Organizing Schools for Productive Learning
Springer Science & Business Media, Jun 27, 2008 - Education - 112 pages
A major problem confronting schools is that many students are turned off from learning and are bored. Boredom is destructive of learning. The No Child Left Behind (NCLB) initiative of the US government (2001) stemmed from the claim – accompanied by sharp debates pro and con – that many schools in the United States fail to achieve basic educational objectives, and that many schools are doing a poor job for a wide variety of reasons and surely not just because of student boredom (Brigham, Gustashaw, Wiley, & Brigham, 2004; Essex, 2006; Goodman, Shannon, Goodman, & Rapoport, 2004; Sunderman, Tracey Jr. , Kim, & Orfield, 2004). The model of school organization and instruction presented here seeks to provide an effective plan for significant improvement in secondary school education, one of whose central aims is to make students genuinely engaged in what they are learning. The NCLB legislation emphasizes, inter alia, the need for school improvement. Without it one cannot reasonably anticipate improvement over current levels in student engagement in learning and in academic achievement. The NCLB literature frequently employs the term “school improvement” to refer to the quality of the teachers, such as their academic credentials, instructional competence, and their knowledge of subject matter. Similarly, “school restructuring” is said to include steps such as transforming the school into a charter school, replacing the teaching staff, or inviting a private company to administer the school. The use of those terms in this work is distinctly different.
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affective bonds Allensworth alternative assessment approach behavior block scheduling boredom Business Media B.V. Chapter class sessions classroom colleagues concept curricular decisions disciplines discussed effect elements Elmore engagement in learning evaluation experience formative assessment function given goals grades groups of students Hargreaves & Fullan high school human implement instructional methods integrated curriculum interaction investigators John Dewey knowledge large classes large number large schools learning in school Levine ment motivation Newmann number of students one-by-one formula organizational Organizational Development Organizing Schools parents pedagogical peers people’s problems productive learning relationships relevance role Sarason school change school organization school systems Schools for Productive secondary schools self-regulated learning service learning Shachar Sharan & Sharan small groups social society Springer Science structure student engagement student learning study projects subject matter Teacher–Student teachers and students teaching and learning Ten Commandments tests tion topics variables
Page 4 - How many students, for example, were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them? How many acquired special skills by means of automatic drill so that their power of judgment and capacity to act intelligently in new situations was limited? How many came to associate the learning process with ennui and boredom? How many found what they did learn so foreign to the situations...
Page 92 - Restructuring a comprehensive high school', Educational Leadership, 47 (7): 28-31. Cardellichio, TL (1995) 'Curriculum and the structure of school', Phi Delta Kappan, 76 (8): 629-32. Carroll, JM (1994) The Copernican Plan evaluated: the evolution of a revolution', Phi Delta Kappan 76 (2): 105-13.
Page 4 - ... were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them? How many acquired special skills by means of automatic drill so that their power of judgment and capacity to act intelligently in new situations was limited? How many came to associate the learning process with ennui and boredom? How many found what they did learn so foreign to the situations of life outside the school as to give them no power of control over the...
Page 13 - ... defining personnel - both citizen and elite - for the modern state and economy" (Meyer & Rowan, 1983, p. 83). In this view of schooling, standardized categories of graduates are produced through the use of standardized types of teachers, students, topics and activities. These graduates are allocated places in the economic and stratification system on the basis of their certified educational background. Through this certification role the 'ritual classifications of education' (ie student, teacher,...
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