Literaturnachweis - Detailanzeige
| Autor/inn/en | Boser, Ulrich; McDaniels, Abel; Benner, Meg |
|---|---|
| Institution | Center for American Progress |
| Titel | Using the Science of Learning to Redesign Schools |
| Quelle | (2018), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Formative Evaluation; Learning; School Restructuring; Academic Achievement; Educational Experience; Educational Improvement; Teaching Methods; Outcomes of Education; School Readiness |
| Abstract | Policymakers and educators need to reimagine the American school experience in order to better improve student achievement. What's more, nearly half of all first-year college students require remediation in English, costing taxpayers roughly $1.3 billion. There are promising practices and research that rethink the school experience in order to ensure students are prepared to compete in the 21st century and that foster the tools for lifelong learning. Within pockets of innovation, many schools are being restructured to fit the needs and interests of students--a practice that's commonly called school redesign. In an attempt to improve outcomes for traditionally underserved students, these redesign efforts test new ways for students to experience school, demonstrate their learning, and earn credit toward graduation. School redesign and the science of learning are each at the center of innovative policy reforms and timely research, and the intersection of these movements can help support the kind of education American students need. This intersection is the focus of this brief, which looks at the ways learning science can support school redesign. (ERIC). |
| Anmerkungen | Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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