Restructuring for Integrative Education: Multiple Perspectives, Multiple Contexts. Critical Studies in Education and Culture Series.

Sonst. Personen	Jennings, Todd (Hrsg.)
Titel	Restructuring for Integrative Education: Multiple Perspectives, Multiple Contexts. Critical Studies in Education and Culture Series.
Quelle	(1997), (168 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1064-8615
ISBN	0-89789-496-0
Schlagwörter	Adolescents; Change Strategies; Children; Educational Change; Educational Improvement; Educational Policy; Elementary Secondary Education; Fused Curriculum; Higher Education; Integrated Curriculum; Politics of Education; Program Effectiveness; School Restructuring + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lösungsstrategie; Child; Kind; Kinder; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational policy; Schulreformplan; Schulumwandlung
Abstract	Integrative education is defined as education that promotes learning and teaching in nonfragmented ways that embrace notions of holism, complexity, and interconnection. Furthermore, integrative education embraces the links, rather than the divisions, between the academic disciplines (e.g., arts and sciences) and between various subjective and objective epistemologies and methods of inquiry. The chapters include personal narratives, case studies, theoretical pieces, and reports of original research. Each chapter approaches the topic of integrated education from a variety of theoretical, perspectives including complexity theory, critical theory, social constructivism, phenomenology, and postmodernism. The chapters are: chapter 1, "Developmental Dialectic of Students, Faculty, and Higher Education" (Ivan D. Kovacs and Helen J. Shoemaker); chapter 2, "Service Learning and the Liberal Arts: Restructuring for Integrated Education" (Robbin D. Crabtree); chapter 3, "Confronting the Ultimate Learning Outcome: We Teach Who We Are" (Susan Drake); chapter 4, "Transforming School Psychology: Paradigmatic Assumptions and Impediments to Holistic roles" (Dudley J. Wiest and Dennis A. Kreil); chapter 5, "Restructuring Classroom Management for More Interactive and Integrated Teaching and Learning" (Barbara Larrivee); chapter 6, "From Alienating to Liberating Experiences: A New Comer's Learning Experiences in the New Culture" (Danling Fu); chapter 7, "Recent Mexican Immigrants: Forgotten Voices in the High School Restructuring Process" (Rosalie Giacchino-Baker); and chapter 8,"Restructuring as an Integrative Process" (Sam Crowell and Renate Caine). Contains a bibliography and an index. (RJM)
Anmerkungen	Greenwood Publishing Group, 88 Post Road West, Box 5007, Westport, CT 06881-5007 (credit card orders: 1-800-225-5800; $49.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01