Schooling for life :: reclaiming the essence of learning /
Too many students experience school as a place to put in time ... and view their lives within school walls as distinctly different from their lives at home and in their community. Too many educators seem to share that point of view and focus more on lists of standards than the students they are supp...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Alexandria, Va. :
Association for Supervision and Curriculum Development,
©2002.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Too many students experience school as a place to put in time ... and view their lives within school walls as distinctly different from their lives at home and in their community. Too many educators seem to share that point of view and focus more on lists of standards than the students they are supposed to serve. This book is about how we might blur the distinctions between "school life" and "real life," between learning and teaching, between learning well and living well. It's for anyone who has ever asked . When did we decide test scores were more important than understanding? . When did we accept the image of teachers as mere implementers of state curricula? . When did we accept the idea that schools are places where no one has to think too hard? This book is a rallying cry to our true educational mission. It's an assertion that we can have the schools we really want if we're bold enough to look beyond the myths of what a good school is, and instead, work to facilitate intellectual, ethical, and aesthetic growth in our students and ourselves. Author Jacqueline Grennon Brooks goes inside the classroom to share the experiences of teachers, parents, and students and to present contrasting examples of schooling that honors the complexity of learning and life and schooling that ignores it. It's a journey that will inspire the reexamination of practices and the revitalization of schools. |
| Beschreibung: | 1 online resource (x, 155 pages) : illustrations |
| Bibliographie: | Includes bibliographical references (pages 145-149). |
| ISBN: | 0871207532 9780871207531 9781416601142 1416601147 9780871206589 0871206587 |
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| 100 | 1 | |a Brooks, Jacqueline Grennon. | |
| 245 | 1 | 0 | |a Schooling for life : |b reclaiming the essence of learning / |c Jacqueline Grennon Brooks. |
| 260 | |a Alexandria, Va. : |b Association for Supervision and Curriculum Development, |c ©2002. | ||
| 300 | |a 1 online resource (x, 155 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
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| 504 | |a Includes bibliographical references (pages 145-149). | ||
| 505 | 0 | |a Learning to live a life. A life with standards. Learning to find and solve problems. Common thinking. Changing images of complex systems. A life with questions. Really knowing. Conflict resolution versus conflict suppression. Safe and sound. A life in search of meaning. Teaching for big ideas. Meaning, lost and found. Big ideas and details -- Unlearning lessons learned in school. Dispiriting lessons and missed conversations. Questions of climate. Lessons learned. Scripts that suppress. Showing up and following directions. Understanding the instructional program. Beyond showing up and following directions. Learning what we need to learn. The true negatives of false positives. Focused to a fault. Students the way they are. One of life's experiments. Flexible facts -- Lessons that last. Uncertainties and imperfections. Risks, gains, and guarantees. "The big picture," again. Teacher scaffolding. Back to the heart of the matter. Negotiating curriculum. Curriculum with embedded assessment. It takes a child. Beginning with understanding in mind. Broken compasses. Opening eyes. Finding common ground for learning. Old issues, new images. Tough questions, evolving answers. Structure and efficiency. Collective leadership. Dreams and disobedience. | |
| 520 | |a Too many students experience school as a place to put in time ... and view their lives within school walls as distinctly different from their lives at home and in their community. Too many educators seem to share that point of view and focus more on lists of standards than the students they are supposed to serve. This book is about how we might blur the distinctions between "school life" and "real life," between learning and teaching, between learning well and living well. It's for anyone who has ever asked . When did we decide test scores were more important than understanding? . When did we accept the image of teachers as mere implementers of state curricula? . When did we accept the idea that schools are places where no one has to think too hard? This book is a rallying cry to our true educational mission. It's an assertion that we can have the schools we really want if we're bold enough to look beyond the myths of what a good school is, and instead, work to facilitate intellectual, ethical, and aesthetic growth in our students and ourselves. Author Jacqueline Grennon Brooks goes inside the classroom to share the experiences of teachers, parents, and students and to present contrasting examples of schooling that honors the complexity of learning and life and schooling that ignores it. It's a journey that will inspire the reexamination of practices and the revitalization of schools. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Thought and thinking |x Study and teaching |z United States. | |
| 650 | 0 | |a Constructivism (Education) |z United States. | |
| 650 | 0 | |a Active learning |z United States. | |
| 650 | 6 | |a Pensée |x Étude et enseignement |z États-Unis. | |
| 650 | 6 | |a Constructivisme (Éducation) |z États-Unis. | |
| 650 | 6 | |a Apprentissage par l'action |z États-Unis. | |
| 650 | 7 | |a EDUCATION |x Educational Psychology. |2 bisacsh | |
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| 650 | 7 | |a Constructivism (Education) |2 fast | |
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| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 653 | |a Humaniora |a Pædagogik. | ||
