Authentic Pedagogy and Student Performance.

Autor/inn/en	Newmann, Fred M.; und weitere
Institution	Center on Organization and Restructuring of Schools, Madison, WI.
Titel	Authentic Pedagogy and Student Performance.
Quelle	(1995), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Academic Achievement; Accountability; Active Learning; Educational Quality; Elementary Schools; Elementary Secondary Education; Equal Education; Experiential Learning; High Schools; Instruction; Middle Schools; Performance Based Assessment; School Restructuring; Standards; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Aktives Lernen; Quality of education; Bildungsqualität; Elementary school; Grundschule; Volksschule; Experiental learning; Erfahrungsorientiertes Lernen; High school; Oberschule; Teaching process; Unterrichtsprozess; Middle school; Mittelschule; Mittelstufenschule; Leistungsermittlung; Schulreformplan; Schulumwandlung; Standard; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In order to address concerns about the intellectual quality of students' work under various "active learning" formats appearing in education reform efforts, this study developed a model of authentic pedagogy and assessed its presence in 23 restructured schools. The proposed authentic pedagogy is consistent with an active learning perspective and posits standards of intellectual quality, rather than teaching techniques or processes, as the central target of innovation. The study defined authentic academic achievement with three criteria: construction of knowledge, disciplined inquiry, and value beyond school. The school study examined instruction for one year at 23 schools (equally divided among elementary, middle, and high schools) with emphasis on six valued outcomes: (1) authentic pedagogy and authentic academic performance; (2) equity for students; (3) empowerment of teachers, parents, and principals; (4) sense of community among staff and students; (5) reflective professional dialogue; and (6) accountability. The study found that schools varied substantially in their success on standards for authentic pedagogy. Overall, pedagogy was rarely rated at the higher levels of the study's standard indicating that the promotion of authentic teaching is enormously difficult. Authentic pedagogy did appear to improve authentic academic performance for all students in mathematics and social studies. Finally, student achievement was reasonably equitable across gender, race, ethnicity, and socioeconomic status. (Contains 44 references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01