Keys to building a new generation of courses and schools
While many futurists tout the value of teaching students 21st-century skills, bridging the concept with the practice is best accomplished by professional educators. Authors Bruce Joyce and Emily Calhoun know how to actualize the critical reforms that enable schools to prepare students for today′s workforce. They outline a clear vision for advancing school reform that emphasizes infusing technology across the curriculum. Specific steps include:
- Providing technology access to all students to promote equity and engagement
- Developing hybrid courses that prepare students to meet 21st-century needs
- Designing professional development that connects technology to teaching
- Improving literacy instruction
- Changing the high school paradigm
- Involving teachers, parents, and community members in school leadership
We have a tremendous opportunity to bridge education with the information and communications technology revolution. Joyce and Calhoun show how to deliver on the promise of a 21st-century education by teaching students the skills they need to achieve in their careers and in life.
Cuprins
Preface
Acknowledgments
1. A New Chance to Live Our Dreams
2. Terms of Convenience–Building a New Language for Teaching and Learning
Part I: A Considerable Opportunity
3. Educating at the Level of the Highest Ideas of Our Time–Enlarging Moral Purpose in the Pursuit of Equity and Excellence
4. Promises–Educational Renewal Is Getting a Lift
5. Platforms for Education: The Enhanced School/Home Educational System
6. The 21st Century Skills
Part II: Important Things to Just Do Right Now
7. The Responsible Parties–The Essential Local Democratic Process
8. Near-Term Development–Hybrid Instruction and Learning Platforms Near and Far
9. Crossroads–Actually Cloverleafs–for the High School
10. The School as a Platform for Professional Development–The Reciprocal Concept
Part III: The New Basics of Embedded School Reform–Responsible Parties, Watching Learning Grow, Research and Development
11. Pembroke Elementary School
12. Direct, Performance-Based, Formative Assessment–Watching Learning Grow
13. An Optimistic Future
References
Annotated Bibliography and Other Resources
Index
About the Authors
Despre autor
Bruce Joyce grew up in New Jersey, was educated at Brown University, and, after military service, taught in the schools of Delaware. He was a professor at the University of Delaware, the University of Chicago, and Teachers College, Columbia University, where he directed the laboratory school and the elementary teacher education program. His research, writing, and consultation are focused on models of teaching, professional development design and implementation, school renewal, and programs for K12 beginning readers and Grade 3-12 struggling readers. Primary topics of his speaking and consultation include Teaching Methods, Curriculum and Content, Staff Development, and 21st Century School Renewal. He lives in Saint Simons Island, Georgia, and can be reached via e-mail at [email protected]. With Emily Calhoun, his most recent book is Models of Professional Development (2010). Thousand Oaks: Corwin Press.
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