Changing the school learning environment : where do we stand after decades of reform?

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書誌事項

Changing the school learning environment : where do we stand after decades of reform?

edited by Jack Frymier, Ronald G. Joekel

ScarecrowEducation, 2004

  • pbk. : alk. paper

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注記

Includes bibliographical references (p. 187-199) and index

収録内容

  • Comprehensive school renewal : MSP, LEC, and CES / James W. Keefe
  • Role of the principal and supervisory-management team / Ronald G. Joekel
  • Teacher role and advisement / John M. Jenkins
  • Student role : large group, small group, and independent study / Robert E. Lowery and John M. Jenkins
  • Flexible scheduling to promote personalized learning / Donald G. Hackmann
  • Personalizing the curriculum / Fenwik W. English and James W. Keefe
  • Individualized to personalized instruction / John M. Jenkins
  • Developments in school culture, climate, and school effectiveness / Michael Martin, Eugene R. Howard, and Clifton Colia
  • Evaluation and grading / James W. Keefe
  • School structure / James W. Keefe
  • Retrospective / Robert B. Amenta

内容説明・目次

内容説明

The No Child Left Behind Legislation by the federal government led to another round of emphasis on public schools, resulting in a focus on "school renewal" or, as often termed, "school reform". The National Association of Secondary School Principals in the 1960s initiated a concept for school renewal called "The Model Schools Project" (1969-1974). The MSP was the culmination of much of the seminal thinking on school renewal of that era. The project was directed by Dr. J. Lloyd Trump, NASSP secretary for research and development, and Dr. William D. Georgiades, professor of Education at the University of Southern California. After the MSP formally ended, Georgiades continued to provide leadership for school renewal as president of a follow-up consortium of schools and districts, the Learning Environments Consortium International. In Changing the School Learning Environment, Jack Frymier and Ronald Joekel take a look at the key concepts of the Model Schools Project and what has transpired during the past 30 plus years. Has it survived as initially conceived, evolved into something meaningful for contemporary schools, or failed as so many other innovations have done? A survey of best educational practices stemming from the Model Schools Project that promote school renewal and how they are being utilized today are also presented and discussed. Should appeal to educators and secondary school administrators.

目次

Chapter 1 List of Abbreviations Chapter 2 Introduction: A New education for a New World Chapter 3 1. Comprehensive School Renewal: MSP, LEC, and CES Chapter 4 2. Role of the Principal and Supervisory-Management Team Chapter 5 3. Teacher Role and Advisement Chapter 6 4. Student Role: Large Group, Small Group, and Independent Study Chapter 7 5. Flexible Scheduling to Promote Personalized Learning Chapter 8 6. Personalizing the Curriculum Chapter 9 7. Individualized to Personalized Instruction Chapter 10 8. Developments in School Culture, Climate, and School effectiveness Chapter 11 9. Evaluation and Grading Chapter 12 10. School Structure Chapter 13 11. Retrospective Chapter 14 References Chapter 15 Index Chapter 16 About the Editors and Contributors

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