ذهن‌های هدررفته: چرا سیستم آموزشی ما در حال شکست است و چه کاری می‌توانیم در مورد آن انجام دهیم

Renowned education journalist Ronald A. Wolk--the founder and former editor of "Education Week" and "Teacher Magazine"--Skewers the conventional wisdom of the day about education reform and illuminates a way forward to higher student achievement. Learn why so many assumptions guiding political and educational leaders--standards and testing, longer school days/years, pushing advanced math classes--have little prospect of achieving results. And explore a new strategy forward following promising innovations such as individualizing instruction, performance assessments, and restructuring public education. This book is divided into two parts. Part I, Flawed Assumptions, includes the following chapters: (1) The "Get-Tough" Policy; (2) All Standards for All Students; (3) If It Moves, Test It; (4) Make Them Take Algebra; (5) Wanted: Great Teachers; (6) The Quest for the Supreme Leader; (7) The Dropout Epidemic; (8) Time for What?; (9) Never Enough Money; and (10) a New Strategy of New Schools. Part ii, a Second, Parallel Strategy, includes the following chapters: (11) One Student at a Time; (12) Many Pathways to Success; (13) Life to Text; (14) It's the Work That Counts; (15) Start Them Early; (16) a New Role for Teachers; (17) a Matter of Choice; (18) Schools for Digital Natives; and (19) Conclusion: Can We Get There from Here?. Preface, introduction, references, related ascd resources and a study guide for this book are also included Why has successful school reform been so difficult to achieve, despite decades of well-intentioned efforts, endless rhetoric, and billions of dollars of investment? Why do most U.S. schools continue to produce disappointing results? Why is there such a disconnect between the schools we need and the schools we have? -- In this thoughtful and insightful book, Ronald A. Wolk tackles these questions head-on, identifying key assumptions that have shaped the debate on school reform for the past several decades, including the emphasis on standards and testing, calls for a longer school day and year, the push to enroll more students in advanced math classes, and the quest to place a highly qualified teacher in every classroom. Backed by research and other evidence, he points out the flaws in each assumption, and then proposes alternative assumptions as the basis for new, innovative schools that would emphasize such elements as -- * Individualized instruction, with various pathways for learning; * Real-world contexts for learning; * Performance assessment; * A restructuring of public education to expand preschool; and * Transformation of the teachers' role from instructor to advisor. -- Acknowledging that the current system is too entrenched to accept radical reform, Wolk suggests incorporating his assumptions into a separate, parallel strategy for new schools. The result is a provocative proposal for teachers, administrators, policymakers, parents, and others to consider as they contemplate the future of public education in the United States The "get tough" policy All standards for all students If it moves, test it Make them take algebra Wanted : great teachers The quest for the supreme leader The dropout epidemic Time for what? Never enough money Needed : a new strategy of new schools One student at a time Many pathways to success Life to text It's the work that counts Start them early A new role for teachers A matter of choice Schools for digital natives.