The research base on student-selected reading is robust and conclusive: Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read. In a 2004 meta-analysis, Guthrie and Humenick found that the two most powerful instructional design factors for improving reading motivation and comprehension were (1) student access to many books and (2) personal choice of what to read.
{"title":"Every Child, Every Day","authors":"R. Allington, Rachael E. Gabriel","doi":"10.1037/e526182010-001","DOIUrl":"https://doi.org/10.1037/e526182010-001","url":null,"abstract":"The research base on student-selected reading is robust and conclusive: Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read. In a 2004 meta-analysis, Guthrie and Humenick found that the two most powerful instructional design factors for improving reading motivation and comprehension were (1) student access to many books and (2) personal choice of what to read.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"69 1","pages":"10-15"},"PeriodicalIF":0.0,"publicationDate":"2012-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57880166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-01-01DOI: 10.1108/02580541311311302
Naomi Calvo, K. Miles
The pressure on educators today is tremendous—performance targets grow each year while resources shrink. Faced with budget deficits, district administrators generally keep existing school structures intact while trimming funding for items deemed nonessential, such as preschool, professional development, and central office departments. Unfortunately, cutting these supposedly nonessential items may actually harm the bottom line in the long term. Moreover, cuts like these leave our classrooms looking essentially the same as they did 50 years ago. The question before us is whether we can use this period of crisis as an opportunity to rethink what schools can look like.
{"title":"Turning Crisis into Opportunity.","authors":"Naomi Calvo, K. Miles","doi":"10.1108/02580541311311302","DOIUrl":"https://doi.org/10.1108/02580541311311302","url":null,"abstract":"The pressure on educators today is tremendous—performance targets grow each year while resources shrink. Faced with budget deficits, district administrators generally keep existing school structures intact while trimming funding for items deemed nonessential, such as preschool, professional development, and central office departments. Unfortunately, cutting these supposedly nonessential items may actually harm the bottom line in the long term. Moreover, cuts like these leave our classrooms looking essentially the same as they did 50 years ago. The question before us is whether we can use this period of crisis as an opportunity to rethink what schools can look like.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"69 1","pages":"19-23"},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/02580541311311302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"61978650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-09-01DOI: 10.4324/9780203067697-21
Charles C. Haynes
{"title":"Putting a Face to Faith","authors":"Charles C. Haynes","doi":"10.4324/9780203067697-21","DOIUrl":"https://doi.org/10.4324/9780203067697-21","url":null,"abstract":"","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"69 1","pages":"50-54"},"PeriodicalIF":0.0,"publicationDate":"2011-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70574371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-01DOI: 10.4135/9781412972024.n2312
R. Wade
In one recent year alone, Gabelli School students volunteered more than 1,300 total hours at nine Bronx nonprofits as part of the service-learning program—and gained hands-on experience in the process, along with one additional academic credit. Some of them volunteered at the Concourse Fund, a local nonprofit microfinance organization. Others worked on behalf of the Fordham Road Business Improvement District. Still others acted as pro bono accountants for low-income residents through the city’s VITA income-tax assistance program.
{"title":"Service for Learning.","authors":"R. Wade","doi":"10.4135/9781412972024.n2312","DOIUrl":"https://doi.org/10.4135/9781412972024.n2312","url":null,"abstract":"In one recent year alone, Gabelli School students volunteered more than 1,300 total hours at nine Bronx nonprofits as part of the service-learning program—and gained hands-on experience in the process, along with one additional academic credit. Some of them volunteered at the Concourse Fund, a local nonprofit microfinance organization. Others worked on behalf of the Fordham Road Business Improvement District. Still others acted as pro bono accountants for low-income residents through the city’s VITA income-tax assistance program.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"68 1","pages":"28-31"},"PeriodicalIF":0.0,"publicationDate":"2011-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70548314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-03-01DOI: 10.4135/9781483387765.n5
M. Prensky
{"title":"Turning On the Lights.","authors":"M. Prensky","doi":"10.4135/9781483387765.n5","DOIUrl":"https://doi.org/10.4135/9781483387765.n5","url":null,"abstract":"","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"65 1","pages":"40-45"},"PeriodicalIF":0.0,"publicationDate":"2008-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70639834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-01-01DOI: 10.1163/9789401205900_003
T. Claes
In the first part of this chapter I provide an analysis of the claim that 'the university is in crisis.' This claim, so it turns out, cannot be rephrased as 'a lot of universities are experiencing serious difficulties.' The first claim is of a more evaluative nature, while the second claim is of a more factual nature. In the remainder of this chapter I flesh out two oppositional viewpoints on 'the university.' The Traditional viewpoint starts out from an articulation of an 'idea of the university.' The Innovative viewpoint is based on a more empirically informed view on the history, evolution and characteristics of (existing) universities. The two views are compared along the following dimensions: research, teaching, service to society, the professor, the student and the institution. Both views, although opposed, can be located within the 'semantic horizon' of the concept of the university.