| 758 | |i has work: |a Schooling for life (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGh7v8MxBTRGQY7w4YRrD3 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Brooks, Jacqueline Grennon. |t Schooling for life. |d Alexandria, Va. : Association for Supervision and Curriculum Development, ©2002 |z 0871206587 |w (DLC) 2002005826 |w (OCoLC)49602380 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EDU-ocm51520165 |
|---|---|
| _version_ | 1816797219956719616 |
| adam_text | |
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| author | Brooks, Jacqueline Grennon |
| author_facet | Brooks, Jacqueline Grennon |
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| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1590 |
| callnumber-raw | LB1590.3 .B753 2002eb |
| callnumber-search | LB1590.3 .B753 2002eb |
| callnumber-sort | LB 41590.3 B753 42002EB |
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| collection | ZDB-4-EDU |
| contents | Learning to live a life. A life with standards. Learning to find and solve problems. Common thinking. Changing images of complex systems. A life with questions. Really knowing. Conflict resolution versus conflict suppression. Safe and sound. A life in search of meaning. Teaching for big ideas. Meaning, lost and found. Big ideas and details -- Unlearning lessons learned in school. Dispiriting lessons and missed conversations. Questions of climate. Lessons learned. Scripts that suppress. Showing up and following directions. Understanding the instructional program. Beyond showing up and following directions. Learning what we need to learn. The true negatives of false positives. Focused to a fault. Students the way they are. One of life's experiments. Flexible facts -- Lessons that last. Uncertainties and imperfections. Risks, gains, and guarantees. "The big picture," again. Teacher scaffolding. Back to the heart of the matter. Negotiating curriculum. Curriculum with embedded assessment. It takes a child. Beginning with understanding in mind. Broken compasses. Opening eyes. Finding common ground for learning. Old issues, new images. Tough questions, evolving answers. Structure and efficiency. Collective leadership. Dreams and disobedience. |
| ctrlnum | (OCoLC)51520165 |
| dewey-full | 370.15/23 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15/23 |
| dewey-search | 370.15/23 |
| dewey-sort | 3370.15 223 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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"><subfield code="a">Includes bibliographical references (pages 145-149).</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Learning to live a life. A life with standards. Learning to find and solve problems. Common thinking. Changing images of complex systems. A life with questions. Really knowing. Conflict resolution versus conflict suppression. Safe and sound. A life in search of meaning. Teaching for big ideas. Meaning, lost and found. Big ideas and details -- Unlearning lessons learned in school. Dispiriting lessons and missed conversations. Questions of climate. Lessons learned. Scripts that suppress. Showing up and following directions. Understanding the instructional program. Beyond showing up and following directions. Learning what we need to learn. The true negatives of false positives. Focused to a fault. Students the way they are. One of life's experiments. Flexible facts -- Lessons that last. Uncertainties and imperfections. Risks, gains, and guarantees. "The big picture," again. Teacher scaffolding. Back to the heart of the matter. Negotiating curriculum. Curriculum with embedded assessment. It takes a child. 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When did we accept the idea that schools are places where no one has to think too hard? This book is a rallying cry to our true educational mission. It's an assertion that we can have the schools we really want if we're bold enough to look beyond the myths of what a good school is, and instead, work to facilitate intellectual, ethical, and aesthetic growth in our students and ourselves. Author Jacqueline Grennon Brooks goes inside the classroom to share the experiences of teachers, parents, and students and to present contrasting examples of schooling that honors the complexity of learning and life and schooling that ignores it. 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| geographic | United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq |
| geographic_facet | United States |
| id | ZDB-4-EDU-ocm51520165 |
| illustrated | Illustrated |
| indexdate | 2024-11-26T14:54:06Z |
| institution | BVB |
| isbn | 0871207532 9780871207531 9781416601142 1416601147 9780871206589 0871206587 |
| language | English |
| oclc_num | 51520165 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
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| physical | 1 online resource (x, 155 pages) : illustrations |
| psigel | ZDB-4-EDU |
| publishDate | 2002 |
| publishDateSearch | 2002 |
| publishDateSort | 2002 |
| publisher | Association for Supervision and Curriculum Development, |
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| spelling | Brooks, Jacqueline Grennon. Schooling for life : reclaiming the essence of learning / Jacqueline Grennon Brooks. Alexandria, Va. : Association for Supervision and Curriculum Development, ©2002. 