Introduction -- I: Whether to reform or transform, that is the question. 1: America needs to transform rather than reform education. What's wrong with American education? -- Test, test, test: the flaw in the vision -- Who's to blame for the underachievement of American students? -- The emergence of a culture of learning and thinking -- Today's students need different skills to thrive in the twenty-first century -- Summary -- 2: Transformation requires a systemic change. Nature of systems in response to change -- Educational systems are "living processes" -- Changing the system means aligning all components -- What is needed today is a systemic transformation in education -- The role of distribution in systemic change -- Computer-based learning (CBL) as a disruptive force in education -- Project-based learning as a disruptive force in education -- Place-based education (PBE) as a disruptive force in education -- Summary -- 3: Transforming education: the whole-child paradigm. What's a paradigm? -- Education is in a muddle -- The learning compact renewed: whole child for the whole world -- The whole-child learner paradigm -- Summary -- II: The district-based influences that affect learning and thinking. 4: Creating a new story of learning and thinking. Learning as product or process? -- A whole-child educational framework -- An authentic curriculum -- Why do we educate in the first place? -- What does a "quality" education mean? -- What are the metaphors of the twentieth-century educational story? -- Orientations on classroom thinking and learning -- What is the twentieth-century-story being "told" in most American classrooms? -- What is the twenty-first-century story we want to "tell" in American classrooms? -- Summary -- III: The educator-based influences that affect learning and thinking. 5: What are the teaching practices of the teacher-centered and learner-centered approaches to teaching?. Twentieth-century classroom teaching practices: learning as product -- Twenty-first-century classroom teaching practices: learning as process -- Summary -- 6: Toward a constructivist approach to learning. Whole-child education and constructivism -- Guided improvisation -- Summary -- 7: What thinking skills foster meaningful learning. Teacher-centered versus whole-child learning -- Encouraging meaningful learning and thinking -- What are the learning and thinking skills needed to thrive in the twenty-first century? -- Twenty-first-century exemplar schools -- Summary -- 8: The interdisciplinary curriculum. Truth, beauty, and goodness -- The arts: a bridge to interdisciplinary learning -- Summary -- 9: Why is the learner-centered educator interested in positive education?. What is positive psychology? -- Positive education -- How can the learner-centered educator foster competency in social and emotional learning (SEL) skills? -- Developing competency in social and emotional skills -- School-based brief positive psychological interventions (BPPIs) -- Summary -- IV: Personal demonstrations of learning and thinking. 10: The whole-child educator fosters a growth mindset. What does it take to motivate learners? -- Growth versus fixed mindsets -- Summary -- V: Interpersonal demonstrations of learning and thinking. 11: How do students demonstrate competency in interpersonal skills?. The coddling of American students -- Character strengths -- What is emotional intelligence? -- Summary.
Summary:
"This book provides an in-depth discussion of the aspects of a whole-child learner paradigm including how educator and school-based influences interrelate with personal and interpersonal demonstrations of learning to create a holistic learning system"-- Provided by publisher.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.