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Sequence 75and take the necessary risks to work at this level of commitment. But it means a new view of teachers in the educational… |
Sequence 76References Atwell, N. (ed.). (1989). Coming to know: Writing to I.earn in the intermediate grades. Ponsmouth, NH. Heinemann… |
Sequence 77- ------------------- PROJECT 2061: EDUCATION FOR A CHANGING FuruRE by F. James Rutherford Introduction In his… |
Sequence 78The American Association for the Advancement of Science (AAAS) has undenaken a comprehensive, long-term initiative to… |
Sequence 79• Enables all Americans to panicipate fully and intelligently in making sound personal, social, and political decisions… |
Sequence 80ioral sciences; mathematics, and technology, and the interrelationships among these fields. • Cares about high-quality… |
Sequence 81limited number of already involved sites, then build momentum within two years with a larger set of carefully selected and… |
Sequence 82COAUTION OF ~ENTIAL SCHOOLS by Michael Goldman In straight-forward language, Michael Goldman challenges the conference to… |
Sequence 83Let me give you a little background on the Coalition of Essential Schools. Ted Sizer, the chairman, whom you will meet… |
Sequence 84The ultimate goal of this colonialization project was for the kids to make a presentation to their parents who were going to… |
Sequence 85success because the kids were able co model what we were doing. But co gee the kids to do something like the Paidc;ia program… |
Sequence 86oversee. I became daddy for 15 kids, something that also is built into the structure of the school. But within that advisory… |
Sequence 87SLHOOL OF THOUGHT: PATHWAYS TO EDUCATIONAL REFOR [ Sction Thne PATHWAYS TO EDUCATIONAL REFOR HIGHER ORDER KILLS… |
Sequence 88HELPING Om.DREN THINK by Matthew Lipman The distillation of the thinking process is a necessary component for schools and… |
Sequence 89every school, at every grade levd, a course that represents a pilot version of what we think education can be. I do not… |
Sequence 90courses, but raise them to a higher level. For example, co understand the subject matter of history, one needs to understand… |
Sequence 919. The new course would exemplify the ideal possibilities of educational experience. Such an experience would provide… |
Sequence 92methods of such ingenuity to their offspring. Thinking began in earnest with the teaching of chinking. As a result, our… |
Sequence 93But the situation, while bleak enough, is not without hope. I suppose that our society is not one that suffers ideas gladly,… |
Sequence 94CRmCAL THINKING by David Perkins David Perkins' self-conducted interview about Critical Thinking puts forward the… |
Sequence 95Why not? Well, there are a couple of reasons. First of all, there is a lot that critical thin.king isn't about. For… |
Sequence 96goals seriously, it turns out that we need a lot more critical and creative thinking as a part of the process of education.… |
Sequence 97would call integrative mental models-big pictures, maps, images, even poetry that help set things into place. Research shows… |
Sequence 98But we don t have time for awther curriculum. We have enough troubk with the regular curriculum without adding a… |
Sequence 99I think is missing, and I chink ic' s missing on a massive scale even within some very valuable instructional methods. A… |
Sequence 100RHOUSOF THOUGHT: PATHWAYS TO EDUCATIONAL REFORM @ Secion o CLEARING PATHWAYS: SYSTEMIC CHANGE WIAT IS ESSENTIAL TO… |
Sequence 101Theodore R Sizer 96 The NAMTA]oumat-Special Edition |
Sequence 102WHAT IS FssENTIAL To EDUCATIONAL REFORM? by Theodore R Sizer Ted Sizer cites the necessity far educati.onal change which… |
Sequence 103must repair." I think that quote speaks co our condition very directly. Those words are rather different from the… |
Sequence 104everything else that's imponanc in the schools, and that everything that is imponanc in the school is affected by the… |
Sequence 105and also of Rexford Brown's. This very simple, old-fashioned matter having to do with learning and therefore with… |
Sequence 106"textbooked" it, but only rarely did we cast it, in terms of intriguing and interesting questions. So, if… |
Sequence 107kind of question, one subject matter, others are engaged by another set. You know that when you want to get a group of kids… |
