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Socially Collaborative Schools: The Heretic's Guide to Mixed-Age Tutor Groups, System Design, and the Goal of Goodness [Minkštas viršelis]

  • Formatas: Paperback / softback, 300 pages, aukštis x plotis x storis: 222x151x19 mm, weight: 490 g, 5 BW Illustrations, 1 BW Photos, 12 Tables
  • Išleidimo metai: 22-Sep-2018
  • Leidėjas: Rowman & Littlefield Publishers
  • ISBN-10: 1475844328
  • ISBN-13: 9781475844320
Kitos knygos pagal šią temą:
Socially Collaborative Schools: The Heretic's Guide to Mixed-Age Tutor Groups, System Design, and the Goal of GoodnessDidesnis paveikslėlis
  • Formatas: Paperback / softback, 300 pages, aukštis x plotis x storis: 222x151x19 mm, weight: 490 g, 5 BW Illustrations, 1 BW Photos, 12 Tables
  • Išleidimo metai: 22-Sep-2018
  • Leidėjas: Rowman & Littlefield Publishers
  • ISBN-10: 1475844328
  • ISBN-13: 9781475844320
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781475844320.html
Raktažodžiai:
The inherited model of schooling based on same-age tutor groups is not only wrong but anti-learning and unsafe. When examined from a systems perspective, the assumptions are revealed. This explains why schools fail to respond to reform and why reform is the wrong approach. It blames the same-age structure as the direct cause of bullying, poor parent partnership, mental health issues and more, pointing out the systems separation from psychology and child welfare. When schools adopt a mixed-age system (tutor groups / home-groups mixed by age) these adverse effects are resolved. The book calls for wholesale change to the way schools organize relationships and issues of connectivity. The author uses insights and research from his work with hundreds of schools worldwide transitioning from the same-age system to one based on mixed-age. This book rejects the use of pro-social programs (add-ons and fixes) in favor of one able to design in empathy, emotional intelligence, and character.

Recenzijos

Socially Collaborative Schools will be a breath of fresh air for those looking to truly transform their school ethos and embrace the idea of community. Having made the switch to a vertical tutoring system, we can safely say Barnard is correct; we will never go back. Students and staff alike feel liberated by the changes and only now is it possible to see how restrictive the same-age system is. -- Claire Copeland and Gemma Pearse, Trafalgar School, Portsmouth Socially Collaborative Schools is a fascinating account of the author's passion and vast experience of this 'second system'.  -- Karen Wespieser, director, Centre for Education Economics

Foreword ix
Acknowledgments xiii
Introduction xv
SECTION 1 THE SCHOOL AS A LIVING SYSTEM
1(120)
1 Systems, Purposes, and Problems--A First Look
3(10)
2 Reacting to Disturbances
13(8)
3 From Collaborative Professionalism to Social Collaboration
21(12)
4 The Pusher, the Puller, and Thinking Differently
33(8)
5 The School as a Living System--Disturbances and Fast Fixes
41(16)
6 More Disturbance--Bullying
57(12)
7 Mental Health and Systems
69(10)
8 The School as a Viable System
79(10)
9 Wicked Problems and Parent Partnership
89(16)
10 Distributed Leadership, Psychology, and Collective Teacher Efficacy
105(16)
SECTION 2 THE LONG AND WINDING ROAD TO THE SOCIALLY COLLABORATIVE SCHOOL
121(122)
11 A First Management Trawl
123(10)
12 From New Public Management (NPM) to Public Value Management (PVM)
133(12)
13 The Problem of Deliverology
145(12)
14 Talent Management and a First Look at Teams
157(8)
15 Google and Emerging Thinking
165(8)
16 School Culture
173(10)
17 Learning from the Public Sector
183(12)
18 Learning Organizations and the Color Teal
195(12)
19 The Buurtzorg School
207(14)
20 Moving from Complicated to Complex--The Strange Case of the Effect List
221(12)
21 Concluding Remarks--Two Management Models and Systems Thinking
233(10)
Chapter Summaries 243(8)
Appendix 1 A Handful of Heresies Relating to Same-Age Organization 251(4)
Appendix 2 The Ten Tenets of Collaborative Professionalism 255(2)
Bibliography 257(12)
Index 269(8)
About the Author 277
Peter A Barnard is a retired school principal, and now runs his own international school consultancy. He has written five books on system change and is the acknowledged expert on mixed-age organization (vertical tutoring) and schools as systems.