Redefining Student Learning: Roots of Educational Change

Overview

Presenting an alternative view of where educational reform must begin, the contributors contend that we must begin with rethinking the nature of learning and with newer knowledge about how students learn. Only then can the conditions that support the type of learning that will create productive citizens for the 21st century be considered. The book begins with the need to redefine learning by increasing awareness of the relationship between how students learn and efforts to improve schools. The next seven chapters...
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Overview

Presenting an alternative view of where educational reform must begin, the contributors contend that we must begin with rethinking the nature of learning and with newer knowledge about how students learn. Only then can the conditions that support the type of learning that will create productive citizens for the 21st century be considered. The book begins with the need to redefine learning by increasing awareness of the relationship between how students learn and efforts to improve schools. The next seven chapters present examples of classroom research to provide a glimpse of what happens when teachers implement newer views of learning based on how students actively construct knowledge in meaningful and multi-connected networks. These examples serve to provide clues about what learning may look like in classrooms with these goals and to raise questions about factors that support and/or constrain teachers in providing opportunities for students to extend understanding to solve complex problems.
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Editorial Reviews

Booknews
Thoughtfully discussed in 11 essays are the definitions and purposes of learning, evidence of learning, what it means to be a student in different types of classrooms, and factors that support or constrain opportunities for learning. The implications of these analyses for redesigning schools are explored. Paper edition (unseen), $24.95. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780893919177
  • Publisher: ABC-CLIO, Incorporated
  • Publication date: 1/1/1992
  • Edition description: New Edition
  • Pages: 348
  • Product dimensions: 6.14 (w) x 9.21 (h) x 0.72 (d)

Table of Contents

1 Seeing, Redefining, and Support Student Learning 1
2 Learning for What Purpose? Questions When Viewing Classroom Learning from a Sociocultural Curriculum Perspective 33
3 Learning in Classroom Settings: Making or Breaking a Culture 59
4 Locating Learning in the Times and Spaces of Teaching 87
5 Constructing Literacy in Classrooms: Literate Action as Social Accomplishment 119
6 Revising Their Thinking: Keisha Coleman and her Third-Grade Mathematics Class 151
7 Change in Learning Mathematics: Change in Teaching Mathematics 177
8 Translating Motivation into Thoughtfulness 207
9 Assessment in the Context of Schools and School Change 241
10 Organizational Design and Teaching for Student Learning 265
11 Beginning with The Classroom: Implications for Redesigning Schools 293
Author Index 321
Subject Index 327
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