The authors show how traditional industrial-type high schools have failed to meet students' learning needs and explore ten alternative high school models that address 21st-century skills.
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About the Author
An architect, Frank S. Kelly is senior vice president and director of planning/programming for the SHW Group, an architectural, planning, and engineering firm focused on architecture for education. SHW’s practice extends across much of the country, with offices in Texas, Michigan, and Virginia.
Kelly taught design in the School of Architecture at the University of Tennessee and has worked with architectural classes at both Texas A&M and Rice University. With particular interest in the relationship between instruction and facilities, much of his architectural experience has focused on the planning, programming, and design of K-12 schools. He frequently lectures at school conferences related to instruction and has written a number of articles for education journals. His projects have been recognized by design awards from the architectural profession and educational organizations. In 1984, he was elected to the American Institute of Architect’s College of Fellows for his work in design.
Ted Mc Cain is coordinator of instructional technology for Maple Ridge Secondary School in Vancouver, BC. He also has taught computer networking, graphic design, and desktop publishing for Okanagan College, Kelowna, BC. He is the author of six books on the future, effective teaching, educational technology, and graphic design. In 1997, Mc Cain received the Prime Minister’s Award for Teaching Excellence for his work in developing a real-world technology curriculum that prepares students for employment in technology directly out of high school. For the past twenty years, Mc Cain has done consulting work for businesses and school districts on effective teaching for the digital generation and the implementation of instructional technology. His clients have included Apple Computer, Microsoft, Aldus, and Toyota, as well as many school districts and educational associations in both the United States and Canada. He is passionate in his belief that schools must change so that they can effectively prepare students for the rest of their lives.
Ian Jukes has been a teacher, an administrator, writer, consultant, university instructor, and keynote speaker. He is the director of the Info Savvy Group, an international consulting group that provides leadership and program development in the areas of assessment and evaluation, strategic alignment, curriculum design and publication, professional development, planning, change management, hardware and software acquisition, information services, customized research, media services, and online training as well as conference keynotes and workshop presentations. Over the past 10 years, Jukes has worked with clients in more than 40 countries and made more than 7,000 presentations, typically speaking to between 300,000 and 350,000 people a year. His Committed Sardine Blog is read by more than 78,000 people in 75 countries.
Table of Contents
Foreword by Michael HinojosaAcknowledgmentsAbout the AuthorsIntroductionPart 11. Schools Must Change2. Changing the Process of Designing Schools3. No More Cookie-Cutter SchoolsPart 24. Models for High Schools5. Industrial Age High Schools: Schools for a World That No Longer Exists6. Academies7. Instructional Centers8. Academic Focus9. Learning Labs10. Self-Directed Learning11. Time - Less + More12. Individualized Instruction13. Cyber Schools14. Diverse Learning Communities15. Diverse High Schools: No More Cookie-Cutter High SchoolsSummaryReferencesSchools ReferencesIndex
Most Helpful Customer Reviews
If you're familiar with Ian Jukes, the first part of this book isn't exactly unexplored territory. His themes of digital changes in the education landscape are standard fare. The bottom line here is that our current school structures are hopelessly outmoded and obsolete. The rest of the book provides some examples of alternative school structures. I like the different types of schools that McCain, Kelly, and Jukes outline and all of them are intriguing. Most all of the school are constructivist, project-based affairs that place a strong emphasis on student engagement. The big problem is that I never got a real sense of what an actual curriculum in each school would look like. I get that each institution and in fact each student will have a different course of studies, but there are no real examples at all. The authors discuss "covering the basics", but there's no actual studies provided. As such, the book outlines some interesting structures, but these structures are not inhabited by any real studies. To me, this is a serious shortcoming and leaves all of these types of proposals seem rather flighty and unreal. I want to believe that all of the ideas outlined in the book are workable, but by not including any concrete evidence, the book leaves much to be desired. This is a good start, but I think the authors owe the readers a follow-up or companion volume to flesh out the details.
The basic premise of this book is not new by any stretch, but interestingly still needs to be said, over and over. Our schools are not functional in teaching our students what they need to be successful in the 21st century. Our student's brains are wired differently due to early and consistent exposure to digital media and we need to get on board. I agree completely and appreciate that the authors take a very bottom up approach in that they focus on the physical design of learning spaces as being the first step. If we don't change the spaces we teach in, we will have a much harder time changing our teaching. They are also very clear that a community vision must exist before design and construction begin and they do not mince words when they say that it will "take great courage, steadfast commitment, and a lot of just plain hard work to sustain the vision. (67). After laying out their reasoning, the authors elaborate on 11 different school designs with the emphasis on the fact that there is no one right answer for every kid. While the need for professional development is stressed and the resistance of teachers, parents and administrators being asked to move out of their comfort zone is addressed, the overall tone of the book is positive. Curriculum is not the focus of this book, and the authors explore how the physical design of the school must support 21st century curriculum, however it is defined and that would vary depending on the model chosen. The authors address many aspects of the digital age high school but as a school librarian, I am concerned that most of their models do not have an information center (library/commons) and that while there is much mention of online access to library materials, and information there is no discussion of how that material will be selected, evaluated, and where students are to get voluntary reading material is left out entirely. I would highly recommend that anyone contemplating a school remodel or construction read this book immediately. If nothing else, it will make you question your assumptions, and that is not a bad thing at all. Related Book: David V. Loertscher, Carol Koechlin and Sandi Zwaan; ISBN: 978-1-933170-40-4; Hi Willow Research and Publishing; 2008