1 online resource (x, 155 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references (pages 145-149). Learning to live a life. A life with standards. Learning to find and solve problems. Common thinking. Changing images of complex systems. A life with questions. Really knowing. Conflict resolution versus conflict suppression. Safe and sound. A life in search of meaning. Teaching for big ideas. Meaning, lost and found. Big ideas and details -- Unlearning lessons learned in school. Dispiriting lessons and missed conversations. Questions of climate. Lessons learned. Scripts that suppress. Showing up and following directions. Understanding the instructional program. Beyond showing up and following directions. Learning what we need to learn. The true negatives of false positives. Focused to a fault. Students the way they are. One of life's experiments. Flexible facts -- Lessons that last. Uncertainties and imperfections. Risks, gains, and guarantees. "The big picture," again. Teacher scaffolding. Back to the heart of the matter. Negotiating curriculum. Curriculum with embedded assessment. It takes a child. Beginning with understanding in mind. Broken compasses. Opening eyes. Finding common ground for learning. Old issues, new images. Tough questions, evolving answers. Structure and efficiency. Collective leadership. Dreams and disobedience. Too many students experience school as a place to put in time ... and view their lives within school walls as distinctly different from their lives at home and in their community. Too many educators seem to share that point of view and focus more on lists of standards than the students they are supposed to serve. This book is about how we might blur the distinctions between "school life" and "real life," between learning and teaching, between learning well and living well. It's for anyone who has ever asked . When did we decide test scores were more important than understanding? . When did we accept the image of teachers as mere implementers of state curricula? . When did we accept the idea that schools are places where no one has to think too hard? This book is a rallying cry to our true educational mission. It's an assertion that we can have the schools we really want if we're bold enough to look beyond the myths of what a good school is, and instead, work to facilitate intellectual, ethical, and aesthetic growth in our students and ourselves. Author Jacqueline Grennon Brooks goes inside the classroom to share the experiences of teachers, parents, and students and to present contrasting examples of schooling that honors the complexity of learning and life and schooling that ignores it. It's a journey that will inspire the reexamination of practices and the revitalization of schools. Print version record. Thought and thinking Study and teaching United States. Constructivism (Education) United States. Active learning United States. Pensée Étude et enseignement États-Unis. Constructivisme (Éducation) États-Unis. Apprentissage par l'action États-Unis. EDUCATION Educational Psychology. bisacsh Active learning fast Constructivism (Education) fast Thought and thinking Study and teaching fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Humaniora Pædagogik. has work: Schooling for life (Text) https://id.oclc.org/worldcat/entity/E39PCGh7v8MxBTRGQY7w4YRrD3 https://id.oclc.org/worldcat/ontology/hasWork Print version: Brooks, Jacqueline Grennon. Schooling for life. Alexandria, Va. : Association for Supervision and Curriculum Development, ©2002 0871206587 (DLC) 2002005826 (OCoLC)49602380 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=75831 Volltext |
| spellingShingle | Brooks, Jacqueline Grennon Schooling for life : reclaiming the essence of learning / Learning to live a life. A life with standards. Learning to find and solve problems. Common thinking. Changing images of complex systems. A life with questions. Really knowing. Conflict resolution versus conflict suppression. Safe and sound. A life in search of meaning. Teaching for big ideas. Meaning, lost and found. Big ideas and details -- Unlearning lessons learned in school. Dispiriting lessons and missed conversations. Questions of climate. Lessons learned. Scripts that suppress. Showing up and following directions. Understanding the instructional program. Beyond showing up and following directions. Learning what we need to learn. The true negatives of false positives. Focused to a fault. Students the way they are. One of life's experiments. Flexible facts -- Lessons that last. Uncertainties and imperfections. Risks, gains, and guarantees. "The big picture," again. Teacher scaffolding. Back to the heart of the matter. Negotiating curriculum. Curriculum with embedded assessment. It takes a child. Beginning with understanding in mind. Broken compasses. Opening eyes. Finding common ground for learning. Old issues, new images. Tough questions, evolving answers. Structure and efficiency. Collective leadership. Dreams and disobedience. Thought and thinking Study and teaching United States. Constructivism (Education) United States. Active learning United States. Pensée Étude et enseignement États-Unis. Constructivisme (Éducation) États-Unis. Apprentissage par l'action États-Unis. EDUCATION Educational Psychology. bisacsh Active learning fast Constructivism (Education) fast Thought and thinking Study and teaching fast |
| title | Schooling for life : reclaiming the essence of learning / |
| title_auth | Schooling for life : reclaiming the essence of learning / |
| title_exact_search | Schooling for life : reclaiming the essence of learning / |
| title_full | Schooling for life : reclaiming the essence of learning / Jacqueline Grennon Brooks. |
| title_fullStr | Schooling for life : reclaiming the essence of learning / Jacqueline Grennon Brooks. |
| title_full_unstemmed | Schooling for life : reclaiming the essence of learning / Jacqueline Grennon Brooks. |
| title_short | Schooling for life : |
| title_sort | schooling for life reclaiming the essence of learning |
| title_sub | reclaiming the essence of learning / |
| topic | Thought and thinking Study and teaching United States. Constructivism (Education) United States. Active learning United States. Pensée Étude et enseignement États-Unis. Constructivisme (Éducation) États-Unis. Apprentissage par l'action États-Unis. EDUCATION Educational Psychology. bisacsh Active learning fast Constructivism (Education) fast Thought and thinking Study and teaching fast |
| topic_facet | Thought and thinking Study and teaching United States. Constructivism (Education) United States. Active learning United States. Pensée Étude et enseignement États-Unis. Constructivisme (Éducation) États-Unis. Apprentissage par l'action États-Unis. EDUCATION Educational Psychology. Active learning Constructivism (Education) Thought and thinking Study and teaching United States |
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