How Much Is Learned when We're Not Looking: The Promise of CES Elementary Schools

Autor/in	Meier, Deborah
Titel	How Much Is Learned when We're Not Looking: The Promise of CES Elementary Schools
Quelle	In: Horace, 23 (2007) 3, (3 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-8938
Schlagwörter	Stellungnahme; Educational Philosophy; Educational Experience; School Restructuring; Elementary Schools; Elementary Secondary Education; Educational Change; New York + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Bildungserfahrung; Schulreformplan; Schulumwandlung; Elementary school; Grundschule; Volksschule; Bildungsreform
Abstract	In the mid-1980s, the author discovered the soon-to-be-Coalition of Essential Schools as she was contemplating starting a secondary school in East Harlem, a follow-up to their successful little network of progressive-minded elementary schools: Central Park East, Central Park East II, and River East. Through a series of lucky connections, she and her colleagues got Ted Sizer interested in their new venture, and thus was founded Central Park East Secondary School (CPESS) in the fall of 1985. One of the lessons of their Coalition-style elementary school work was the power of the connection between five year olds and 18 year olds, and the thread that runs through those years to produce a truly powerful educational experience. Together, they threaten what America truly needs and undermine the best of what people once were. A new K-12 drive to turn schooling into a business--with the bottom line being test scores, test scores, test scores--isn't even good for business. The new leadership of school reform, personified in NYC by Klein and Bloomberg, is driving schools to pay for results, offering financial rewards to children, teachers, and principals who improve scores (by any means necessary). Win or lose, people will pay a price. The Coalition needs to rethink deeply the implications of its views about secondary education as they apply to younger children. Educators need to relink the world of adults to the world of childhood, in all its facets. Not just the world of adult leisure, but the world of adult craftsmanship. (ERIC).
Anmerkungen	Coalition of Essential Schools. 1330 Broadway Suite 600, Oakland, CA 94612. Tel: 510-433-1451; Fax: 510-433-1455; Web site: http://www.essentialschools.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10