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Author: Gregory A. Smith
Publisher: Routledge
ISBN: 1134999925
Category : Education
Languages : en
Pages : 185
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Book Description
Place- and community-based education – an approach to teaching and learning that starts with the local – addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people’s attention beyond the classroom to the world as it actually is, and to engage them in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students’ engagement with learning and enhance their academic achievement. Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, this book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.
Author: Gregory A. Smith
Publisher: Routledge
ISBN: 1134999925
Category : Education
Languages : en
Pages : 185
Get Book Here
Book Description
Place- and community-based education – an approach to teaching and learning that starts with the local – addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people’s attention beyond the classroom to the world as it actually is, and to engage them in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students’ engagement with learning and enhance their academic achievement. Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, this book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.
Author: Richard Pearce
Publisher: A&C Black
ISBN: 1472512901
Category : Education
Languages : en
Pages : 349
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Book Description
Over the last forty years, the estimated number of international schools worldwide has increased from fewer than 300 to 6400 in 2012. This explosion is a response to the needs of a world in which borders are being traversed with ever greater ease and children increasingly need to be prepared for the global opportunities that await them. In this book, international school specialists reflect on where the movement has come from, how it stands and where developments are heading, offering insightful observations on these unique institutions. This is a comprehensive resource for students, researchers and professionals with an interest in the future of education in a globalized world.
Author: Arne Duncan
Publisher: Simon & Schuster
ISBN: 1501173065
Category : Education
Languages : en
Pages : 256
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Book Description
“This book merits every American’s serious consideration” (Vice President Joe Biden): from the Secretary of Education under President Obama, an exposé of the status quo that helps maintain a broken system at the expense of our kids’ education, and threatens our nation’s future. “Education runs on lies. That’s probably not what you’d expect from a former Secretary of Education, but it’s the truth.” So opens Arne Duncan’s How Schools Work, although the title could just as easily be How American Schools Work for Some, Not for Others, and Only Now and Then for Kids. Drawing on nearly three decades in education—from his mother’s after-school program on Chicago’s South Side to his tenure as Secretary of Education in Washington, DC—How Schools Work follows Arne (as he insists you call him) as he takes on challenges at every turn: gangbangers in Chicago housing projects, parents who call him racist, teachers who insist they can’t help poor kids, unions that refuse to modernize, Tea Partiers who call him an autocrat, affluent white progressive moms who hate yearly tests, and even the NRA, which once labeled Arne the “most extreme anti-gun member of President Obama’s Cabinet.” Going to a child’s funeral every couple of weeks, as he did when he worked in Chicago, will do that to a person. How Schools Work exposes the lies that have caused American kids to fall behind their international peers, from early childhood all the way to college graduation rates. But it also identifies what really does make a school work. “As insightful as it is inspiring” (Washington Book Review), How Schools Work will embolden parents, teachers, voters, and even students to demand more of our public schools. If America is going to be great, then we can accept nothing less.
Author: Sue Winton
Publisher: IAP
ISBN: 1641138815
Category : Education
Languages : en
Pages : 240
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Book Description
Critical Perspectives on Education Policy and Schools, Families, and Communities offers scholars, students, and practitioners important new knowledge about how current policies impact families, schools, and community partnerships. The book’s authors share a critical orientation towards policy and policy research and invite readers to think differently about what policy is, who policymakers are, and what policy can achieve. Their chapters discuss findings from research grounded in diverse theories, including institutional ethnography, critical disability theory, and critical race theory. The authors encourage scholars of family, school, and community partnerships to ask who benefits from policies (and who loses) and how proposed reforms maintain or disrupt existing relations of power. The chapters present original research on a broad range of policies at the local, state/provincial, and national levels in Canada and the USA. Some authors look closely at the enactment of specific district policies, including a school district’s language translation policy and a policy to create local advisory bodies as part of decentralization efforts. Other chapters reveal the often unacknowledged yet necessary work parents do to meet their children’s needs and enable schools to operate. A few chapters focus on challenges and paradoxes of including families and community members in policymaking processes, including a case where parents demonstrated a preference for a policy that research demonstrates can be detrimental to their children’s future education opportunities. Another set of chapters emphasizes the centrality of policy texts and how language influences the educational experiences and engagement of students and their families. Each chapter concludes with a discussion of implications of the research for educators, families, and other community partners.
Author: John A. Black
Publisher: Scarecrow Press
ISBN: 9780810842960
Category : Education
Languages : en
Pages : 342
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Book Description
This is a reprint of a text originally published in 1986 by Technomic Publishing Co, Inc. The authors base the book on their personal experiences as public school administrators in the U.S. They address many aspects of the political arena of educational administration and leadership which are not typically covered in university courses, but are necessary for the survival of classroom teachers who later become administrators. Written in a down-to-earth style, the authors are frank in their assessment of the educational system. For students in educational administration courses and practicing school administrators. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Christopher A. Lubienski
Publisher: University of Chicago Press
ISBN: 022608907X
Category : Education
Languages : en
Pages : 299
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Book Description
Nearly the whole of America’s partisan politics centers on a single question: Can markets solve our social problems? And for years this question has played out ferociously in the debates about how we should educate our children. From the growth of vouchers and charter schools to the implementation of No Child Left Behind, policy makers have increasingly turned to market-based models to help improve our schools, believing that private institutions—because they are competitively driven—are better than public ones. With The Public School Advantage, Christopher A. and Sarah Theule Lubienski offer powerful evidence to undercut this belief, showing that public schools in fact outperform private ones. For decades research showing that students at private schools perform better than students at public ones has been used to promote the benefits of the private sector in education, including vouchers and charter schools—but much of these data are now nearly half a century old. Drawing on two recent, large-scale, and nationally representative databases, the Lubienskis show that any benefit seen in private school performance now is more than explained by demographics. Private schools have higher scores not because they are better institutions but because their students largely come from more privileged backgrounds that offer greater educational support. After correcting for demographics, the Lubienskis go on to show that gains in student achievement at public schools are at least as great and often greater than those at private ones. Even more surprising, they show that the very mechanism that market-based reformers champion—autonomy—may be the crucial factor that prevents private schools from performing better. Alternatively, those practices that these reformers castigate, such as teacher certification and professional reforms of curriculum and instruction, turn out to have a significant effect on school improvement. Despite our politics, we all agree on the fundamental fact: education deserves our utmost care. The Public School Advantage offers exactly that. By examining schools within the diversity of populations in which they actually operate, it provides not ideologies but facts. And the facts say it clearly: education is better off when provided for the public by the public.
