Organizing Schools for Productive Learning

Author: Shlomo Sharan
Publisher: Springer Science & Business Media
ISBN: 1402083955
Format: PDF, Docs
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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.

Organizing Schools for Improvement

Author: Anthony S. Bryk
Publisher: University of Chicago Press
ISBN: 0226078019
Format: PDF, Mobi
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In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.

The International Handbook of Collaborative Learning

Author: Cindy E. Hmelo-Silver
Publisher: Routledge
ISBN: 1136869557
Format: PDF
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Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book is structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology. Key features include the following: Comprehensive and Global – This is the first book to provide a comprehensive review of the widely scattered research on collaborative learning including the contributions of many international authors. Cross disciplinary – The field of collaborative learning is highly interdisciplinary drawing scholars from psychology, computer science, mathematics education, science education, and educational technology. Within psychology, the book brings together perspectives from cognitive, social, and developmental psychology as well as from the cross-disciplinary field of the learning sciences. Chapter Structure – To ensure consistency across the book, authors have organized their chapters around integrative themes and issues. Each chapter author summarizes the accumulated literature related to their chapter topic and identifies the strengths and weaknesses of the supporting evidence. Strong Methodology – Each chapter within the extensive methodology section describes a specific methodology, its underlying assumptions, and provide examples of its application. This book is appropriate for researchers and graduate level instructors in educational psychology, learning sciences, cognitive psychology, social psychology, computer science, educational technology, teacher education and the academic libraries serving them. It is also appropriate as a graduate level textbook in collaborative learning, computer-supported collaborative learning, cognition and instruction, educational technology, and learning sciences.

Organizing Schools

Author: William Bailey
Publisher: R&L Education
ISBN: 1566764866
Format: PDF, Kindle
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Provides information to help administrators organize school structure, advance effective techniques, increase worker satisfaction, and promote productivity.

Organizing Schools to Encourage Self Direction in Learners

Author: R. Skager
Publisher: Elsevier
ISBN: 1483295729
Format: PDF, ePub, Mobi
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Summarizes and synthesizes four case studies of schools organized to develop self-direction in students. A theoretical perspective on the origins of self-direction is presented and integrated with the findings. The schools, located in the Federal Republic of Germany, Hungary, the Philippines and the USA were studied by local research teams operating under criteria developed for the research. The book seeks to develop a more accurate perspective on the psychological and behavioral characteristics of self-directed learners and to analyze how schools in four different national contexts are organized for the purpose of promoting self-direction in learners.

Creating Productive Cultures in Schools

Author: Joseph Murphy
Publisher: Corwin Press
ISBN: 1483353893
Format: PDF, Kindle
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Your path to sustainable school improvement starts here! School reform scholars Joseph Murphy and Daniela Torre shed light on the components that promote learning-centered leadership at the secondary level. Strengthen your school culture and discover clearly defined processes for engagement among students, teachers, parents and community members. Learn to: • Understand variables that shape leadership practices and student learning • Cultivate school, community, and parent partnerships • Include both rigor and acceleration within a caring culture, particularly for at-risk schools • Create communities of professionalism for teachers Use this comprehensive resource to explore how comprehensive school improvement really works!

How Parents Can Help Their Children Get Organized and Learn to be Productive

Author: Laura Stack
Publisher: Productivity Pro Press
ISBN: 1627230173
Format: PDF, Mobi
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Parents can help their children with the ongoing struggles they endure: disorganized bedrooms, poor time management, problems in school, and stress. Who better to learn than from Laura Stack, mother of three and president of The Productivity Pro, a time management training company! There are several important areas you can help your children organize to keep their home and school lives running smoothly, setting them up for success later in life: • Handling Difficult Transition Times • Creating Order, Systems, and Tools • Succeeding in School and Getting Organized • Completing Chores and Being Responsible • Managing Time, Activities, and Sports Being organized is not innate: children aren't born with this ability. With a little help from you, your children can learn to successfully manage their time. These five strategies will teach you how to help them become productive citizens. You can discover many more systems in Laura Stack's book: Find More Time: How to Get Things Done at Home, Organize Your Life, and Feel Great About It.

The Architecture of Productive Learning Networks

Author: Lucila Carvalho
Publisher: Routledge
ISBN: 1135070180
Format: PDF
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The Architecture of Productive Learning Networks explores the characteristics of productive networked learning situations and, through a series of case studies, identifies some of the key qualities of successful designs. The case studies include networks from a variety of disciplinary and professional fields, including graphic design, chemistry, health care, library science, and teacher education. These learning networks have been implemented in a variety of settings: undergraduate courses in higher education, continuing professional development, and informal networks for creating and sharing knowledge on a particular topic. They are rich in reusable design ideas. The book introduces a framework for analyzing learning networks to show how knowledge, human interaction and physical and digital resources combine in the operation of productive learning networks. The book also argues that learning through interaction in networks has a long history. It combines ideas from architecture, anthropology, archaeology, education, sociology and organizational theory to illustrate and understand networked forms of learning.

Portraits of Productive Schools

Author: Uwe Hameyer
Publisher: SUNY Press
ISBN: 9780791425008
Format: PDF, Docs
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Based on the study of successful cases in several countries, this book shows what it takes to put activity-based science programs into practice in elementary schools.

The Productive High School

Author: Joseph Murphy
Publisher: Corwin Press
ISBN: 9780761977780
Format: PDF
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This book provides research-based literature focused on high school level educational reform—an area not adequately addressed by the current literature on school reform.