Edspeak: A Glossary of Education Terms, Phases, Buzzwords, by Diane Ravitch PDF

By Diane Ravitch

Have you heard of Suggestopedia? have you learnt what a gallery stroll is? How in regards to the distinction among a stem and a foil? might be you do not imagine it is necessary to grasp those schooling phrases. Diane Ravitch thinks differently. schooling, like so much professions, has its personal specified vocabulary that's frequently strange to outsiders. yet in contrast to these of different professions, Ravitch contends, the language of schooling has to be transparent and intelligible to all. simply because schooling largely determines the way forward for our society, financial system, and tradition, it truly is an important that schooling matters be understood via most people. And to appreciate the problems, we have to comprehend the really good language utilized in the sector.

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See also learner-centered classroom; progressive education. Contrast teacher-centered instruction; teacher-directed classroom. child study movement: A movement in the late 19th and early 20th centuries that advocated the study of children’s interests, emotions, needs, and physical development as the basis for determining their educational program. The child study movement was launched by psychologist G. Stanley Hall, who was the first president of the American Psychological Association and of Clark University in Worcester, Massachusetts.

Some would argue that ideally, the assessment 22 | EdSpeak should be based on curriculum standards developed by the district, the state, or even federal authorities, but when those standards are vague or nonexistent, teachers study the assessment itself, which has an implicit curriculum. assistive technology (AT): Any technological device or product —hardware or software—that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. at-risk students: Students who are in danger of failing in school and becoming academically disadvantaged in comparison with their peers.

Schools, looking specifically at the allocation of resources and the effectiveness of instruction in schools in relation to their racial composition. S. Congress by a committee headed by sociologist James S. Coleman. Some commentators interpreted the report’s findings to mean that “schools don’t make a difference,” because the amount of money spent seemed to have little effect on outcomes. Others interpreted it to mean that the racial composition and social composition of a school were more important than other factors—such as curriculum, instruction, and resources—in determining whether black students were successful.

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