Sequence 108"on task." So the typical American high school srudent spends seven 35-minute periods on usually five or six… |
Sequence 109civilities of life allow you to think wdl. And good schools do that. They have to be very simply organized in order co unleash… |
Sequence 110stand that you can't teach biology or anything else unless you're a philosopher. So those are some examples. I could… |
Sequence 111conventionally defined. The aphorism "Less Is More" should dominate: curricular decisions should be guided… |
Sequence 112first (teachers and scholars in general education) and specialists second (expens in but one panicular discipline). Staff… |
Sequence 113Rexford Brown 108 The NAMTA journal-Special Edition |
Sequence 114CUmvATING A LITERACY OFTuOUGHTRJINESS by Rexford Brown Rexford Browns book, Schools of Thought, which provided the program… |
Sequence 115of the school districrs we studied in the United States was committed to fostering, on a wide scale, the kinds of activities… |
Sequence 116learning. We came to call this language "talkinbout," because we saw so many people talking about reading… |
Sequence 117the barriers is an absolute deterrent, but the total combination constitutes a formidable challenge. We asked teachers and… |
Sequence 118schools, much can be done to structure and use time differently. Teachers can "block time"-that is, put two… |
Sequence 119given reason why there is not more thoughtfolness in the schoolr. Teachers feel that they must cover an already sprawling and… |
Sequence 120the l 990s begin. One aims co ceach elements of thinking and problem solving direccly, either as subjects in themselves or,… |
Sequence 121through infusion of thinking into the entire curriculum-do not call for struccural changes in schooling as we now know it.… |
Sequence 122performance is related to intelligence, and that intelligence is primarily a product of genetic inheritance. The bell-shaped… |
Sequence 123than basic skills, because they will most probably be doing low-level work after they leave school. Some people told us that… |
Sequence 124her clinical experience--if he or she had one, and if it was done well. These are big ifi. The kind of literacy that we are… |
Sequence 125kindergarten through grade 2, intermediate schools, middle schools, junior high schools, and high schools. Time, coo, is… |
Sequence 126across subject areas {reading and writing, for instance). Union leaders and managers see things differently; so do ethnic… |
Sequence 127References Brown, Rexford. (1989a). 'Testing and thoughtfulness." Education Leader- ship, 46 (7), 31-33. Brown… |
Sequence 1283. Q}ltstioning strategies. Do teacher or students ask open-ended questions or questions that call for analysis, synthesis,… |
Sequence 129Michael G. Fu/Ian 124 The NAMTA]ournal-Specia/ Edition |
Sequence 130CHANGE AND RFsfRUCTURING by Michael G. Pullan Michael Fullan s treatise on change and restructuring clearly comes from real… |
Sequence 131about change effectively. In making the change process explicit, I want to make it clear chat I'm not talking about… |
Sequence 132systems. And of course, another irony is that those who preach change always preach how someone else should go about change,… |
Sequence 133talk about these things in a much more differentiated way. It's not just their changing or their not changing; they are… |
Sequence 134things go wrong before they go right, even if there has been pre-implementation preparation such as inservice, and even if… |
Sequence 135new insights or beliefs rather than the other way around, although learning styles differ for people. The brute sanity… |
Sequence 136way, and generally things do get staned before they get implemented and before they get institutionalized. But as we know now… |
Sequence 137teachers in a position to say how they are going co go about pursuing this goal, this change that they want to do. Will we use… |
Sequence 138and the other good, but chat's not what this research says. Several years ago there was a book written by an Ontario… |
Sequence 139then the implementation dip is relevant and the role of rewards is relevant. The ninth factor is the critical role of… |
Sequence 140point to say ownership is crucial to successful change, everyone would no doubt agree with that. But it begs the question of… |
Sequence 141People don't need to be convinced about the problem of overload, nonethe- less it is fundamentally related co this… |