Author: Milton Chen
Publisher: John Wiley & Sons
ISBN: 1118157400
Category : Education
Languages : en
Pages : 320
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Book Description
An educational innovator who worked at Sesame Workshop and The George Lucas Educational Foundation offers a new vision for learning As a result of constant innovation, learning is no longer limited by traditional confines and we're moving beyond students tied to their chairs, desks, and textbooks-and teachers locked away in classrooms. In Education Nation author Milton Chen draws from extensive experience in media-from his work on Sesame Street in its nascent years to his role as executive director of the George Lucas Educational Foundation-to support a vision for a new world of learning. This book, in six chapters, explores the "edges" in education—the places where K-12 learning has already seen revolutionary changes through innovative reform and the use of technology. Examines ways in which learning can be revolutionized through innovative reform and the use of technology Explores the ever-expanding world of technology for breakthroughs in teaching and learning Includes many wonderful resources to support innovation in schools across the nation This important book offers a clear vision for tomorrow's classrooms that will enhance learning opportunities for all children.
Author: Ted Dintersmith
Publisher: Princeton University Press
ISBN: 069118061X
Category : Education
Languages : en
Pages : 261
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Book Description
An inspiring account of teachers in ordinary circumstances doing extraordinary things, showing us how to transform education What School Could Be offers an inspiring vision of what our teachers and students can accomplish if trusted with the challenge of developing the skills and ways of thinking needed to thrive in a world of dizzying technological change. Innovation expert Ted Dintersmith took an unprecedented trip across America, visiting all fifty states in a single school year. He originally set out to raise awareness about the urgent need to reimagine education to prepare students for a world marked by innovation--but America's teachers one-upped him. All across the country, he met teachers in ordinary settings doing extraordinary things, creating innovative classrooms where children learn deeply and joyously as they gain purpose, agency, essential skillsets and mindsets, and real knowledge. Together, these new ways of teaching and learning offer a vision of what school could be—and a model for transforming schools throughout the United States and beyond. Better yet, teachers and parents don't have to wait for the revolution to come from above. They can readily implement small changes that can make a big difference. America's clock is ticking. Our archaic model of education trains our kids for a world that no longer exists, and accelerating advances in technology are eliminating millions of jobs. But the trailblazing of many American educators gives us reasons for hope. Capturing bold ideas from teachers and classrooms across America, What School Could Be provides a realistic and profoundly optimistic roadmap for creating cultures of innovation and real learning in all our schools.
Author: Douglas N. Harris
Publisher: University of Chicago Press
ISBN: 022669478X
Category : Education
Languages : en
Pages : 320
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Book Description
In the wake of the tragedy and destruction that came with Hurricane Katrina in 2005, public schools in New Orleans became part of an almost unthinkable experiment—eliminating the traditional public education system and completely replacing it with charter schools and school choice. Fifteen years later, the results have been remarkable, and the complex lessons learned should alter the way we think about American education. New Orleans became the first US city ever to adopt a school system based on the principles of markets and economics. When the state took over all of the city’s public schools, it turned them over to non-profit charter school managers accountable under performance-based contracts. Students were no longer obligated to attend a specific school based upon their address, allowing families to act like consumers and choose schools in any neighborhood. The teacher union contract, tenure, and certification rules were eliminated, giving schools autonomy and control to hire and fire as they pleased. In Charter School City, Douglas N. Harris provides an inside look at how and why these reform decisions were made and offers many surprising findings from one of the most extensive and rigorous evaluations of a district school reform ever conducted. Through close examination of the results, Harris finds that this unprecedented experiment was a noteworthy success on almost every measurable student outcome. But, as Harris shows, New Orleans was uniquely situated for these reforms to work well and that this market-based reform still required some specific and active roles for government. Letting free markets rule on their own without government involvement will not generate the kinds of changes their advocates suggest. Combining the evidence from New Orleans with that from other cities, Harris draws out the broader lessons of this unprecedented reform effort. At a time when charter school debates are more based on ideology than data, this book is a powerful, evidence-based, and in-depth look at how we can rethink the roles for governments, markets, and nonprofit organizations in education to ensure that America’s schools fulfill their potential for all students.
Author: Anthony S. Bryk
Publisher: Harvard Education Press
ISBN: 161250793X
Category : Education
Languages : en
Pages : 309
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Book Description
As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.” Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how “networked improvement communities” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation’s schools and colleges.
