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2010, ISBN: 9789048178667

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… Meer...

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2010, ISBN: 9789048178667

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… Meer...

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ISBN: 9789048178667

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Organizing Schools for Productive Learning - pocketboek

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Organizing Schools for Productive Learning

This book offers an alternative approach to secondary school organization. In line with the definition formulated by John Dewey's philosophy of education, the new approach aims to promote productive learning. The book shows the way to extricate schools from their past in order to respond more successfully to the requirements of the information age in which we are living today.The chapters treat the primary components of teachers' work in schools in light of systems' theory as opposed to the organization of instruction prevalent in today's schools that is designed in light of bureaucratic theory. The book demonstrates how the current principles of organization impede the change and improvement of instruction and by necessity create boredom and the routinization of teachers' and students' activity in schools.

Gedetalleerde informatie over het boek. - Organizing Schools for Productive Learning


EAN (ISBN-13): 9789048178667
ISBN (ISBN-10): 9048178665
Gebonden uitgave
pocket book
Verschijningsjaar: 2010
Uitgever: Springer
128 Bladzijden
Gewicht: 0,205 kg
Taal: eng/Englisch

Boek bevindt zich in het datenbestand sinds 2012-12-21T16:35:02+01:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2021-10-08T08:00:27+02:00 (Amsterdam)
ISBN/EAN: 9789048178667

ISBN - alternatieve schrijfwijzen:
90-481-7866-5, 978-90-481-7866-7


Gegevens van de uitgever

Auteur: Shlomo Sharan; Ivy Geok Chin Tan
Titel: Organizing Schools for Productive Learning
Uitgeverij: Springer; Springer Netherland
112 Bladzijden
Verschijningsjaar: 2010-10-19
Dordrecht; NL
Gedrukt / Gemaakt in
Gewicht: 0,454 kg
Taal: Engels
90,94 € (DE)
93,49 € (AT)
100,50 CHF (CH)
POD

BC; Previously published in hardcover; Hardcover, Softcover / Pädagogik/Schulpädagogik, Didaktik, Methodik; Pädagogische Psychologie; Verstehen; Curriculum; Evaluation; Integration; John Dewey; education; learning; productive learning; school organization; school structure; student learning; learning and instruction; B; Learning & Instruction; Administration, Organization and Leadership; Instructional Psychology; Organization and Leadership; Education; Bildungswesen: Organisation und Verwaltung; BB

LIST OF TABLES LIST OF FIGURES Introduction Students are bored in school Why the boredom? The road to productive learning in school Chapter 1 Two Models of School Structure Structural change: necessary but not sufficient Organizational regularities in school 1. The one-by-one formula The 'one-by-one' formula and the hierarchical nature of bureaucracy A hard-nosed view of the one-by-one concept 2. The greater than one formula A policy of instructional coherence The discipline oriented organization of schools Human organization is contrived What structure cannot do for teachers School organization and teaching practices: a summary of our goals Chapter 2 The School as a Community; the School in the Community Part 1: The school as a community School organization and community Communities and other enterprises The goals of the school as a community Community and academic disciplines Qualities of leadership Part 2: The school in the community The community as a site for learning Chapter 3 Student Engagement in Learning A cognitive-affective concept Engagement and the learning environment Engagement and students’ conceptions of learning Meaning and student autonomy Chapter 4 Class Size and School Size What is a large class? Teaching methods omitted from studies of class size Does class size inhibit innovation? School size Chapter 5 The Integrated Curriculum The fusion of academic disciplines The problem of relevance The problem of integration Chapter 6 Duration of Class Sessions and the Problem of Teaching Method The anticipated demise of the 50-minute hour Alternative teachingmethods and the 50-minute hour More alternative schedules Extensive and intensive study projects How schedule reform affects teaching: some research Teachers’ evaluations Results regarding students Some conclusions Chapter 7 Student Assessment Assessment as testing Alternative assessment Summative and formative assessment More alternative approaches to assessment Chapter 8 A Systems Approach to Organization and Instruction in Schools Systems integrate, bureaucracies separate A system is not a collection Classrooms as social systems Can schools adopt new principles of organization? References

Andere boeken die eventueel grote overeenkomsten met dit boek kunnen hebben:

Laatste soortgelijke boek:
9781402083945 Organizing Schools for Productive Learning (Sharan, Shlomo, and Chin Tan, Ivy Geok)


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