Asset Details
Do you wish to reserve the book?
Game Plan for Learning
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Game Plan for Learning
Do you wish to request the book?
Game Plan for Learning
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Game Plan for Learning
2016
Overview
IN 1959, six years before he authored the study that would remake America's segregated public schools, James S. Coleman found himself face to face with a very different foe: the inscrutable desires, evolving tastes, and secret motivations of the post--World War II American teenager. At the time, Coleman was head of Johns Hopkins University's Department of Social Relations (later renamed the Department of Sociology). He had just spent two years studying the \"climate of values\" at several midwestern high schools, interviewing students about their academic lives, their social lives, school culture, and their rapidly evolving teen culture. Deep within the data, he found what he considered the root of the underachievement crisis in American high schools: a management structure that misunderstood teenagers and fundamentally misused student incentives. For more than 50 years, Coleman's findings in this study have been overshadowed by those of the Coleman Report. But scholars and educators would do well to revisit Coleman's earlier focus on student culture and motivations if we're to understand, in his words, \"why and for whom educational institutions fail.\" Building on Coleman's early theories, this article discusses how new academic competitions motivate students to achieve. [This article is part of a new \"Education Next\" series commemorating the 50th anniversary of James S. Coleman's groundbreaking report, \"Equality of Educational Opportunity.\" The full series appears in the Spring 2016 issue of \"Education Next.\"]
