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Teacher-pupil planning means teachers and students working in a
partnership to articulate a problem/concern, develop objectives,
locate materials/resources, and evaluate progress. The intent of
this volume of Middle Level Education and the Self-Enhancing School
titled, "School is Life, Not a Preparation for Life"-John Dewey:
Democratic Practices in Middle Grades Education, is to take the
thoughts about the middle grades school curriculum presented in
volume one (Middle Grades Curriculum: Voices and Visions of the
Self-Enhancing School) and demonstrate the efforts taking place in
teacher education programs and middle grades classrooms today.
Volume two is organized into two parts, efforts within teacher
education programs and efforts of practitioners in the middle
grades classrooms. We asked authors in both contexts to address the
following questions: 1. Antecedents: What knowledge, skills and
dispositions must be in place in all stakeholders to have
teacherpupil planning serve a central role in the middle grades
teacher education program or middle grades classroom? 2.
Implementation: What does the teacher-pupil planning process look
like within your teacher education program or middle grades
classroom? 3. Outcomes: What benefits (knowledge, skills, and
dispositions) are derived from the implementation of teacher-pupil
planning in your teacher education program or your middle grades
classroom?
Teacher-pupil planning means teachers and students working in a
partnership to articulate a problem/concern, develop objectives,
locate materials/resources, and evaluate progress. The intent of
this volume of Middle Level Education and the Self-Enhancing School
titled, "School is Life, Not a Preparation for Life"-John Dewey:
Democratic Practices in Middle Grades Education, is to take the
thoughts about the middle grades school curriculum presented in
volume one (Middle Grades Curriculum: Voices and Visions of the
Self-Enhancing School) and demonstrate the efforts taking place in
teacher education programs and middle grades classrooms today.
Volume two is organized into two parts, efforts within teacher
education programs and efforts of practitioners in the middle
grades classrooms. We asked authors in both contexts to address the
following questions: 1. Antecedents: What knowledge, skills and
dispositions must be in place in all stakeholders to have
teacherpupil planning serve a central role in the middle grades
teacher education program or middle grades classroom? 2.
Implementation: What does the teacher-pupil planning process look
like within your teacher education program or middle grades
classroom? 3. Outcomes: What benefits (knowledge, skills, and
dispositions) are derived from the implementation of teacher-pupil
planning in your teacher education program or your middle grades
classroom?
High stakes testing, standards, and accountability politics is
taking us away from the importance of the affective domain in
curriculum development. This critical learning domain is often an
unrecognized and infrequently considered topic in the literature.
Through this book we extend the current knowledge base by
addressing a curriculum model developed in the 1980s. We add a 2012
knowledge base as we delineate the role of self-perceptions in
school-related learning, how middle level curriculum affects
self-perceptions, and the type of curriculum planning which
enhances self-perceptions and improves learning in the cognitive,
affective, and psychomotor domains. The combination of sound
psychological principles and practical teaching and curriculum
suggestions with an empirical basis makes the book attractive to
both higher education and local school professional libraries. In
the former it will serve as the primary text in graduate and
advanced undergraduate middle level education programs and
practices courses. It might also be a primary text in courses or
workshops in affective education or other experiences which
emphasize affective, values, and self-concept. It also has
potential as a supplementary text in undergraduate educational
psychology courses. At the in-service level this book could be used
as a workshop resource or as a professional reference for middle
level teachers, administrators, curriculum workers, and
supervisors. Our interest in young adolescents and their school
setting coincides with the fourth edition of This We Believe (NMSA,
2010). The self-enhancing school is characterized by "from-to"
statements; for example, "from" avoiding parents "to" working with
parents. Using theory and research we discuss the costs of staying
in the "from" position and the benefits derived from moving to the
"to" position. By combining educational psychology and curriculum
development we make a unique contribution to middle grades
curriculum developers.
High stakes testing, standards, and accountability politics is
taking us away from the importance of the affective domain in
curriculum development. This critical learning domain is often an
unrecognized and infrequently considered topic in the literature.
Through this book we extend the current knowledge base by
addressing a curriculum model developed in the 1980s. We add a 2012
knowledge base as we delineate the role of self-perceptions in
school-related learning, how middle level curriculum affects
self-perceptions, and the type of curriculum planning which
enhances self-perceptions and improves learning in the cognitive,
affective, and psychomotor domains. The combination of sound
psychological principles and practical teaching and curriculum
suggestions with an empirical basis makes the book attractive to
both higher education and local school professional libraries. In
the former it will serve as the primary text in graduate and
advanced undergraduate middle level education programs and
practices courses. It might also be a primary text in courses or
workshops in affective education or other experiences which
emphasize affective, values, and self-concept. It also has
potential as a supplementary text in undergraduate educational
psychology courses. At the in-service level this book could be used
as a workshop resource or as a professional reference for middle
level teachers, administrators, curriculum workers, and
supervisors. Our interest in young adolescents and their school
setting coincides with the fourth edition of This We Believe (NMSA,
2010). The self-enhancing school is characterized by "from-to"
statements; for example, "from" avoiding parents "to" working with
parents. Using theory and research we discuss the costs of staying
in the "from" position and the benefits derived from moving to the
"to" position. By combining educational psychology and curriculum
development we make a unique contribution to middle grades
curriculum developers.
This guidebook is designed to be the middle-level teacher's friend
in addressing a wide variety of questions regarding the use of
educational and instructional technologies. It can serve as a
companion and guide through the myriad challenges and opportunities
related to the effective use of technology in one's classroom and
school. A sample of middle level U.S. teachers provided us with
detailed answers about their experiences with using technology in
their teaching. Specifically, they shared their challenges,
barriers, ideas, and suggestions for working successfully with
administrators, technology specialists, students, fellow teachers,
and parents when teaching with technology. We have organized the
teachers' experiences and recommendations according to each
stakeholder. Rather than recommending or reviewing specific
educational technology companies, applications, or tools, we
provide a large number of strategies that are "built to last" and
should be applicable regardless of the specific tool under
consideration. We assume that it doesn't ultimately matter what the
tool or technology is that you're using-it's how and why you're
using it for teaching and learning that will determine whether it
is successful or not. The "how" and "why" aspects encompass the
built-to- last strategies included in this guidebook.
This guidebook is designed to be the middle-level teacher's friend
in addressing a wide variety of questions regarding the use of
educational and instructional technologies. It can serve as a
companion and guide through the myriad challenges and opportunities
related to the effective use of technology in one's classroom and
school. A sample of middle level U.S. teachers provided us with
detailed answers about their experiences with using technology in
their teaching. Specifically, they shared their challenges,
barriers, ideas, and suggestions for working successfully with
administrators, technology specialists, students, fellow teachers,
and parents when teaching with technology. We have organized the
teachers' experiences and recommendations according to each
stakeholder. Rather than recommending or reviewing specific
educational technology companies, applications, or tools, we
provide a large number of strategies that are "built to last" and
should be applicable regardless of the specific tool under
consideration. We assume that it doesn't ultimately matter what the
tool or technology is that you're using-it's how and why you're
using it for teaching and learning that will determine whether it
is successful or not. The "how" and "why" aspects encompass the
built-to- last strategies included in this guidebook.
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