Download Assessing What Really Matters in Schools: Creating Hope for by Ronald J. Newell PDF

By Ronald J. Newell

ISBN-10: 1578869684

ISBN-13: 9781578869688

Because the Sixties, efforts to reform education_including a variety of curricular adjustments, examining methods, instructor education, cash for the deprived, and various tutorial approaches_have didn't lead to precise systemic switch as the reforms fail to accommodate a special definition of studying. Assessing What rather issues in colleges offers desire to cutting edge and innovative faculties, to new and diversified responsibility structures, whereas altering the dialog from an fulfillment discourse to a human improvement discourse.

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1) was a small traditional high school. In general, the schools were evenly matched in terms of their overall characteristics, with some subtle differences. For example, schools A and B were slightly smaller in size and had a teacher population with somewhat less experience. Educational attainment on the part of the teachers was mixed, with schools A and B having slightly higher percentages of teachers with bachelor’s degrees but lower percentages with master’s degrees. 1. 4 63% 37% 3% 66% 9% 15% The student-to-teacher ratio in school A was slightly smaller than in schools B and C.

1). The typical method of educational delivery, the time-based, subject-based, fact-based approach, does not engage students in productive learning, and the results are clear to see in secondary schools across the land: bored, disengaged students, dropouts, and delinquents. What is needed is a school culture that produces independent learners who take responsibility and ownership for their own learning and are motivated by a genuine desire to do their best. DEFINING A DEVELOPMENTALLY HEALTHY SCHOOL Heath (1994), in Schools of Hope, mentioned that the typical school culture leads to a culture of obedience, acquiescence, and conformity.

In fact, extracurricular success is more of a determinant of success in life than is academic success. Heath (1994) notes that in one study, “the best predictor of creativity in mature life was a person’s performance, during youth, in independent, self-sustained ventures. Those youngsters who had many hobbies, interests, and jobs were more likely to become successful in later life” (p. 110). DEVELOPING SUCCESSFUL PEOPLE The question remains, Why do schools add more and more academic courses, with accompanying measures thereof, rather than allow young people to pursue interests, hobbies, and extracurricular activities?

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