The Teacher as Inventor--Making Small High Schools Work.

Autor/inn/en	Kleinfeld, Judith; und weitere
Institution	Alaska Univ., Fairbanks. Alaska Native Human Resources Development Program.; Alaska Univ., Fairbanks. Coll. of Human and Rural Development.
Titel	The Teacher as Inventor--Making Small High Schools Work.
Quelle	(1986), (102 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Community Resources; Creative Teaching; Educational Resources; High Schools; Instructional Innovation; Program Descriptions; Rural Education; School Community Relationship; School Size; Secondary Education; Secondary School Teachers; Small Schools; Teacher Student Relationship; Travel; Alaska + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Creative thinking; Teaching; Kreatives Denken; Unterricht; Bildungsmittel; High school; Oberschule; Educational Innovation; Bildungsinnovation; Ländliche Erwachsenenbildung; Sekundarbereich; School; Schools; Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Travelling; Reisen; Reise
Abstract	Designed to celebrate rural teachers' inventiveness and stimulate teacher thinking about opportunities that small schools offer, this booklet is a collection of ideas and resources that have worked in specific Alaska school settings. An introductory chapter challenges teachers to use small size to advantage. Chapter 2 shows what rural teachers are doing with their own talent, school staff, students, technology, and scheduling to develop/utilize resources like tutorials, multi-subject classes, project centered classes, departmentalization, peer and cross age tutoring, peer counseling, computers, audio conferencing, instructional television, videos, and block scheduling. Chapter 3 explores ways of using the community: using local talent, developing cultural heritage projects, providing community services, and starting student enterprises. Chapter 4 outlines how rural teachers can use opportunities to travel with students to broaden students' experiences of the world, teach unfamiliar concepts, help students acquire a more realistic picture of contemporary life, and give students an opportunity to make better judgments on what to do after high school. Chapter 5 describes how to take advantage of 33 state and national programs devoted to academic enrichment, correspondence study, vocational education and practical skills, urban and outdoor survival skills, summer activities, and social problems (alcohol and substance abuse and suicide prevention). (NEC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC