Engaging Adolescent Learners (eBook)

International Perspectives on Curriculum, Pedagogy and Practice

Brandy Yee, Anne Sliwka, Matti Rautiainen (Autoren)

eBook Download: PDF

2018
IX, 192 Seiten
Springer International Publishing (Verlag)
978-3-319-52602-7 (ISBN)

Infos

This book draws on detailed case studies from three very different countries and school systems to explore the early adolescent learner and the middle years of learning, both of which are often overlooked in the literature. An abundance of research shows the importance of the middle years in putting early adolescent learners on the path to success in further education, careers, and general wellbeing. By focusing on bringing current research to life through the sharing of practical examples and lived experiences of practitioners, this book explores how issues such as curriculum reform, inclusive philosophies, instructional design, and assessment practices are supporting the conditions in which effective middle years learning can unfold. A comparative approach, using data from Canada, Germany and Finland, is utilized to critically examine the effects of the pedagogical methods employed by teachers, and the learning environments in which formal education takes place. The book makes a compelling case for the importance of fostering student voice and choice, and developing new ways of engaging the school community as a whole, and makes a valuable contribution to the discourse concerning early adolescent learners and the middle years of schooling. 

Brandy Yee completed her PhD at the University of Heidelberg, Germany, and currently works as a principal in a large middle school in Canada. She has devoted her career in education towards ensuring the adolescent learning experience in school effectively meets their unique developmental and learning needs. 

Anne Sliwka is Professor of Education at the University of Heidelberg, Germany. Her research focus is on school improvement, diversity and inclusion in education and on education for citizenship and democracy. Her research includes international OECD research on formative assessment, teacher professionalism and innovation in learning. 

Matti Rautiainen has been working as teacher educator at the University of Jyväskylä, Finland, since 1999, where he is currently Deputy Head of Teacher Education. He has previously worked as a teacher in secondary and upper secondary schools, and his research interests include education for democracy; learning in schools and teacher education; educational change; and experimental educational culture.

Inhalt

Contents 6
List of Figures 7
1: Why Comparative Research on the Middle Years? 8
Our Framework 14
Learning 20
Teaching 20
Professional Learning 21
Leading 22
Researching 23
References 24
2: Setting the Stage 27
The Impact of the Neurobiology of Adolescent Development 29
The Developmental “Perfect Storm” 33
An Optimistic Outlook 36
The Adolescent Perspective: “What Would They Say?” 37
Cultivating Positive Teacher–Student Relationships: “Teacher Is Not Spelled f-r-i-e-n-d” 40
Nurturing Positive Peers Relationships in and Through the Learning: “Friends…Pick One?” 42
Informed Design of Learning: “Fits Like a Glove” 44
Connecting Students to a Learning Community: “Let Us Hope It Is Not a Black Box” 47
Teacher Pedagogical Response 48
In Search of Expert Teachers: “The Importance of Understanding the Students You Teach” 49
Multifaceted Teacher Expertise: “Wearing Many Hats While Juggling Just as Many Balls” 50
Learning Relationship: “In the End, It Is All About Relationships” 52
Assessment That Supports Student Learning: “Holding Up a Mirror” 53
Multiple Opportunities to Experience Success: “The Power of “Not Yets” and “Do-Overs” 54
Norm and Criterion Referencing: “Stop the Madness of Sifting and Sorting” 56
Building Flexibility into Structures and Processes: “Not Only for Yoga” 56
Instructional Leadership Response 58
Characteristics of Effective Instructional Leaders: “A Hint of This and a Bit of That” 59
A New View on Instructional Leadership: “Creating the Conditions” 62
Contextual Response 63
The School Environment: “Balancing Consistency and Flexibility” 63
Reflecting on Current Practices: “More Like a Guideline” 64
The Importance of Non-cognitive Factors in Student Success: “The Missing Link” 65
Community Response 66
Systemic Response 67
The Middle Years Movement: “A History Lesson” 71
References 72
3: Multicultural and Multifaceted Canada 77
The Canadian Context 77
Images of Practice: One School Three Lessons 85
Building a Learning Community: The Big Rocks 87
Creating the Conditions for Adolescent Discovery: Self and the Larger World 96
Community Connections: A Sense of Belonging 106
Lessons Learned: From a National Perspective 115
Lessons Learned: From a School Perspective 116
References 118
4: Germany: A System Undergoing Change 120
The German Context 120
Towards a More Inclusive and Fair School System: The Introduction of a New Kind of Secondary School 123
Images of Innovation in Learning: The German School Award and Other Reform Initiatives 125
Images of Innovation: Changing Structures of Time and Space to Enhance Adolescent Engagement in Learning 128
Case I: Gymnasium Alsdorf/Alsdorf (Northrhine-Westphalia) 128
Case II: Evangelische Schule Berlin Zentrum (ESBZ)/Berlin 130
Case III: Stadtteilschule Winterhude/Hamburg 134
Case III: Franz-Ludwig-Gymnasium and Kaiser-Heinrich-Gymnasium/Bamberg 137
References 141
5: Finland: Towards the Future School 143
Finnish Context 143
Adolescents as an Active Group in the Planning of New Learning Environments 148
Towards Schools Without School Desks 150
Dream of a Strong Community 152
A Step Towards Phenomenon-Based Learning 154
High Participation, Excellent Learning Results 157
Ecologies of Practice for Enhancing Adolescent Learning Engagement in Finnish Schools 158
Learning 159
Teaching 160
Professional Learning 160
Leading 161
Researching 161
References 162
6: Ecologies of Practice 164
The Ecology of Student Learning in Canada 165
The Ecology of Student Learning in Finland 168
The Ecology of Student Learning in Germany 169
The Ecology of Teaching in Canada 172
The Ecology of Teaching in Finland 175
The Ecology of Teaching in Germany 176
The Ecology of Professional Learning in Canada 177
The Ecology of Professional Learning in Finland 180
The Ecology of Professional Learning in Germany 181
The Ecology of Educational Leadership in Canada 182
The Ecology of Educational Leadership in Finland 184
The Ecology of Educational Leadership in Germany 185
The Ecology of Educational Research in Canada 188
The Ecology of Educational Research in Finland 190
The Ecology of Educational Research in Germany 191
The Way Forward: Closing Thoughts 192
References 193

Produkt-Details

• Erscheint lt. Verlag: 3.10.2018
• Zusatzinfo: IX, 192 p. 2 illus.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: Adolescent Development • inclusive philosophies • Instructional Design • Learning and Instruction • Motivation • neuorbiology • pedagogical methods • Student achievement
• ISBN-10: 3-319-52602-2 / 3319526022
• ISBN-13: 978-3-319-52602-7 / 9783319526027