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Articles 1 - 7 of 7
Full-Text Articles in Education
The Power To Transform: Leadership That Brings Learning And Schooling To Life, Stephanie Pace Marshall
The Power To Transform: Leadership That Brings Learning And Schooling To Life, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
The Power to Transform is a call to re-conceive and re-design schooling. Rather than offer “best practices” or “prescriptive solutions,” it invites leaders of all ages and walks of life to think differently about learning and schooling. It illuminates the “why” and “what” of educational transformation and explores its deepest roots. It offers new language, new design principles, a new framework, and a new map for creating vibrant, imaginative and adaptive learning landscapes that integrate the dynamic properties of living systems with the generative principles of learning. It is from this natural integration that the new story of learning and …
Re-Imagining Specialized Stem Academies: Igniting And Nurturing ‘Decidedly Different Minds,’ By Design, Stephanie Pace Marshall
Re-Imagining Specialized Stem Academies: Igniting And Nurturing ‘Decidedly Different Minds,’ By Design, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
This article offers a personal vision and conceptual design for reimagining specialized science, technology, engineering, and mathematics (STEM) academies designed to nurture decidedly different STEM minds and ignite a new generation of global STEM talent, innovation, and entrepreneurial leadership. This design enables students to engage actively in the authentic work, modes of inquiry, and practices that distinguish four STEM learning cultures, environments, and communities: (a) Inquiry and Research Laboratory and Interdisciplinary Learning Center—develops disciplinary, interdisciplinary, and inquiry-based thinking; (b) Innovation Incubator and Design Studio—ignites innovative and design-based thinking; (c) Global Leadership and Social Entrepreneurship Institute—nurtures change leadership and systems-based thinking; …
Igniting And Nurturing The Next Generation Of Stem Talent, Innovation And Leadership, By Design, Stephanie Pace Marshall
Igniting And Nurturing The Next Generation Of Stem Talent, Innovation And Leadership, By Design, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
Regrettably, most American students experience STEM learning as an exclusive, individual, theoretical and “formulaic” enterprise. By decoupling STEM education from the human experience, we have distorted the essential nature of the scientific enterprise and advanced instrumentalist and utilitarian rationales for pursuing STEM careers—global economic superiority and technological competition.
Cura Personalis And Business Education For Sustainability
Cura Personalis And Business Education For Sustainability
kjackson@fordham.edu
No abstract provided.
Bullying The Bully: Why Zero-Tolerance Policies Get A Failing Grade, H Theixos, Kristin Borgwald
Bullying The Bully: Why Zero-Tolerance Policies Get A Failing Grade, H Theixos, Kristin Borgwald
H Theixos
Recent studies show that the current punitive approach to bullying, in the form of zero-tolerance policies, is ineffective in reducing bullying and school violence. Despite this significant finding, anti-bullying legislation is increasing. The authors argue that these policies are not only ineffective, but that they are also unjust and harmful, and they hypothesize that the social influence of zero-tolerance policies is stigmatizing. Their conclusion suggests an alternative approach to bullying behavior, that addresses both victims and bullies.
Vulnerability And Emotional Risk In An Educational Philosophy, Sue Ellen Henry
Vulnerability And Emotional Risk In An Educational Philosophy, Sue Ellen Henry
Sue Ellen Henry
This article explores my thought and emotional growth following a difficult, yet very common, teaching moment. By exploring the bifurcation between thought and feeling, and making a theoretical distinction between feelings and emotion, I reposition emotion as a critical window into learning that works alongside cognition and suggest that a commitment to good teaching requires continual reflection on the emotive aspects of teaching and learning. This piece combines Laura Micciche’s (2007) idea that “emotion is central to what makes something thinkable,” (47) with Robert Kegan’s theory of orders of consciousness, to make an argument for what is lost in classrooms …
Neither Good Nor Useful: Looking Ad Vivum In Children's Assessments Of Fat And Healthy Boides, Valerie Harwood
Neither Good Nor Useful: Looking Ad Vivum In Children's Assessments Of Fat And Healthy Boides, Valerie Harwood
Valerie Harwood
Fat bodies are not, fait accompli, bad. Yet in our international research we found overwhelmingly that fat functioned as a marker to indicate health or lack of health. A body with fat was simply and conclusively unhealthy. This paper reports on how this unbalanced view of fat was tied to assessments of healthy bodies that were achieved by the act of looking. Despite the efforts of health education in each of the three countries in our study, children and young people cited the act of looking at bodies to assess health and when they did they arrived at the conclusion …