Making mistakes is at the heart of learning. Prior research has established the value of trial and error and corrective feedback, however, inquiries into the experience of learning from mistakes in real-world contexts are rare. In this article, the author employs portraiture to represent one preschool child’s experience as she learns to print the letters of her name. Anchored in a parent-teacher perspective, this descriptive account details the journey of learning from mistakes—riddled with developmentally appropriate stops and starts—and illustrates the resilience young children can demonstrate during practice, reappraising errors with an eager willingness to try again.
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Daisaku Ikeda’s first published work was “Pestalozzi the Great Educator,” published in 1949 under the pen name Shinichiro Yamamoto. This article is a companion piece to the English translation of that work, which appears in the From the Archives section of this issue of Schools. This article introduces the origin and substance of Ikeda’s maiden work, and its major themes, including the significance of Ikeda’s pen name, the importance he places on mothers, the continuing presence of Pestalozzi in Ikeda’s thought and writings, and, most important, the work’s relevance to Ikeda’s most enduring educational philosophy, ningen kyōiku, or “human education.”
{"title":"Human Education","authors":"Jason Goulah","doi":"10.1086/708362","DOIUrl":"https://doi.org/10.1086/708362","url":null,"abstract":"Daisaku Ikeda’s first published work was “Pestalozzi the Great Educator,” published in 1949 under the pen name Shinichiro Yamamoto. This article is a companion piece to the English translation of that work, which appears in the From the Archives section of this issue of Schools. This article introduces the origin and substance of Ikeda’s maiden work, and its major themes, including the significance of Ikeda’s pen name, the importance he places on mothers, the continuing presence of Pestalozzi in Ikeda’s thought and writings, and, most important, the work’s relevance to Ikeda’s most enduring educational philosophy, ningen kyōiku, or “human education.”","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"17 1","pages":"153 - 170"},"PeriodicalIF":0.7,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708362","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43875499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The word “project” is perhaps the latest arrival to knock for admittance at the door of educational terminology. Shall we admit the stranger? Not wisely unless two preliminary questions have first been answered in the affirmative: First, is there behind the proposed term and waiting even now to be christened a valid notion or concept which promises to render appreciable service in educational thinking? Second, if we grant the foregoing, does the term “project” fitly designate the waiting concept? Because the question as to the concept and its worth is so much more significant than any matter of mere names, this discussion will deal almost exclusively with the first of the two inquiries. It is indeed entirely possible that some other term, as “purposeful act,” for example, would call attention to a more important element in the concept, and, if so, might prove superior as a term to the word “project.” At the outset it is probably wise to caution the reader against expecting any great amount of novelty in the idea here presented. The metaphor of christening is not to be taken too seriously; the concept to be considered is not in fact newly born. Not a few readers will be disappointed that after all so little new is presented. A little of the personal may perhaps serve to introduce the more formal discussion. In attacking with successive classes in educational theory the problem of method, I had felt increasingly the need of unifying more completely a number of important related aspects of the educative process. I began to hope for some one concept which might serve this end. Such a concept, if found, must, so I thought, emphasize the factor of action, preferably wholehearted vigorous activity. It must at the same time provide a place for the adequate utilization of the laws of learning, and no less for the essential elements or
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In this personal account, the author recounts navigating a school uniform policy as a new teacher in a large public high school in Baltimore. He loosely situates this telling in the recent history of the public school uniform movement, of which Baltimore was central. Writing in an urgent present tense, the author details the many complexities posed by a rigid policy regulating students’ bodies. Unfolding over the course of a single school year, this article charts a system newcomer’s evolving understanding of the uniform policy, a school, and his students. The article additionally raises broader considerations about policy enforcement in classrooms and probes the social and political implications of policies schools prioritize.
{"title":"Wearing Policy","authors":"Jeremy T. Murphy","doi":"10.1086/708354","DOIUrl":"https://doi.org/10.1086/708354","url":null,"abstract":"In this personal account, the author recounts navigating a school uniform policy as a new teacher in a large public high school in Baltimore. He loosely situates this telling in the recent history of the public school uniform movement, of which Baltimore was central. Writing in an urgent present tense, the author details the many complexities posed by a rigid policy regulating students’ bodies. Unfolding over the course of a single school year, this article charts a system newcomer’s evolving understanding of the uniform policy, a school, and his students. The article additionally raises broader considerations about policy enforcement in classrooms and probes the social and political implications of policies schools prioritize.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"17 1","pages":"28 - 42"},"PeriodicalIF":0.7,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46545422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is much agreement about the need for continuous improvement in schools but little understanding about how to bring about the changes in thinking and practice needed to support it. This case study describes a professional collaboration in which a strong, experienced teacher leader is able to learn something truly new, which enables her in turn to move persistently struggling students forward and to share the process by which she did so with her colleagues. Analysis reveals three categories of facilitator moves that were critical in prompting the transformation and that may be transferable to varied settings: adherence to precise purposes and goals; focusing and drilling down; and letting go. This study offers a preliminary framework of effective facilitator moves (those that shift teacher thinking and practice in ways that measurably and continuously improve student performance) for further research.
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William Heard Kilpatrick’s essay on “The Project Method,” first published in 1918, argues for a method of education in which students’ school activities are inspired by their own interests and guided by their own purposes. This article describes the project method as it is carried out in the sixth, seventh, and eighth grades at an independent school. The authors explore the tensions between students’ purposes and teachers’ guidance that arise during collaborative projects that are chosen by students. They conclude that no set procedure could suffice to direct the work of teachers attempting the project method. Rather, the method calls on teachers to respond sensitively to students’ needs in the moment, reflect on the processes and products of project learning, and hold space for students to co-construct the school curriculum.
