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Organizing Schools for Productive Learning

:	Shlomo Sharan, Ivy Geok Chin Tan
:	Organizing Schools for Productive Learning
:	Springer-Verlag
:	9781402083952
:	1
:	CHF 47.40
:

:	Schulpädagogik, Didaktik, Methodik
:	English

:	117
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

A major problem confronting schools is that many students are turned off from learning and are bored. Boredom is destructive of learning. The No Child Left Behind (NCLB) initiative of the US government (2001) stemmed from the claim - accompanied by sharp debates pro and con - that many schools in the United States fail to achieve basic educational objectives, and that many schools are doing a poor job for a wide variety of reasons and surely not just because of student boredom (Brigham, Gustashaw, Wiley,& Brigham, 2004; Essex, 2006; Goodman, Shannon, Goodman,& Rapoport, 2004; Sunderman, Tracey Jr. , Kim,& Orfield, 2004). The model of school organization and instruction presented here seeks to provide an effective plan for significant improvement in secondary school education, one of whose central aims is to make students genuinely engaged in what they are learning. The NCLB legislation emphasizes, inter alia, the need for school improvement. Without it one cannot reasonably anticipate improvement over current levels in student engagement in learning and in academic achievement. The NCLB literature frequently employs the term 'school improvement' to refer to the quality of the teachers, such as their academic credentials, instructional competence, and their knowledge of subject matter. Similarly, 'school restructuring' is said to include steps such as transforming the school into a charter school, replacing the teaching staff, or inviting a private company to administer the school. The use of those terms in this work is distinctly different.

	Contents	6
	About the Authors	9
	List of Tables	10
	List of Figure	11
	The Purpose of This Book	12
	Introduction	14
	Students Are Bored in School	15
	Why the Boredom?	16
	The Road to Productive Learning in School	17
	Two Models of School Structure	20
	Structural Change: Necessary but Not Sufficient	20
	Organizational Regularities in School The One- by- One Formula	21
	The “One-by-One” Formula and the Hierarchical Nature of Bureaucracy	22
	A Hard-Nosed View of the One-by-One Concept	24
	The Greater-Than-One Formula	25
	A Policy of Instructional Coherence	26
	The Discipline-Oriented Organization of Schools	30
	Human Organization Is Contrived	33
	What Structure Cannot Do for Teachers	35
	School Organization and Teaching Practices: A Summary of Our Goals	37
	The School as a Community	The School in the Community
	Part 1: The School as a Community	38
	School Organization and Community	39
	Communities and Other Enterprises	41
	The Goals of the School as a Community	43
	Community and Academic Disciplines	45
	Qualities of Leadership	46
	Part 2: The School in the Community	47
	The Community as a Site for Learning	47
	Student Engagement in Learning	52
	A Cognitive-Affective Concept	52
	Engagement and the Learning Environment	53
	Engagement and Students’ Conceptions of Learning	54
	Meaning and Student Autonomy	55
	Class Size and School Size	57
	What Is a Large Class?	57
	Teaching Methods Omitted from Studies of Class Size	59
	Does Class Size Inhibit Innovation?	62
	School Size	63
	The Integrated Curriculum	66
	The Fusion of Academic Disciplines	66
	The Problem of Relevance	67
	The Problem of Integration	70
	Duration of Class Sessions and the Problem of Teaching Method	75
	The Anticipated Demise of the 50-Minute Hour	76
	Alternative Teaching Methods and the 50-Minute Hour	77
	More Alternative Schedules	78
	Extensive and Intensive Study Projects	79
	How Schedule Reform Affects Teaching: Some Research	80
	Teachers’ Evaluations	81
	Results Regarding Students	82
	Some Conclusions	83
	Student Assessment	84
	Assessment as Testing	84
	Alternative Assessment	85
	Summative and Formative Assessment	87
	More Alternative Approaches to Assessment	89
	A Systems Approach to Organization and Instruction in Schools	92
	Systems Integrate, Bureaucracies Separate	92
	A System Is Not a Collection	93
	Classrooms as Social Systems	95
	Can Schools Adopt New Principles of Organization?	97
	References	98
	Author Index	104
	Subject Index	107