Reality and Education

A New Direction for Educational Policy

Inbunden, Engelska, 2013

Av Daniel Wentland

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A poorly designed system produces poor results. Problems with the public education system are reported every day in periodicals and books. Improving student achievement is too important a societal issue to continue stumbling along the same unending path of let’s try this educational fad and then move to the next proposed solution. The uniqueness of this book is that the myths surrounding education and learning are exposed; it’s like cleaning the lenses of your glasses so you can get a clear view of the world. Once myths are moved aside, reality can settle in, and a practical model for improving education can be developed.

Produktinformation

Utgivningsdatum2013-09-12
Mått158 x 239 x 13 mm
Vikt272 g
FormatInbunden
SpråkEngelska
Antal sidor102
FörlagBloomsbury Publishing Plc
ISBN9781475805147

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Utbildningsstrategier och utbildningspolitik inom Psykologi och pedagogik

AcknowledgementsPrefaceIntroductionPart I – Reality and educationChapter 1: Focusing on Reality and Education Chapter 2: Not all students will learn at a high levelChapter 3: The role of educationChapter 4: Look for teachers who love to learn Chapter 5: Students have a role to playChapter 6: Look for an administrator who is the right type of leaderChapter 7: The finance issueChapter 8: Not everyone needs to go to collegeChapter 9: Streamlining the P-16 academic pipelineChapter 10: Is it hopeless?Part II – Given reality how can education be improved? Chapter 11: The first stepChapter 12: Educational environment characteristicsChapter 13: Societal and Community CharacteristicsChapter 14: What about maximizing student learning?Chapter 15: The final message

Reality and Education serves as a handy primer for sorting out what is important in education policy. Wentland argues that the purpose of pre-collegiate education is simply learning, not solving an array of societal problems. Learning is elicited by effective teachers who provide clear explanations of what children should learn, what is considered an acceptable quality or level of performance, opportunities for practice and regular feedback, and an explicit understanding of the conditions under which this learning should take place. Teachers are also responsible for conveying to students that successful learning results from effort, time, and persistence. The author emphasizes that, ultimately, students are responsible for their learning. This point varies from current policy, which places full responsibility on teachers for student acquisition of knowledge....The arguments are persuasive and this book is recommended to readers wishing to fully examine the complexities of education policy. Summing Up: Recommended. Upper-division undergraduate, graduate, research, and professional collections.