Sequence 142I wane co cake in the third point, which is the problem of group-think, some of the dark side of chat solution. Andy… |
Sequence 143critical look at innovation, co ask why we should gee involved with it. Moving ahead on collaboration muse be done without… |
Sequence 144solutions are not that easy to come by. In some cases the solutions aren't known yet, so we have to discover and develop… |
Sequence 145you put on the biggest reforms you can think of, success is ultimately an issue of local implementation. The second major… |
Sequence 146issues of change is chat neither decentralization nor centralization works, but for different reasons. There is a fair amount… |
Sequence 147School Improvement" that I authored with Carol Rolheiser-Bennett and Barry Bennett. In the consortium we got together… |
Sequence 148partnership provided support for people to implement those things in those schools. We have tried to work on the collaborative… |
Sequence 149But I think that these more basic issues of working on collaboration, working on redefining the role of the teacher, on… |
Sequence 150SYsTEMIC CHANGE AND EDUCATIONAL REFORM by Robert M. McClure Robert McClure's Mastery in Learning Project is a carefally… |
Sequence 151• the best that is known about teaching, learning, curriculum, and climate; and • the faculty and community's best… |
Sequence 152outside the school, directives from supervisors, and advice from others in similar roles. They accepted the status qua and… |
Sequence 153how these teachers felt about their situation: It is less about being ovCJ"WOrktd than about feeling responsible for… |
Sequence 154Without this attention co becoming a faculty, there cannot be systemic change in the schools; without systemic change, there… |
Sequence 155-----------------------~ ---- - field test and in later observations of the effects of the activity on faculty work, there… |
Sequence 156I. Grear range of students' instructional materials (books, tapes, films, pro- grammed instruction, simulations, games,… |
Sequence 157• Teachers and Support Staff, e.g., knowledge of content caught, spend time actively teaching. • School Principal e.g.,… |
Sequence 158imagine you are hovering over your school in a helicopter. What you see is a dose-to-ideal school-one that has participated in… |
Sequence 159be based on what was known about curriculum, teaching, learning, and the conditions that would produce improved learner… |
Sequence 160Each of the ten focus topics is facilitated by a researcher and practitioners from two or three network schools. It is… |
Sequence 161Grumet, M.R (1989). "Dinner at Abigail's: Nurturing collaboration." NEA Today, 7(6), 20-25. Livingston… |
Sequence 162NEA MAsrERY IN LFARNING PROJECT Faculty Inventory-Activity One Diaclsrr riacls Exercise I. What is so wonderful about this… |
Sequence 1631. Much greater range of students' instructional materials (books, tapes, films, programmed in- struction, simulations… |
Sequence 164and command of knowledge and skills achieved through education. Mastery in learning means that students acquire a 6rm… |
Sequence 165Faculty Inventory-Activity Three Conditions of Leaming and Teaching Below is a list of statements that describes teadµng and… |
Sequence 166__ Knowledge of content taught __ Understand principles oflearning __ Understand students __ Spend time actively teaching… |
Sequence 167Faculty Inventory-Defining Conditions of Mastery (Continued) In consultation with your team, identify those teaching (and… |
Sequence 168Farulty Inventory-Activity Four Imagining Success * Imagine you are hovering over your school in a helicopter. What you see… |
Sequence 169Ass~MEN'f AND REFORM by Ramsay Selden The "right kind of assessment, " asserts Ramsay Selden, can… |
Sequence 170philosophical and technical roots in the aptitude testing movement popular earlier in this century, and with a heavy… |
Sequence 171she and her students would look better. This has not achieved a meaningful improvement in instruction or achievement. Those… |
Sequence 172cognitive reading skills than had been possible with multiple choice-type tests. NAEP is going in that direction in science,… |
Sequence 173SCHOOLS OF THOUGHT: PATHWAYS TO EDUCATIONAL REFORM 2 ecion Fie \THWAYS AND DIVERSITY: ‘THE MULTICULTURAL PERSPECTIVE… |
Sequence 174Asa G. Hilliard 170 The NAMTA Journal-Special Edition |