Verfügbarkeit: Organizing Schools for Productive Learning

Organizing Schools for Productive Learning:

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Bibliographische Detailangaben
Hauptverfasser:	Sharan, Shlomo (VerfasserIn), Tan, Ivy Geok Chin (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Berlin Springer 2008
Schlagworte:	Schulentwicklungsplanung Schulklima
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	IX, 111 S.
ISBN:	9781402083945 1402083947

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MARC


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Datensatz im Suchindex

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adam_text	Contents About the Authors ............................................................................................ xi Listof Tables ..................................................................................................... xiii List of Figures ................................................................................................... xv The Purpose of This Book ............................................................................... 1 Introduction ...................................................................................................... 3 Students Are Bored in School ..................................................................... 4 Why the Boredom? ...................................................................................... 5 The Road to Productive Learning in School ................................................ 6 1 Two Models of School Structure ............................................................... 9 Structural Change: Necessary but Not Sufficient ........................................ 9 Organizational Regularities in School ......................................................... 10 The One-by-One Formula ........................................................................ 10 The One-by-One Formula and the Hierarchical Nature of Bureaucracy ............................................................................. 11 A Hard-Nosed View of the One-by-One Concept ................................... 13 The Greater-Than-One Formula .............................................................. 14 A Policy of Instructional Coherence ........................................................... 15 The Discipline-Oriented Organization of Schools ...................................... 19 Human Organization Is Contrived ............................................................... 22 What Structure Cannot Do for Teachers ...................................................... 24 School Organization and Teaching Practices: A Summary of Our Goals ........................................................................... 26 2 The School as a Community; The School in the Community ................ 27 Part 1: The School as a Community ............................................................ 27 School Organization and Community ..................................................... 28 Communities and Other Enterprises ........................................................ 30 The Goals of the School as a Community ............................................... 32 Community and Academic Disciplines ................................................... 34 Qualities of Leadership ............................................................................ 35 Part 2: The School in the Community ......................................................... 36 The Community as a Site for Learning ................................................... 36 Student Engagement in Learning ............................................................. 41 A Cognitive-Affective Concept ................................................................... 41 Engagement and the Learning Environment ............................................... 42 Engagement and Students Conceptions of Learning .................................................................................................. 43 Meaning and Student Autonomy ................................................................. 44 Class Size and School Size ......................................................................... 47 What Is a Large Class? ................................................................................ 47 Teaching Methods Omitted from Studies of Class Size .............................. 49 Does Class Size Inhibit Innovation? ............................................................ 52 School Size .................................................................................................. 53 The Integrated Curriculum ...................................................................... 57 The Fusion of Academic Disciplines .......................................................... 57 The Problem of Relevance ........................................................................... 58 The Problem of Integration .......................................................................... 61 Duration of Class Sessions and the Problem of Teaching Method ................................................................................... 67 The Anticipated Demise of the 50-Minute Hour ......................................... 68 Alternative Teaching Methods and the 50-Minute Hour ............................. 69 More Alternative Schedules ........................................................................ 70 Extensive and Intensive Study Projects ....................................................... 71 How Schedule Reform Affects Teaching: Some Research ......................... 72 Teachers Evaluations .................................................................................. 73 Results Regarding Students ......................................................................... 74 Some Conclusions ....................................................................................... 75 Student Assessment .................................................................................... 77 Assessment as Testing ................................................................................. 77 Alternative Assessment ............................................................................... 78 Summative and Formative Assessment ....................................................... 80 More Alternative Approaches to Assessment .............................................. 82 8 A Systems Approach to Organization and Instruction in Schools ......................................................................... 85 Systems Integrate, Bureaucracies Separate ................................................. 85 A System Is Not a Collection ...................................................................... 86 Classrooms as Social Systems ..................................................................... 88 Can Schools Adopt New Principles of Organization? ................................. 90 References ......................................................................................................... 91 Author Index ..................................................................................................... 97 Subject Index .................................................................................................... 101
adam_txt	Contents About the Authors . xi Listof Tables . xiii List of Figures . xv The Purpose of This Book . 1 Introduction . 3 Students Are Bored in School . 4 Why the Boredom? . 5 The Road to Productive Learning in School . 6 1 Two Models of School Structure . 9 Structural Change: Necessary but Not Sufficient . 9 Organizational Regularities in School . 10 The One-by-One Formula . 10 The "One-by-One" Formula and the Hierarchical Nature of Bureaucracy . 11 A Hard-Nosed View of the One-by-One Concept . 13 The Greater-Than-One Formula . 14 A Policy of Instructional Coherence . 15 The Discipline-Oriented Organization of Schools . 19 Human Organization Is Contrived . 22 What Structure Cannot Do for Teachers . 24 School Organization and Teaching Practices: A Summary of Our Goals . 26 2 The School as a Community; The School in the Community . 27 Part 1: The School as a Community . 27 School Organization and Community . 28 Communities and Other Enterprises . 30 The Goals of the School as a Community . 32 Community and Academic Disciplines . 34 Qualities of Leadership . 35 Part 2: The School in the Community . 36 The Community as a Site for Learning . 36 Student Engagement in Learning . 41 A Cognitive-Affective Concept . 41 Engagement and the Learning Environment . 42 Engagement and Students' Conceptions of Learning . 43 Meaning and Student Autonomy . 44 Class Size and School Size . 47 What Is a Large Class? . 47 Teaching Methods Omitted from Studies of Class Size . 49 Does Class Size Inhibit Innovation? . 52 School Size . 53 The Integrated Curriculum . 57 The Fusion of Academic Disciplines . 57 The Problem of Relevance . 58 The Problem of Integration . 61 Duration of Class Sessions and the Problem of Teaching Method . 67 The Anticipated Demise of the 50-Minute Hour . 68 Alternative Teaching Methods and the 50-Minute Hour . 69 More Alternative Schedules . 70 Extensive and Intensive Study Projects . 71 How Schedule Reform Affects Teaching: Some Research . 72 Teachers' Evaluations . 73 Results Regarding Students . 74 Some Conclusions . 75 Student Assessment . 77 Assessment as Testing . 77 Alternative Assessment . 78 Summative and Formative Assessment . 80 More Alternative Approaches to Assessment . 82 8 A Systems Approach to Organization and Instruction in Schools . 85 Systems Integrate, Bureaucracies Separate . 85 A System Is Not a Collection . 86 Classrooms as Social Systems . 88 Can Schools Adopt New Principles of Organization? . 90 References . 91 Author Index . 97 Subject Index . 101
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title	Organizing Schools for Productive Learning
title_auth	Organizing Schools for Productive Learning
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title_full	Organizing Schools for Productive Learning Shlomo Sharan ; Ivy Geok Chin Tan
title_fullStr	Organizing Schools for Productive Learning Shlomo Sharan ; Ivy Geok Chin Tan
title_full_unstemmed	Organizing Schools for Productive Learning Shlomo Sharan ; Ivy Geok Chin Tan
title_short	Organizing Schools for Productive Learning
title_sort	organizing schools for productive learning
topic	Schulentwicklungsplanung (DE-588)4127661-9 gnd Schulklima (DE-588)4180169-6 gnd
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