From Teacher Improvement to Teacher Turnover: Unintended Consequences of School Reform in Quincy, Massachusetts, 1872–1893

  title={From Teacher Improvement to Teacher Turnover: Unintended Consequences of School Reform in Quincy, Massachusetts, 1872–1893},
  author={Jeremy T. Murphy},
  journal={History of Education Quarterly},
  pages={503 - 533}
Abstract The “Quincy Method” is widely considered a successful nineteenth-century school reform. Pioneered by Francis Parker in Quincy, Massachusetts in 1875, it fostered broad pedagogic change in an ordinary school system, transforming Quincy into a renowned hub of child-centered instruction. This article revisits the reform and explores its interaction with the Massachusetts teacher labor market. In a market characterized by low wages and an oversupply of teachers but few experienced, well… 


Domestic Ideology, School Reformers, and Female Teachers: Schoolteaching Becomes Women's Work in Nineteenth-Century New England
W HEN Agnes Walker wrote her friend Kate Foster in 1863 that "Next summer I want to teach.... Oh, Kate, I am sold on teaching," she expressed a desire common to many nineteenth-century New England
The Moral Dimensions of pedagogy: Teaching behavior in popular primary schools in nineteenth-century America
In relatively low-cost accessible popular schools throughout the nineteenth century, thousands of teachers were engaged in an effort to teach thousands of students to read, to write, to cipher and to
The Origins of Progressive Education
By the dawn of the twentieth century, a new way of thinking about the nature of the child, classroom methods, and the purposes of the school increasingly dominated educational discourse. Something
Why Reform Sometimes Succeeds: Understanding the Conditions That Produce Reforms That Last
Counter to narratives of persistently failed school reform, we argue that reforms sometimes succeed and seek to understand why. Drawing on examples from the founding of public schools to the present,
A Field of Great Promise: Teachers' Migration to the Urban Far West, 1890–1930
In 1901, Miss M. C. French contacted Hawai‘i's superintendent and inquired about teaching positions in the islands. “As the prospect for a principalship seems possible only upon removal by death and
Occupational Segregation, Teachers' Wages, and American Economic Growth
National, state, and individual-level data are used to explore the implications of the crowding of educated women into the teaching profession in nineteenth-century America. It is found that the more
The “Grammar” of Schooling: Why Has it Been so Hard to Change?
Why have the established institutional forms of schooling been so stable and why did most challenges fade or become marginalized? We approach these questions by probing a few case studies of reform,
Heading South to Teach: The World of Susan Nye Hutchison, 1815–1845 by Kim Tolley (review)
whom were widows at the time of their death. She demonstrates that women were independent matriarchs and establishes that widowhood was an accepted stage in a woman’s life. Many women, rich or poor,
A Report to the Superintendent
The report of the Superintendent and Administrative Staff to the Tredyffrin/Easttown Board of School Directors is presented.