Toward Self-Directed Learning in the Secondary Classroom
Seiten
2023
Rowman & Littlefield (Verlag)
978-1-4758-7369-6 (ISBN)
Rowman & Littlefield (Verlag)
978-1-4758-7369-6 (ISBN)
Toward Self-Directed Learning in the Secondary Classroom explores the challenges high school educators face while attempting to implement self-directed learning in their classrooms. The realities of the pandemic and post-pandemic protocols have created new challenges that require new ways of thinking.
Toward Self-Directed Learning in the Secondary Classroom addresses and explores the challenges teachers have faced and continue to face in a pandemic and post-pandemic context while attempting to implement self-directed learning in the secondary classroom. Drawing on contemporary research from around the world as well as candid interviews with educators in my own learning community, Canada, and other regions in the United States, I address both the challenges and successes teachers have experienced while attempting to guide students toward self-directedness.
After establishing the relevance and need for self-directed learning in today’s educational context, I explore recent research on the subject that challenges outdated notions and calls for more relevant and contextualized, transformative iterations of it. Interviews with classroom practitioners reveal the need to address the foundations of social-emotional learning, intentional academic purpose, and sustainable structures of support before facing the daunting realities of contemporary education while helping students become people of inquiry.
Toward Self-Directed Learning in the Secondary Classroom addresses and explores the challenges teachers have faced and continue to face in a pandemic and post-pandemic context while attempting to implement self-directed learning in the secondary classroom. Drawing on contemporary research from around the world as well as candid interviews with educators in my own learning community, Canada, and other regions in the United States, I address both the challenges and successes teachers have experienced while attempting to guide students toward self-directedness.
After establishing the relevance and need for self-directed learning in today’s educational context, I explore recent research on the subject that challenges outdated notions and calls for more relevant and contextualized, transformative iterations of it. Interviews with classroom practitioners reveal the need to address the foundations of social-emotional learning, intentional academic purpose, and sustainable structures of support before facing the daunting realities of contemporary education while helping students become people of inquiry.
Erik N. Powell teaches English and, occasionally, French at Joel E. Ferris High School in Spokane. He’s a consultant for both ASCD and Jay McTighe & Associates, and he has provided professional development across the United States by collaborating with schools and districts to help them reach their professional goals.
Dedication
Acknowledgements
Foreword by Jay McTighe
Chapter One: Shifting the Trajectory
Chapter Two: More or Less
Chapter Three: Yeah, But . . . Now What?
Chapter Four: The Investment
Chapter Five: Now What?
Chapter Six: Coda
References
About the Author
Index
| Erscheinungsdatum | 23.11.2023 |
|---|---|
| Verlagsort | Lanham, MD |
| Sprache | englisch |
| Maße | 158 x 237 mm |
| Gewicht | 331 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II |
| ISBN-10 | 1-4758-7369-7 / 1475873697 |
| ISBN-13 | 978-1-4758-7369-6 / 9781475873696 |
| Zustand | Neuware |
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