William Heard Kilpatrick于1918年首次发表的关于“项目方法”的文章主张采用一种教育方法，即学生的学校活动受到自己兴趣的启发，并以自己的目的为指导。本文描述了在一所独立学校的六年级、七年级和八年级进行的项目方法。作者探讨了在学生选择的合作项目中出现的学生目的和教师指导之间的紧张关系。他们得出的结论是，没有一套既定的程序足以指导教师尝试项目法的工作。相反，该方法呼吁教师敏感地回应学生当下的需求，反思项目学习的过程和产品，并为学生共同构建学校课程留出空间。
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The peaceful country Switzerland. Just hearing the name Switzerland and our hearts are filledwith the image of this serene and picturesque land, surrounded by themajestic Alps. Roughly 150 years ago this Switzerland gave birth to the renowned, great educator [Johann Heinrich] Pestalozzi [1746–1827]. Still today, there is a statue commemorating Pestalozzi in Yverdon, Switzerland. On the pedestal the following is written: “In Neuhof, benefactor of the poor; in Stanz, father of the orphaned; in Burgdorf, founder of the national school; in Yverdon, teacher of the people. . . . Exerting all for others, nothing for himself.” These lines are indeed a description of the life of Pestalozzi. This is the very image of a great and noble educator.
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Educators carry self-constructed narratives about who they are as professionals. When they tell and retell versions of these stories to their students (and themselves), these stories become part of the curriculum. This article suggests that with the students, by examining stories “concealed” within educators’ “stock” stories, they can rethink the conscious or unconscious omission of unpleasant details, unresolved dilemmas, and lay bare issues of authority, credibility, and vulnerability inherent in teaching and learning.
{"title":"The Course to Be Run","authors":"Tom Meyer","doi":"10.1086/708356","DOIUrl":"https://doi.org/10.1086/708356","url":null,"abstract":"Educators carry self-constructed narratives about who they are as professionals. When they tell and retell versions of these stories to their students (and themselves), these stories become part of the curriculum. This article suggests that with the students, by examining stories “concealed” within educators’ “stock” stories, they can rethink the conscious or unconscious omission of unpleasant details, unresolved dilemmas, and lay bare issues of authority, credibility, and vulnerability inherent in teaching and learning.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"17 1","pages":"60 - 69"},"PeriodicalIF":0.7,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708356","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47244637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The literature on the uses of gamification in education is increasingly popularizing the implementation of game elements in nongame environments, but the scholarship tends to remain theoretical and lacks a focus on practical application for educators seeking to utilize gamified methods. This article focuses on the design and implementation of gamified leveling-up systems that promote greater student motivation. A previous qualitative study was conducted in which 15 high school teachers were interviewed to discover their perceptions on their use of gamification methods in their curricula. Among all teacher participants, five of them specifically utilized leveling-up systems. I conducted a secondary analysis of a larger qualitative study on the implementation of secondary school educators’ use of gamification methods. Some examples of gamified leveling-up frameworks include the use of additional associated applications such as thematic instruction, incentivized point systems, badging, and leaderboards. Results of this secondary analysis helped me identify and define three different models of gamified frameworks.
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Jane Katch, Sharon R. Harrow, Jackie Lockney, Nancy Baffa, J. Fuchs, H. Peters, Steve Whitney, Katy Inman, Susan Diller, A. Lewenberg
Teachers at a, mostly white, independent school met monthly for a year, discussing how to talk with children from pre-K through eighth grade about race. They looked at interactions that arose spontaneously in the classroom, from younger children’s comments about skin color to racially tinged remarks in the older classes. Faculty members, who all identify as white, became aware of their own wish to avoid these conversations, since many of them had not looked at their own relationships to being white in a racialized culture. By talking and supporting one another and by learning more about the effects of systemic racism, the teachers became more comfortable and could talk about race in meaningful ways with their students. Each teacher chose one situation involving race, looked at what made her uncomfortable, and worked to address the issues at a deeper level. In this article, the teachers describe this process as it unfolded in their classrooms.
{"title":"Don Cheadle’s Nose","authors":"Jane Katch, Sharon R. Harrow, Jackie Lockney, Nancy Baffa, J. Fuchs, H. Peters, Steve Whitney, Katy Inman, Susan Diller, A. Lewenberg","doi":"10.1086/705641","DOIUrl":"https://doi.org/10.1086/705641","url":null,"abstract":"Teachers at a, mostly white, independent school met monthly for a year, discussing how to talk with children from pre-K through eighth grade about race. They looked at interactions that arose spontaneously in the classroom, from younger children’s comments about skin color to racially tinged remarks in the older classes. Faculty members, who all identify as white, became aware of their own wish to avoid these conversations, since many of them had not looked at their own relationships to being white in a racialized culture. By talking and supporting one another and by learning more about the effects of systemic racism, the teachers became more comfortable and could talk about race in meaningful ways with their students. Each teacher chose one situation involving race, looked at what made her uncomfortable, and worked to address the issues at a deeper level. In this article, the teachers describe this process as it unfolded in their classrooms.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"16 1","pages":"140 - 166"},"PeriodicalIF":0.7,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/705641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48727288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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