Helen Heffernan was Bureau Chief of the Division of Elementary Education from 1926 to 1965. Through her efforts Dewey's philosophy was translated into educational practices and extended throughout the public elementary schools in the state. Her influence on curriculum and teaching methods endured through six changes in state superintendency and societal upheavals. The purpose of this study was to determine, through historical analysis, the reasons for her extraordinary influence. In contrast to previous studies of progressive curriculum and classroom practices this study is concerned with a longer duration, and a larger geographic area, as well as focusing on the leadership techniques of one woman. The study is based on a review of her personal library and previously undiscovered manuscript material and personal correspondence. It was assumed that some key elements would emerge which would provide new insights into the criteria necessary for successful and enduring educational reforms. Results supported this assumption. Endurance of progressive reforms during this period was largely due to the network of educators, primarily women, which Helen Heffernan developed. This network served as a vehicle for transmission of ideas and practices of reform, and insured continued focus on established goals and maintenance of progressive teaching practices.
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