Educational Change: From Traditional Education to Learning Communities outlines the transition of curriculum and instruction as well as classroom discipline historically. Various discipline approaches are described that vary in their applications in terms of the degree of teacher control and student self-direction. Various issues are identified which impact decorum in the schools, in particular the No Child Left Behind Act and associated standardized testing. The need for change in the schools is detailed along with the appropriateness of moving from traditional classroom instruction to democratic discipline as applied in learning communities. The nature of classroom discipline is described in connection with specific components of learning communities. When learning communities are employed in school, the leadership structures needs to be changed. The nature of relationships between school learning communities and communities outside the school are also described. This book explains how the learning community approach to education can be successfully implemented with the modifications that will be required of both teachers and students in making associated changes.
|Product dimensions:||6.00(w) x 8.90(h) x 0.70(d)|
About the Author
Clifford H. Edwards is a former professor of science education whose 35 year professional career was spent at Illinois State University and Brigham Young University. He is the author of books and articles primarily in the areas of curriculum and student discipline.
Table of Contents
1 Philosophical Issues Regarding Curriculum and Instruction 1
2 Issues Regarding Discipline 17
3 School Discipline and Societal Implications 41
4 Student Assessment in Learning Communities 53
5 The Need for Change 77
6 Instruction and Discipline in Learning Communities 99
7 Instructional Leadership and Teacher Development 131
8 Schoolwide Discipline and Outside Communities 149
9 Issues Regarding a Transition to Learning Communities 163
About the Author 201