| Foreword |
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iii | |
| Introducing Personalized Instruction |
|
ix | |
| About the Authors |
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xvi | |
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The School Learning Environment |
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1 | (34) |
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2 | (12) |
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Types of Learning Environments |
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5 | (1) |
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6 | (2) |
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Transitional Environments |
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8 | (3) |
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11 | (3) |
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14 | (5) |
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19 | (5) |
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John Dewey's Laboratory School |
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19 | (2) |
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The NASSP Model Schools Project |
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21 | (3) |
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24 | (7) |
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Learning Environments Consortiu International |
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25 | (3) |
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Coalition of Essential Schools |
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28 | (3) |
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31 | (4) |
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Basic Elements of Personalized Instruction: Culture |
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35 | (24) |
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Some Antecedents of Personalized Education |
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37 | (3) |
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The Basic Elements of Personalized Instruction |
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40 | (3) |
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43 | (6) |
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43 | (3) |
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46 | (3) |
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Diagnosis of Student Learning Characteristics |
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49 | (5) |
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Developmental Characteristics |
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49 | (2) |
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51 | (2) |
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53 | (1) |
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54 | (5) |
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Constructivist Environment |
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55 | (2) |
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Collaborative Learning Arrangements |
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57 | (2) |
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Basic Elements of Personalized Instruction: Context |
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59 | (36) |
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Interactive Learning Environments |
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61 | (15) |
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61 | (2) |
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63 | (5) |
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Active Learning Experiences |
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68 | (4) |
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Authentic Student Achievement |
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72 | (4) |
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Flexible Scheduling and Pacing |
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76 | (10) |
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77 | (2) |
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79 | (3) |
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82 | (4) |
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86 | (4) |
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Forms of Authentic Assessment |
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87 | (3) |
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90 | (5) |
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Strategies and Tactics for Personalizing Instruction |
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95 | (40) |
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Typology of Approaches to Personalized Instruction |
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97 | (36) |
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Individualized Instruction (I-1, T-2) |
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99 | (3) |
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Accelerated Learning (I-1, T-2) |
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102 | (1) |
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Mastery Learning (I-1, T-2) |
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103 | (3) |
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Direct Instruction (I-1, T-2) |
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106 | (1) |
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Independent Study/Quest (I-1, T-3) |
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107 | (1) |
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Montessori Approach (I-1, T-3) |
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108 | (1) |
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Experiential Learning (I-2, T-1) |
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109 | (2) |
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Style-Based Instruction (I-2, T-2) |
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111 | (2) |
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Technology-Assisted Learning (I-2, T-3) |
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113 | (2) |
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Cognitive Skill Development (I-3, T-2) |
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115 | (2) |
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Inquiry Approaches (I-3, T-2) |
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117 | (1) |
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Contract Learning (I-3, T-3) |
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118 | (1) |
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119 | (1) |
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Authentic Pedagogy (I-3, T-4) |
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120 | (2) |
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Dewey's Project Learning (I-4, T-3) |
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122 | (1) |
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Reciprocal Teaching (I-4, T-3) |
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123 | (2) |
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Guided Practice (I-4, T-4) |
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125 | (2) |
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Cooperative Learning (I-4, T-4) |
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127 | (2) |
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Cognitive Apprenticeship (I-4, T-4) |
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129 | (2) |
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131 | (2) |
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Perspective from the Present |
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133 | (2) |
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Authentic Assessment and Progress Reporting |
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135 | (44) |
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Attributes of Authentic Assessment |
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136 | (4) |
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Authentic Assessment Practices |
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140 | (28) |
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141 | (1) |
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Student Self-Evaluation and Student-Kept Records |
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141 | (2) |
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143 | (2) |
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Descriptive Review of a Child |
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145 | (2) |
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147 | (1) |
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Common Types of Performance Assessment |
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148 | (2) |
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150 | (2) |
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152 | (4) |
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The Collaborative Assessment Conference and the Tuning Protocol |
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156 | (1) |
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157 | (1) |
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158 | (2) |
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The Francis W. Parker Charter School Standards |
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160 | (1) |
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International High School Portfolio |
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160 | (5) |
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Central Park East Secondary School Graduation Portfolio |
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165 | (1) |
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166 | (2) |
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Assessment Issues and Pitfalls |
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168 | (2) |
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170 | (9) |
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Personalizing the Disciplines |
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179 | (28) |
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180 | (10) |
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180 | (1) |
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Socratic Seminars and Reading Comprehension |
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180 | (2) |
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Enhancing Cognitive Skills |
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182 | (1) |
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Creating a Venue for Understanding Poetry |
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183 | (1) |
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184 | (1) |
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A Venue for Living History |
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184 | (1) |
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Students as Historians: A Project Approach |
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185 | (1) |
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An Inquiry Approach to the American Revolution |
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186 | (3) |
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189 | (1) |
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Immersion: A Form of Cognitive Apprenticeship |
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189 | (1) |
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190 | (12) |
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190 | (1) |
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Authentic Pedagogy Used to Understand DNA |
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190 | (1) |
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191 | (1) |
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Discovering the Concept of Classification |
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191 | (2) |
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193 | (1) |
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193 | (2) |
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195 | (1) |
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A Constructivist Perspective |
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195 | (2) |
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197 | (1) |
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A Skills, Problem-Solving, and Conceptual Thinking Approach |
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198 | (4) |
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202 | (3) |
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202 | (1) |
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Apprenticeship, Peer Teaching, and Integrated Learning |
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202 | (1) |
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Theatre and Media Internships |
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203 | (1) |
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204 | (1) |
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A Unique School-to-Work Project |
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204 | (1) |
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204 | (1) |
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205 | (2) |
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Personalized Schooling for the Third Millennium---Selected Scenarios |
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207 | (20) |
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James P. Comer School Development Program |
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208 | (2) |
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Thomas Haney Secondary Centre |
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210 | (3) |
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Key School and the Key Renaissance School |
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213 | (3) |
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Francis W. Parker Charter Essential School |
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216 | (3) |
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Shoreham-Wading River Middle School |
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219 | (2) |
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Central Park East Secondary School |
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221 | (3) |
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Clement G. McDonough City Magnet School |
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224 | (1) |
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225 | (2) |
| References |
|
227 | |