{"title":"Conflicting Models of the University: Traditionalist and Innovative Views and the Semantic Horizon of 'The University'","authors":"T. Claes","doi":"10.1163/9789401205900_003","DOIUrl":"https://doi.org/10.1163/9789401205900_003","url":null,"abstract":"In the first part of this chapter I provide an analysis of the claim that 'the university is in crisis.' This claim, so it turns out, cannot be rephrased as 'a lot of universities are experiencing serious difficulties.' The first claim is of a more evaluative nature, while the second claim is of a more factual nature. In the remainder of this chapter I flesh out two oppositional viewpoints on 'the university.' The Traditional viewpoint starts out from an articulation of an 'idea of the university.' The Innovative viewpoint is based on a more empirically informed view on the history, evolution and characteristics of (existing) universities. The two views are compared along the following dimensions: research, teaching, service to society, the professor, the student and the institution. Both views, although opposed, can be located within the 'semantic horizon' of the concept of the university.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"1 1","pages":"7-34"},"PeriodicalIF":0.0,"publicationDate":"2008-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64573056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-05-01DOI: 10.4324/9780203019382-13
David J. Ferrero
{"title":"Having It All.","authors":"David J. Ferrero","doi":"10.4324/9780203019382-13","DOIUrl":"https://doi.org/10.4324/9780203019382-13","url":null,"abstract":"","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"63 1","pages":"8-14"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70568155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-01-01DOI: 10.4324/9780203102329-11
J. Ohler
Imagine you are watching the digital story that Kim, a 6th grader, has created for a language arts assignment. As the story opens, the computer screen slowly fills with photographs of Kim's parents, one from when they were young and another taken more recently. Instrumental music plays in the background as family pictures appear on the screen. We hear Kim's voice telling the story of how her parents came to the United States from rural China. They worked long hours, saved their money, and eventually created a good life for their family. Kim's narration explains that although she loved her parents, her relationship with them was often strained because they considered her unresourceful and unappreciative of her good fortune. Kim was tired of hearing about how hard life was for her parents as children.
{"title":"The World of Digital Storytelling","authors":"J. Ohler","doi":"10.4324/9780203102329-11","DOIUrl":"https://doi.org/10.4324/9780203102329-11","url":null,"abstract":"Imagine you are watching the digital story that Kim, a 6th grader, has created for a language arts assignment. As the story opens, the computer screen slowly fills with photographs of Kim's parents, one from when they were young and another taken more recently. Instrumental music plays in the background as family pictures appear on the screen. We hear Kim's voice telling the story of how her parents came to the United States from rural China. They worked long hours, saved their money, and eventually created a good life for their family. Kim's narration explains that although she loved her parents, her relationship with them was often strained because they considered her unresourceful and unappreciative of her good fortune. Kim was tired of hearing about how hard life was for her parents as children.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"63 1","pages":"44-47"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70576819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-01-01DOI: 10.4135/9781483340333.n415
M. Burns
Revisiting the literature from the 1990s on instructional technology is like journeying back to a more nostalgic and hopeful time when the promise of computers—and their potential impact on student learning— appeared boundless. Used in concert with a learner-centered instructional approach and a curriculum that focused on authentic learning, computers, it was thought, would serve as ―mind tools‖ (Jonassen, 1996) to build students' higher-order thinking skills. In fact, the terms computers and higher-order thinking formed a sort of double helix in instructional technology parlance. Infrastructural supports in the United States—such as E-rate and federal funding for hardware, software, and teacher training initiatives—exemplified a commitment to the belief that computers could transform student learning.
{"title":"Tools for the Mind","authors":"M. Burns","doi":"10.4135/9781483340333.n415","DOIUrl":"https://doi.org/10.4135/9781483340333.n415","url":null,"abstract":"Revisiting the literature from the 1990s on instructional technology is like journeying back to a more nostalgic and hopeful time when the promise of computers—and their potential impact on student learning— appeared boundless. Used in concert with a learner-centered instructional approach and a curriculum that focused on authentic learning, computers, it was thought, would serve as ―mind tools‖ (Jonassen, 1996) to build students' higher-order thinking skills. In fact, the terms computers and higher-order thinking formed a sort of double helix in instructional technology parlance. Infrastructural supports in the United States—such as E-rate and federal funding for hardware, software, and teacher training initiatives—exemplified a commitment to the belief that computers could transform student learning.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"69 1","pages":"48-53"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70620981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：