Literaturnachweis - Detailanzeige
| Autor/in | McCallister, Cynthia |
|---|---|
| Titel | A pedagogical design for rapid school transformation. Exploring the McCallister model. |
| Quelle | New York, N.Y.: Routledge (2021) |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9780367458607 (gebundene Ausgabe); 9780367458591 (Taschenbuch); 9781003025801 (E-Book) |
| Schlagwörter | School improvement programs; Instructional systems; Design; Educational change; Bildungstheorie; Bildungspraxis |
| Abstract | Foreword I -- Foreword II -- The McCallister method : a chronology -- Background -- Schooling the possible self : introduction to a learner-centered educational model -- The schools we have -- A positive learning paradigm -- Practice : a pedagogy for the self -- The McCallister method : program design -- Sparks : a larner-facing personalized curriculum -- The activity inventory -- The cultural capital curriculum -- The learning environment and the work time format -- Lessons -- The learning conference format -- The learning share format -- The writing conference format -- The writing share format -- The pretend play format -- The cooperative unison reading format -- The learning teams format -- The integrative math format -- The language games format -- Keepers of the culture : the social norms curriculum -- The academic and behavior intervention formats -- Systems : the school ecosystem -- Whole-school transformation : the ecosystem design -- The assessment program -- The civil rights program -- The community education program -- The curriculum program -- The school culture program -- The training program -- Existence proofs -- There are learning cultures -- Transforming a large NYC high school -- The urban assembly's McCallister-learning cultures initiative -- The "rise of the Phoenix" -- Conclusion : shapes. "Cynthia McCallister presents a revolutionary paradigm for education that is practical, conceptually convincing and grounded in contemporary behavioral science theory. Beginning with the assertion that equality of educational opportunity depends on access to experiences that are sufficiently appropriate and rich to enable the achievement of diverse human potentials, she provides a comprehensive school design for intervention that demonstrates how to achieve it"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2021/1/01 |
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