Titel: Accelerated Schools Resource Guide
Autor/en: Hopfenberg, Levin
6:B&W 8. 25 x 11 in or 280 x 210 mm Perfect Bound on White w/Gloss Lam.
John Wiley & Sons
15. Oktober 1993 - kartoniert - 396 Seiten
"Hopfenberg and Levin provide a pwerful resource for creating schools grounded in community reflecton, inquiry, and the belief that all children can be smart. . .Here at last is a ?how-to' book on school reform that helps educators confront the values, beleifs, and politics, as well as the practices, that make changing schools so difficult."
-- Jeannie Oaks, professor of education, UCLA
This resource is the first comprehensive guide to the innovative practices of accelerated schools. It summarizes the lessons learned by the project staff and the family of over 300 accelerated schools working together during a seven-year period. It is designed to be used by a wide variety of participants for training, discussion, and guidance in the move to transform schools nationwide.
Prologue Introduction: A Guide to the Guide 1. Children in At-Risk Situations 2. What Are Accelerated Schools? 3. Getting Started 4. The Inquiry Process 5. Group Dynamics and Meeting Management 6. Creating Powerful Learning Experiences 7. The What of Powerful Learning: Developing Meaningful Curricula 8. The How of Powerful Learning: Instructional Innovations and Rediscoveries 9. The Context of Powerful Learning: Supportive Organizational Elements 10. Family and Community Involvement 11. How Will I Know If My School Is Accelerating? AppAndix: The Inquiry Process: A Notekeeping Device
WENDY S. HOPFENBERG is the associate director of the National Center for the Accelerated Schools Project at Stanford University. HENRY M. LEVIN is the David Jacks Professor of Higher Education and Economics at Stanford University. He is also director of the National Center for the Accelerated Schools Project.
"Hopfenberg and Levin provide a powerful resource for creating schools grounded in community, reflection, inquiry, and the belief that all children can be smart. Such schools can move away from hierarchical, bureaucratic models in which only a few children are "winners" to become equitable and effective learning communities for all. Here, at last, is a "how to" book on school reform that helps educators confront the values, beliefs, and politics, as well as the practices, that make changing schools so difficult." ----Jeannie Oaks, professor of education, University of California-Los Angeles"The Accelerated Schools Project gives us an opportunity to work hard, be successful, and to fight off the temptations of mediocrity." ----Michael O'Kane, prinicpal, Burnett Academy, San Jose Unified School District"The accelerated schools philosophy takes our dreams and visions as educators, parents, and students and turns them into reality." ----Virginia Lynch, teacher, ARNONE Community Schools, Brockton, Massachusetts