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"Larson, Bruce E"
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Cross-Disciplinary, Whole School Education Reform in Secondary Schools: Three Critical Components
The Whole School Success Partnership (TWSSP) worked to develop practices and cultures that emphasized student success in five middle and high schools. Because this project took place in secondary schools where teachers have disciplinary specializations, the whole school approach came with unique opportunities and challenges. Here we describe how three critical components of this project, wholeschool vision; tools to translate vision into practice; and ongoing, collaborative teacher learning were enacted to meet these opportunities and challenges. We then detail outcomes revealed by the project evaluation. We found the whole-school approach provided a common ground for facilitating schoolwide change and developing a shared perspective on teaching and learning. To do this, TWSSP integrated its activities with school goals and initiatives, placed teachers in high-functioning professional learning communities (PLCs), and frequently revisited a whole-school vision. The project helped teachers connect across subject-area silos, supporting and sustaining whole school reform. NAPDS Essentials Addressed: 1. A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community; 2. Ongoing and reciprocal profess sional development for all participants guided by need; 3. A shared commitment to innovative and reflective practice by all participants; 4. Engagement in and public sharing of the results of deliberative investigations of practice by respective participants.
Journal Article
Influences on Social Studies Teachers' Use of Classroom Discussion
Interviews 6 high school social studies teachers. Discusses findings regarding 5 factors that influence teachers' uses of different conceptions of discussion: student diversity, lesson objectives, age and maturity of students, sense of community in the classroom, and students' interest level. Notes implications regarding students' influence on teachers, teachers as discussion leaders, and suggestions for educating teachers about using classroom discussion. (SR)
Journal Article
Influences on Social Studies Teachers' Use of Classroom Discussion
Investigates the five factors that affect teachers' use of discussion as a means to promote more frequent use of that strategy. Shows that teachers' perceptions of their students influence their teaching techniques. Concludes that familiarizing future teachers about discussion as a teaching strategy could encourage its use in the classroom. (CMK)
Journal Article
Influences on social studies teachers' use of classroom discussion
An explanatory theory of influences on teachers' use of classroom discussion is presented.
Journal Article
Considering the Move to Electronic Discussions
Over the past four years, the author has attempted to compare students' participation patterns during electronic threaded discussions and face-to-face classroom discussions. Most recently, he considered the interactions of 40 students in two world history classes at a public high school. These students regularly engaged in classroom discussions about public and controversial issues, and also used computer technology frequently in class. By analyzing how students discussed controversy in these two forums, he hoped to identify some benefits and perceived obstacles of using each. The study is described in this article.
Magazine Article