Learning to Improve

How America's Schools Can Get Better at Getting Better

Author: Anthony S. Bryk,Louis M. Gomez,Alicia Grunow,Paul G. LeMahieu

Publisher: Harvard Education Press

ISBN: 9781612507927

Category: Education

Page: 280

View: 6574


In Learning to Improve, the authors argue for a new approach to education reform that leverages “networked improvement communities” to address high school dropout rates and other core concerns.

Contemporary Approaches to Dissertation Development and Research Methods

Author: Storey, Valerie A.,Hesbol, Kristina A.

Publisher: IGI Global

ISBN: 152250446X

Category: Reference

Page: 360

View: 2263


Uncovering the best methods for conducting and writing about research is vital to members of the academic community, especially to those just beginning their careers. In this regard, graduate and post-graduate degree programs are crucial in ensuring that future academic and professional progress will continue. Contemporary Approaches to Dissertation Development and Research Methods is a pivotal reference source that focuses on current models used for doctoral dissertations and how these techniques impact future research and knowledge in various scholarly fields. Featuring innovative perspectives on the design and function of doctoral programs, this book is ideally designed for practitioners, researchers, and academicians.

Innovation in Odds-Beating Schools

Exemplars for Getting Better at Getting Better

Author: Kristen C. Wilcox,Hal A. Lawson,Janet I. Angelis

Publisher: Rowman & Littlefield

ISBN: 1475830092

Category: Education

Page: 190

View: 3750


This book offers readers insight into how educators at every boundary—classroom, school, and district interact to make meaning of innovations, both individually and collectively; and also how their meanings and values influence innovation implementation outcomes. The story includes details how policy innovations were tailored to school and district office priorities; the features of these schools’ structures, climates, and routines that were conducive to implementation; and how these innovations were able to penetrate the classroom boundaries.

Managing the New Tools in K-12 Teaching and Learning

How Technology Can Enable School Improvement

Author: Jerome A. Schulz

Publisher: Rowman & Littlefield

ISBN: 1475836651

Category: Education

Page: 214

View: 7184


Managing the New Tools in K-12 Teaching and Learning discusses how we can manage our technology efforts more effectively. It gives an overview of learning technology components, such as student devices and data system infrastructure. And, it provides case studies of how this is being done at pioneering districts

The Make-or-Break Year

Solving the Dropout Crisis One Ninth Grader at a Time

Author: Emily Krone Phillips

Publisher: The New Press

ISBN: 1620973243

Category: Education

Page: N.A

View: 8382


“A remarkable book.” —Washington Post An entirely fresh approach to ending the high school dropout crisis is revealed in this groundbreaking chronicle of unprecedented transformation in a city notorious for its “failing schools” In eighth grade, Eric thought he was going places. But by his second semester of freshman year at Hancock High, his D’s in Environmental Science and French, plus an F in Mr. Castillo’s Honors Algebra class, might have suggested otherwise. Research shows that students with more than one semester F during their freshman year are very unlikely to graduate. If Eric had attended Hancock—or any number of Chicago’s public high schools—just a decade earlier, chances are good he would have dropped out. Instead, Hancock’s new way of responding to failing grades, missed homework, and other red flags made it possible for Eric to get back on track. The Make-or-Break Year is the largely untold story of how a simple idea—that reorganizing schools to get students through the treacherous transitions of freshman year greatly increases the odds of those students graduating—changed the course of two Chicago high schools, an entire school system, and thousands of lives. Marshaling groundbreaking research on the teenage brain, peer relationships, and academic performance, journalist turned communications expert Emily Krone Phillips details the emergence of Freshman OnTrack, a program-cum-movement that is translating knowledge into action—and revolutionizing how teachers grade, mete out discipline, and provide social, emotional, and academic support to their students. This vivid description of real change in a faulty system will captivate anyone who cares about improving our nation’s schools; it will inspire educators and families to reimagine their relationships with students like Eric, and others whose stories affirm the pivotal nature of ninth grade for all young people. In a moment of relentless focus on what doesn’t work in education and the public sphere, Phillips’s dramatic account examines what does.

Learning Engineering for Online Education

Theoretical Contexts and Design-Based Examples

Author: Chris Dede,John Richards,Bror Saxberg

Publisher: Routledge

ISBN: 1351186175

Category: Education

Page: 232

View: 9021


Learning Engineering for Online Education is a comprehensive overview of the emerging field of learning engineering, a form of educational optimization driven by analytics, design-based research, and fast-paced, large-scale experimentation. Chapters written by instructional design and distance learning innovators explore the theoretical context of learning engineering and provide design-based examples from top educational institutions. Concluding with an agenda for future research, this volume is essential for those interested in using data and high-quality outcome evidence to improve student engagement, instructional efficacy, and results in online and blended settings.

The Stupidity Epidemic

Worrying about Students, Schools, and America's Future

Author: Joel Best

Publisher: Routledge

ISBN: 0415892090

Category: Education

Page: 53

View: 8084


Critics often warn that American schools are failing, and that our students are ill-prepared for the challenges the future holds, and may even be "the dumbest generation." We can think of these claims as warning about a Stupidity Epidemic. This essay begins by tracing the history of the idea of that American students, teachers, and schools are somehow getting worse; the record shows that critics have been issuing such warnings for more than 150 years. It then examines four sets of data that speak to whether educational deterioration is taking place. First, data on educational attainment show a clear trend: more students are getting more education. Second, standardized test scores suggest that American students are performing somewhat better; certainly most test scores do not indicate that students are getting worse. Third, measures of popular knowledge also show evidence of improvement. Fourth, there is clear evidence that IQ scores have been rising. In other words, the best available evidence fails to support claims about a Stupidity Epidemic. The essay then turns to exploring several reasons why belief in educational decline is so common, and concludes by suggesting some more useful ways to think about educational problems. The goal of this new, unique Series is to offer readable, teachable "thinking frames" on today's social problems and social issues by leading scholars, all in short 60 page or shorter formats, and available for view on http://routledge.customgateway.com/routledge-social-issues.html For instructors teaching a wide range of courses in the social sciences, the Routledge Social Issues Collection now offers the best of both worlds: originally written short texts that provide "overviews" to important social issues as well as teachable excerpts from larger works previously published by Routledge and other presses.

Developing Faculty Learning Communities at Two-Year Colleges

Collaborative Models to Improve Teaching and Learning

Author: Susan Sipple,Robin Lightner

Publisher: Stylus Publishing, LLC

ISBN: 157922847X

Category: Education

Page: 224

View: 548


This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.

School's Out

The Case for Abandoning Failing Public Schools and the Rebirth of American Education at Home

Author: Jack F. Troy

Publisher: iUniverse

ISBN: 0595433057

Category: Education

Page: 288

View: 817


School's Out examines the alternatives to failing public schools. It offers parents the means to give their children a real education that prepares them for life as adults. It includes examples and anecdotes from the writer's thirty-six years of teaching and counseling children in the public schools of San Francisco. School's Out guides parents in planning and carrying out a sound educational program with references to print and electronic sources, teaching techniques, and psychological principles in mentoring their children.

The State of School Science

A Review of the Teaching of Mathematics, Science and Social Studies in American Schools, and Recommendations for Improvements

Author: N.A

Publisher: National Academies


Category: Mathematics

Page: 83

View: 8512