Reinventing Schools

Author: Charles M. Reigeluth, author of Reinventing Schools: It’s Time to Break the Mold
Publisher: R&L Education
ISBN: 1475802412
Size: 14.82 MB
Format: PDF, ePub, Mobi
View: 1498
The authors provide a thought-provoking vision of the new paradigm, including a new brain-based pedagogy, a new professional role for teachers, a new central role for technology, and even a new more empowered role for students and parents.

New Hope For Schools

Author: Susan Farr Gabriele, PhD
Publisher: iUniverse
ISBN: 1491727233
Size: 20.99 MB
Format: PDF, ePub
View: 4620
After teaching more than twenty years in Los Angeles public schools, author Dr. Susan Farr Gabriele became disheartened with the state of schools. Too many influences took her away from the actual teaching of children. Gabriele turned to graduate school to seek answers to the problems in public education. In New Hope for Schools, she shares the results of her studies and the creation of a system that works for education. Gabriele discusses her experiences as a teacher and teacher turned detective looking for answers in her teaching experience and postcareer graduate school. She then reveals a breakthrough theory to demystify the behavior of people in schools, gleaned out of Boulding's Typology of System Complexity. As a result, she created the RoundTable, a practice designed to be an effective new tool for schools and classrooms, as well as a seed for systemic renewal. She also provides a three-pronged solution for unshackling and revitalizing schools and workplaces. New Hope for Schools presents new theory, new practice, and a user-friendly solution for systemic school renewal. It offers compelling new insights and solutions for all school decision makers-from educators, to parents, students, educational scholars, researchers, and policy makers. "A powerful way to learn ...the RoundTable provides a kind of learning experience that makes a real contribution to the community as a whole..." -SUSAN McCORMICK, Polson School District Superintendent, Polson, Montana; School Improvement Consultant, Montana Office of Public Instruction, Helena, Montana

Issues In Technology Learning And Instructional Design

Author: Alison A. Carr-Chellman
Publisher: Taylor & Francis
ISBN: 1317484304
Size: 68.77 MB
Format: PDF, Docs
View: 799
In Issues in Technology, Learning, and Instructional Design, some of the best-known scholars in those fields produce powerful, original dialogues that clarify current issues, provide context and theoretical grounding, and illuminate a framework for future thought. Position statements are introduced and then responded to, covering a remarkably broad series of topics across educational technology, learning, and instructional design, from tool use to design education to how people learn. Reminiscent of the well-known Clark/Kozma debates of the 1990s, this book is a must-have for professionals in the field and can also be used as a textbook for graduate or advanced undergraduate courses.

Instructional Design Theories And Models Volume Iv

Author: Charles M. Reigeluth
Publisher: Routledge
ISBN: 1317747658
Size: 77.45 MB
Format: PDF
View: 5312
Instructional-Design Theories and Models, Volume IV provides a research-based description of the current state of instructional theory for the learner-centered paradigm of education, as well as a clear indication of how different theories and models interrelate. Significant changes have occurred in learning and instructional theory since the publication of Volume III, including advances in brain-based learning, learning sciences, information technologies, internet-based communication, a concern for customizing the student experience to maximize effectiveness, and scaling instructional environments to maximize efficiency. In order to complement the themes of Volume I (commonality and complementarity among theories of instruction), Volume II (diversity of theories) and Volume III (building a common knowledge base), the theme of Volume IV is shifting the paradigm of instruction from teacher-centered to learner-centered and integrating design theories of instruction, assessment, and curriculum. Chapters in Volume IV are collected into three primary sections: a comprehensive view of the learner-centered paradigm of education and training, elaborations on parts of that view for a variety of K-12 and higher education settings, and theories that address ways to move toward the learner-centered paradigm within the teacher-centered paradigm. Instructional-Design Theories and Models, Volume IV is an essential book for anyone interested in exploring more powerful ways of fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts.

The World Becomes What We Teach

Author: Zoe Weil
Publisher: Lantern Books
ISBN: 1590565193
Size: 32.51 MB
Format: PDF, Mobi
View: 3064
To create a more sustainable, equitable, and peaceful world, we must reimagine education and prepare a generation to be solutionaries—young people with the knowledge, tools, and motivation to create a better future. This book describes how we can (and must) transform education and teaching; create such a generation; and build such a future.

Questioning Technology

Author: Karen Ann Ferneding
Publisher: Peter Lang Pub Incorporated
ISBN: 9780820450476
Size: 49.53 MB
Format: PDF, ePub, Mobi
View: 7505
This book revisits current technocentric educational reform policy and examines the meaning of educational reform within the context of a technological society and globalized market economy. Having colonized the politics of educational reform, technocentrism has narrowed the social space of educational reform discourse by invalidating alternative social visions germane to the tradition of social justice and the development of a civic society. This book interrogates current technocentric discourse through the voices of educators who engage in the practice of -questioning technology- and raises significant issues regarding the dominance of a technology-based reform agenda, techno-utopianism as a dominant social vision, and the positioning of teachers within school cultures reconfigured by control technologies and performity. Educators need to create a deliberative approach to technology adoption, for only by assuming a more questioning stance toward the adoption of technological innovations can we hope to avoid technological determinism and take responsibility for the consequences of our inventions."

The Block Scheduling Handbook

Author: J. Allen Queen
Publisher: Corwin Press
ISBN: 9781412963015
Size: 59.51 MB
Format: PDF, ePub, Docs
View: 5748
This step-by-step resource offers three block schedule models, sample lessons, instructional strategies, and templates to get a successful alternative scheduling program up and running.