Learning to Change: Teaching Beyond Subjects and StandardsJohn Wiley & Sons, 14 mar 2002 - 240 pagine The success of school reform measures greatly depends on thesupport and commitment of teachers. This book examines therealities of educational change from the frontline perspective ofreform-minded teachers. It charts the perceptions and experiencesof twenty-nine teachers in grades 7 and 8 from four schooldistricts--showing how they grappled with such initiatives asintegrated curriculum, common learning standards, and alternativemodes of assessment. This book moves beyond the bandwagons of rhetorical change andexamines how these changes work in practice for better and forworse. Authors Andy Hargreaves and Lorna Earl focus on how reformproposals have brought new complexities to teaching practice andwhy major investments of time and support are required if teachinginnovations are to become lasting and effective. Most importantly,they highlight the intense emotional demands that school changeimposes on teachers, and they outline practical strategies forhelping teachers through the difficult transition process--thusensuring that worthwhile reforms flourish and endure. |
Dall'interno del libro
Risultati 1-5 di 76
Pagina xiii
... teachers toward a more contextualized, integrated curriculum that engages learning with young people's lives. ' Whereas standards tend to be externally imposed on teachers and students, the varying and pressing needs of young adoles ...
... teachers toward a more contextualized, integrated curriculum that engages learning with young people's lives. ' Whereas standards tend to be externally imposed on teachers and students, the varying and pressing needs of young adoles ...
Pagina xiv
... teachers on which this book is based. Part One comprises three chapters framed by the major reform initiatives being faced by the teachers in this study, as by many of their colleagues elsewhere. Chapter Two focuses on standards and ...
... teachers on which this book is based. Part One comprises three chapters framed by the major reform initiatives being faced by the teachers in this study, as by many of their colleagues elsewhere. Chapter Two focuses on standards and ...
Pagina 6
... teachers who have to implement them. In England, Marion Dadds (forthcoming) retells one teacher's perception of herself as nothing but a worker bee after teaching for more than a decade within an overly standardized system: They tell us ...
... teachers who have to implement them. In England, Marion Dadds (forthcoming) retells one teacher's perception of herself as nothing but a worker bee after teaching for more than a decade within an overly standardized system: They tell us ...
Pagina 11
Hai raggiunto il limite di visualizzazione per questo libro.
Hai raggiunto il limite di visualizzazione per questo libro.
Pagina 12
Hai raggiunto il limite di visualizzazione per questo libro.
Hai raggiunto il limite di visualizzazione per questo libro.
Sommario
1 | |
Part One The Substance of Change | 15 |
Part Two The Process of Change | 113 |
References | 199 |
Index | 215 |
Altre edizioni - Visualizza tutto
Learning to Change: Teaching Beyond Subjects and Standards Andy Hargreaves,Lorna Earl,Shawn Moore,Susan Manning Anteprima non disponibile - 2002 |
Learning to Change: Teaching Beyond Subjects and Standards Andy Hargreaves,Lorna Earl,Shawn Moore,Susan Manning Anteprima non disponibile - 2001 |
Parole e frasi comuni
achieve adolescents alternative assessment ANDY HARGREAVES areas assessment practices assessment reform benefits cerned challenge Chapter classroom assessment collaboration colleagues committed common learning complex confidence connections cooperative learning cultural curriculum integration dards defined dents difficult district diverse Earl educational change educational reform emotional emotional labor engage evaluation experience Falmer feel find findings first fit five flow Fullan goals going grade Hargreaves Helsby high school ideas implement influence innovation integrated curriculum integrated units intellectual interviews involved kids kinds knowledge learning outcomes learning standards math ment National Curriculum notjust Ontario orthodoxy outcomes—based parents perspective political portfolios postmodern problems reflect relationships relevance riculum sense sessment Shawn Moore significant skills social specific standards and outcomes standards—based reform strategies structures student learning subject—based talk teachers teaching and learning technical things timetable tional understanding