'This is a serious piece of scholarship which breaks with much orthodoxy in educational theory and research. It brings new insights to old dilemmas and as such is a major contribution to a field which has in some respects lost its nerve.
Author: Ian Hunter
Rethinking the School is one of the first major applications of Foucault's genealogical method to the school system, and will be widely debated by educationalists, policy-makers and those interested in the interaction of government and subjectivity.
Frankenstein, M. (2005) 'Reading the world with math', in E. Gutstein and B. Peterson (eds), Rethinking Mathematics: Teaching Social Justice by the Numbers. Milwaukee, WI: Rethinking Schools. pp. 19–30. Freudenthal, H. (1991) Revisiting ...
Author: Andrew Noyes
Why is it that so many pupils are put off by maths, seeing it as uninspiring and irrelevant, and that so many choose to drop it as soon as they can? Why is it socially acceptable to be bad at maths? Does the maths curriculum really prepare pupils for life? This book presents some answers to these questions, helping teachers to think through their own attitudes to teaching and learning, and to work with pupils towards more effective and inspiring mathematical engagement. Part I of the book explores the nature of school mathematics - showing how the curriculum has been developed over the years, and how increasing effort has been devoted to improving the quality of mathematics teaching, with little apparent effect. Part II focuses on ways of thinking about classroom mathematics which take account of social, cultural, political and historical aspects. The chapters bring together a collection of activities, resources and discussion which will help teachers develop new ways of teaching and learning maths. This book will be essential reading for all maths teachers, including maths specialists on initial teacher training courses.
In 1998, the agency allocated funds to pilot school health and nutrition (SHN) programs in three countries: Mali, Malawi, and Mozambique. By the end of the 1999 school year, the program had reached about 100,000 children in ...
Publisher: World Bank Publications
For the goals of Education for All (EFA) to be achieved, children must be healthy enough not only to attend school but also to learn while there. Because school health and nutrition programs specifically benefit poor, sick, and hungry children, they can make a key contribution to achieving EFA's goals. However, children can benefit only if the programs reach them. Rethinking School Health: A Key Component of Education for All describes how schools have been used as a platform for delivering familiar, safe, and simple health and nutrition interventions to hard-to-reach children in low-income countries. The book's foreword was written jointly by Elizabeth King of the World Bank, Susan Durston of the United Nations Children's Fund (UNICEF), and Qian Tang of the United Nations Educational, Scientific and Cultural Organization (UNESCO), indicating the interagency support for this approach. The book will be of particular interest to those working in the fields of education, health and nutrition, and early childhood development. --Book Jacket.
Rethinking. School. Bullying. What would make anti-bullying initiatives more successful? This book offers a new approach to the problem of school bullying. The question of what constitutes a useful theory of bullying is considered and ...
Author: Roz Dixon
Publisher: Cambridge University Press
What would make anti-bullying initiatives more successful? This book offers a new approach to the problem of school bullying. The question of what constitutes a useful theory of bullying is considered and suggestions are made as to how priorities for future research might be identified. The integrated, systemic model of school bullying introduced in this book is based on four qualitative studies and incorporates theory from systemic thinking; cognitive, social, developmental and psychoanalytic psychology; sociology, socio-biology and ethology. The possible functions served by bullying behaviour are explored. Consideration is also given to the potential role of unconscious as well as conscious processes in bullying. The model suggests a number of causal processes within one-to-one relationships and peer groups, and highlights factors within individuals and schools that shape the form, intensity and duration of bullying behaviour in practice. The issue of 'difference' is also addressed, focusing on childhood deafness.
Future prospects for rethinking school leadership in Alberta schools We know that school leadership makes a difference in student learning. For example, in a large, mixed-methods study, Sammons, Gu, Day, & Ko (2011) explored the impact ...
Author: J-C Couture
We began, prompted by the late Chris Gonnet, Superintendent of Grande Prairie Public Schools, to explore the question 'What Makes a Great School?'in December 2010 at a meeting in Boston. We concluded that it involved many inter-connected elements, but that the key components were focused teacher leadership enabled by being empowered and resourced to make a difference. Rethinking Leadership sees evidence-informed practice as the fulcrum point for leveraging school improvement, especially if it systematically supported within a systematic way at the jurisdiction and provincial levels to build school leadership capacity. We also concluded that the framing conditions for the work of the school - the provincial/ state policies, curriculum requirements, financial arrangements, assessment regimes as well as the policies of school boards and districts - either enables or impairs the ability of a team within the school to create a great school for all students.
properly rethink school, you've got to look beyond education. Take a moment to look backward: In 1950, Life magazine offered “average citizens” with “no special knowledge” about education a sixtythree-question quiz to help them rate ...
Author: Susan Wise Bauer
Publisher: W. W. Norton & Company
“If you read only one book on educating children, this should be the book.… With a warm, informative voice, Bauer gives you the knowledge that will help you flex the educational model to meet the needs of your child.” —San Francisco Book Review Our K–12 school system isn’t a good fit for all—or even most—students. It prioritizes a single way of understanding the world over all others, pushes children into a rigid set of grades with little regard for individual maturity, and slaps “disability” labels on differences in learning style. Caught in this system, far too many young learners end up discouraged. This informed, compassionate, and practical guidebook will show you how to take control of your child’s K–12 experience and negotiate the school system in a way that nurtures your child’s mind, emotions, and spirit. Understand why we have twelve grades, and why we match them to ages. Evaluate your child’s maturity, and determine how to use that knowledge to your advantage. Find out what subject areas we study in school, why they exist—and how to tinker with them. Discover what learning disabilities and intellectual giftedness are, how they can overlap, how to recognize them, and how those labels can help (or hinder) you. Work effectively with your child’s teachers, tutors, and coaches. Learn to teach important subjects yourself. Challenge accepted ideas about homework and standardized testing. Help your child develop a vision for the future. Reclaim your families’ priorities (including time for eating together, playing, imagining, traveling, and, yes, sleeping!). Plan for college—or apprenticeships. Consider out-of-the-box alternatives.
Author: Bessie MitsikopoulouPublish On: 2015-11-17
War Expectations, by Lara Maupin, social studies teacher at Thomas Jefferson High School for Science and Technology in Alexandria, VA www.pbs.org/newshour/extra/teachers/lessonplans/iraq/expectations _3-26.html Weapons of Mass ...
Author: Bessie Mitsikopoulou
"Rethinking Online Education" analyzes online educational materials on the recent Iraq war aimed to be used by U.S. educators in elementary and secondary schools. It is suggested that far from being ideologically neutral, these educational materials weave together resources which provide a coherent view of the Iraq war theme, and can thus been seen as constituting a kind of an informal curriculum. Mitsikopoulou argues that the teacher resources adhere to different pedagogical discourses and constitute materializations of two broad approaches to education. A number of pedagogical issues are also raised in the discussion: What is the difference between critical thinking and critical pedagogy? How is the genre of lesson plan realized in different teaching philosophies and how do curricular texts change when they are delivered online? This important book highlights the need to explore the new forms of textuality which emerge from online curricular materials and to develop an understanding of the processes of text composition, distribution and consumption.
They responded with an explosion of creativity: Three groups of students designed presentations for elementary school kids or for other classes at the school; one student wrote an article on child labor to submit to the Franklin Post, ...
Author: Bill Bigelow
Publisher: Rethinking Schools
Readings, resources, lesson plans, and reproducible student handouts aimed at teaching students to question the traditional ideas and images that interfere with social justice and community building.
Students at ]efferson High School in Portland, Oregon, commemorated the 500th anniversary of Columbus's arrival in the ... In 1991, Rethinking Schools published the first edition of Rethinking Columbus, which subsequently went through ...
Author: Bill Bigelow
Publisher: Rethinking Schools
Rethinking Columbus: the next 500 years, edited by Bill Bigelow and Bob Peterson is a resource guide for teachers and community activists which includes 90 essays, poems, short stories, interviews, historical vignettes, and lesson plans that re-evaluate the legacy of Columbus.
Retrieved from http://www.catalyst-chicago.org/news/2010/11/09/onein–10-charter-school-students-transfers-out Karp, S. (2010b, April 5). School reform we can't believe in. Rethinking Schools.
Author: Shawgi Tell
What is a charter school? Where do they come from? Who promotes them, and why? What are they supposed to do? Are they the silver bullet to the ills plaguing the American public education system? This book provides a comprehensive and accessible overview and analysis of charter schools and their many dimensions. It shows that charter schools as a whole lower the quality of education through the privatization and marketization of education. The final chapter provides readers with a way toward rethinking and remaking education in a way that is consistent with modern requirements. Society and its members need a fully funded high quality public education system open to all and controlled by a public authority.