilient systems in reconciliating the tension between standardized assessments and individual student development. Contributors provide insights from a range of settings across Pre-K, primary, secondary, and higher education and address topics including teacher agency, voice, leadership, and democracy.

The volume will be of interest to scholars, researchers, and academics with an interest in philosophy of education, education policy and the impact of neoliberal agendas, as well as teaching and learning more broadly.

part Section I|101 pages

Post-Standardization Approaches to Accountability

chapter 2|14 pages

Standardisation as the “Unmoved Mover” of Education

A Deweyan Perspective on Teaching and Teacher Education

chapter 5|15 pages

Becoming through Being

Dewey's Relevance to Educating for the Future of Work

chapter 6|18 pages

Rethinking Accountability

Teaching Toward an Ecocritical Creative Democracy

part Section II|110 pages

A Deweyan Vision of Teacher Professionalization

chapter 7|16 pages

Moral Literacy as Social Efficiency in Dewey

Preparing Educators for Moral Agency and Autonomy in 21st-Century Schools

chapter 8|18 pages

Child and the Curriculum in the 21st Century

The Relationship between Enquiry and Inquiry in the Classroom

chapter 10|19 pages

Teaching in the Flow of Time

Rethinking Our Educational Narrative

chapter 11|15 pages

The Challenges of Teaching for Democracy in the 21st Century

Dewey, Dialogic Pedagogy, and Teacher Education in England

chapter 12|16 pages

The Teacher's Role

From Dewey's Lab School to a Public College

part Section III|100 pages

Praxis for Democratic Ends in the Context of Standardization

chapter 14|15 pages

Accountability, Data, and Social Meliorism

Can They Coexist?

chapter 15|15 pages

Reimagining School Leaders as Stealth Democratic Actors

A Deweyan Analysis of the School Leader Paradigm

chapter 16|15 pages

Self-Accountability in Teaching against the Grain

A Dewey-Informed Approach to Professional Preparation

chapter 18|14 pages

John Dewey on the Long Look Ahead

Reconstructing How We Approach Assessment in Teacher Education Programs Through the Democratic Cultivation of the Purposes of Education