Screen LibraryBridging the progressive-traditional divide in education reform : a unifying vision for teaching, learning, and system level supports /
This book brings together a variety of connected voices which consider potential ways forward for school reform. By demonstrating how the 'subject-centered' and 'student-centered' models of education can, and have been working together in various contexts, the text sets out a com...
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| Main Authors: | |
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| Group Author: | ; |
| Published: |
Routledge,
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| Publisher Address: | New York, NY : |
| Publication Dates: | 2019. |
| Literature type: | Book |
| Language: | English |
| Series: |
Routledge focus
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| Subjects: | |
| Summary: |
This book brings together a variety of connected voices which consider potential ways forward for school reform. By demonstrating how the 'subject-centered' and 'student-centered' models of education can, and have been working together in various contexts, the text sets out a compelling case for an emerging movement that unites ideologies and pedagogical traditions which have traditionally been considered to be at odds with one another. In drawing from historical sources, the full range of contemporary research, and a series of investigations led by the authors, this book documents the deep back-story of school reform, and explains the powerful and largely unacknowledged consensus on what constitutes excellence in teaching and learning. This book will be of great interest to researchers, academics, and postgraduate students in the fields of school reform and educational leadership. It will also appeal to graduate students, researchers and postgraduates in the fields of history of education, educational leadership, teaching and learning, and curriculum studies. |
| Carrier Form: | viii, 135 pages : forms ; 22 cm. |
| Bibliography: | Includes bibliographical references (pages [122]-130) and index. |
| ISBN: |
9781138354616 1138354619 |
| Index Number: | LA217 |
| CLC: |
G769.712 G571.21 |
| Call Number: | G571.21/N396 |
| Contents: | Introduction : non-honors English -- A unifying vision for teaching and learning -- Exemplary teaching and the unacknowledged consensus -- Agreement from policy leaders -- Agreement from historic and emerging pedagogies -- Agreement from contemporary research -- Why don't all teachers teach this way? -- How most teachers teach and why -- System support -- Pluralism -- Assessment -- Organization -- Final thoughts : excellence is a discipline. |