Literaturnachweis - Detailanzeige
| Autor/in | Schneider, Jack |
|---|---|
| Titel | From the ivory tower to the schoolhouse. How scholarship becomes common knowledge in education. |
| Quelle | Cambridge, Massachusetts: Harvard Education Press (2014), X, 276 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Zusatzinformation | Information zu den Verfassern Verlagsangabe Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781612506708; 1612506704; 9781612506692 (Taschenbuch); 1612506690 (Taschenbuch) |
| Schlagwörter | USA; Education; Research; United States; Teaching; Philosophy; Wissenschaft; Bildungswesen; Bildungspolitik; Bildungstheorie; Bildungspraxis |
| Abstract | I have heard the phrase quite a bit" : Bloom's taxonomy -- Theory of many uses: Howard Gardner's multiple intelligences -- "Wholehearted purposeful activity": the project method -- Lessons of last resort: direct instruction -- "Less of an impact on the educational world": ideas without a foothold -- What do we know and what might we do? -- A consensus agenda. "Why do so many promising ideas generated by education research fail to penetrate the world of classroom practice? In From the Ivory Tower to the Schoolhouse, education historian Jack Schneider seeks to answer this familiar and vexing question by turning it on its head. He looks at four well-known ideas that emerged from the world of scholarship--Bloom's Taxonomy, multiple intelligences, the project method, and direct instruction--and asks what we can learn from their success in influencing teachers. Schneider identifies four key factors that help bridge the gap between research and practice: perceived significance, philosophical compatibility, occupational realism, and transportability. Through the examination of counterexamples--similar ideas of equal promise that lacked these four qualities and did not translate into practice--Schneider shows the complexity of the relationship between theory and practice in education and suggests how that tenuous connection might be strengthened to help innovations and new insights gain traction in our schools."--Publishers website. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2017/1/03 |
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