1 Introduction. Part 1: Traditional systems 2. Defining secondary schooling: The `industrial¿ system of schooling. 3. The teacher experience of traditional schooling. 4. The student experience of traditional schooling. Part 2: Contemporary secondary schooling systems: Restructure and redesign 5. Secondary schooling expanded and restructured: Lower secondary. 6. Secondary schooling restructured: Upper secondary. 7. Schooling redesigned on a `market¿ model: Australia, UK and USA. 8.Schooling redesigned on a humanist model: Finland Part 3: Redesigning secondary schooling. Introduction. 9. Teaching as a personalized service. 10. Students as school citizens. 11.Transformative learning. 12.Design-based research and subject learning. 13.Collaborative teaching and learning. 14.System and school redesign: some examples. 15. A strategy for institutional redesign. 16. Endnote
Redesigning Student Learning in Secondary School
Enhancing the Teacher and Student Experience
Buch (Gebundene Ausgabe, Englisch)
Fr.198.00inkl. gesetzl. MwSt.
VerlagTaylor & Francis Ltd.
Redesigning Student Learning in Secondary Schools offers an accessible account of developments in secondary schooling in western countries over the past 150 years, questioning why so little has changed and introducing examples of, and proposals for, significant shifts from traditional practices.
Structured in three parts, Part 1 traces the evolution of mass secondary schooling systems and how their process shaped the student and teacher experience. Part 2 describes how system restructuring accommodated the whole student population, with some managers investing more heavily in market principles than others who placed greater trust in teachers to deliver high quality standards in basic skills. In Part 3, the author introduces various examples of how system and school redesign is, and has been attempted in recent years, arguing for, and explaining, a ‘service' model of schooling, adoption of technology to transform the teaching-learning process, empowering students to have more input into their own topic choice, through closer collaboration with teachers to identify and achieve learning goals. Proposals for how to undertake redesign are also discussed.
This book will be of interest to secondary school educators, school leaders and managers.
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