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Inouye, Martha; Houseal, Ana – Schools: Studies in Education, 2018
Anyone who has spent decades in public education is aware of the pendulum swing of ideas, strategies, and policies that can cause drastic changes. Since the 1980s, inclusion of critical thinking development in classrooms has sharply declined, given accountability mandates and legislation such as No Child Left Behind. A potential reawakening to…
Descriptors: Critical Thinking, Teaching Methods, Science Instruction, Standards
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Laufer, Matt; Butler-Vanderlinden, Emma; Carlin, Lindsay; Saker, Sophia; Taylor, Molly – Schools: Studies in Education, 2018
The article documents the process by which four independent high school students from the Francis W. Parker School in Chicago and the faculty adviser of their school newspaper, "The Weekly" (a monthly), produced a daylong journalism symposium designed to promote and explore democratic education, student leadership, and professional…
Descriptors: High Schools, Journalism, Journalism Education, School Newspapers
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Seigle, Benjamin – Schools: Studies in Education, 2017
In this reflective essay, an English teacher recounts failures and successes teaching Vladimir Nabokov's "Lolita". The author considers both why and how the novel might be introduced to high school students.
Descriptors: English Teachers, Novels, High School Students, Literature Appreciation
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Jaffe-Notier, Tamara – Schools: Studies in Education, 2017
In this essay, the author asserts that the dialogic pedagogy of Paulo Freire provides a good description of the dynamic of authentic learning. The author narrates one short example and one long example of Freirian dialogues occurring in a public high school, giving details that describe moments of transformation. The short narrative sketches…
Descriptors: Teaching Methods, Dialogs (Language), High School Students, Transformative Learning
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Carlough, Stacey – Schools: Studies in Education, 2016
Teacher development does not stop when a degree is earned--at that point, it has barely taken flight. Real teacher growth happens when meaningful time and safe and authentic space are given to discussing and refining practice under the guidance of a pedagogically and contextually experienced mentor. Here, one teacher leader recounts her purposeful…
Descriptors: Mentors, Teacher Leadership, Charter Schools, Urban Schools
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Benus, Matthew J.; Martin, Leisa A.; Lauzon, Glenn P. – Schools: Studies in Education, 2016
Despite extensive commentary on the Pledge of Allegiance in schools, little is known about how students think of its daily recitation. This study asked 88 Native American high school students about their experiences with classroom recitation of the Pledge of Allegiance. Aware that they had the right to refrain from participating, most students…
Descriptors: High School Students, American Indian Students, Patriotism, Instructional Effectiveness
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O'Connor, John S.; Lessing, Avi D. – Schools: Studies in Education, 2015
In this essay, John S. O'Connor and Avi D. Lessing discuss the increasingly reductive and routinized nature of contemporary schools and the costs such an approach holds for students and teachers alike. The current approach is especially troublesome in light of the rich history of progressive voices, such as Paul Diederich, who have cautioned…
Descriptors: High Schools, Progressive Education, Educational Methods, Educational Practices
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Hawkes, T. Elijah; Twemlow, Stuart W. – Schools: Studies in Education, 2015
When school communities are troubled by violence, or threats of violence, at the hands of young people, educators have an opportunity to learn about aggression and adolescent identity development. A disturbing threat incident provides the point of departure for this principal's reflection on how high school curriculum can better meet the identity…
Descriptors: Curriculum Development, Educational Change, Violence, Aggression
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Diederich, Paul B. – Schools: Studies in Education, 2014
This commentary describes the limitations of 40-minute class period times. The forty-minute system makes hash of the lives of teachers, especially in small schools, and about 80 percent of high schools have fewer than two hundred pupils. These small schools crowd their forty-minute periods with as many diverse and unrelated activities as possible,…
Descriptors: Time Blocks, School Schedules, High Schools, Job Simplification
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Theisen-Homer, Victoria – Schools: Studies in Education, 2014
In this autobiographical narrative, the author recounts her experiences teaching the novel "Always Running" by Luis Rodriguez with her English classes at a high school in a gang-heavy area. When she first started teaching, this teacher struggled to engage students. One particularly disruptive student requested to read "Always…
Descriptors: Autobiographies, Personal Narratives, Novels, English Teachers
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Seher, Rachel – Schools: Studies in Education, 2013
The article examines the enactment of culturally relevant progressivism on the part of the principal of the Social Justice School, a small urban public high school explicitly committed to democratic education. Drawing upon extensive interviews and field observations conducted over the course of an academic year by a teacher-researcher within the…
Descriptors: Urban Schools, Democracy, Social Justice, High Schools
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Parsons, Rachel – Schools: Studies in Education, 2013
Many people have ideas about what it means to teach in inner-city schools, but they are often off the mark. This essay explores the challenges, beauties, and complexities of working in an alternative/transfer school in New York City, with a population that is at very high risk for dropping out. Through individual portraits of students, the author…
Descriptors: Educational Change, Educational Objectives, Nontraditional Education, At Risk Students
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Bensinger, Samantha – Schools: Studies in Education, 2012
In this essay, a high school senior reflects on her educational experience as a journey beginning with her difficult decision to stay at Francis W. Parker School for high school and ending with her current search for a college where she can continue to explore the nature of education. Her narrative focuses on her experience in an elective course…
Descriptors: College Admission, Independent Study, Foreign Countries, Democracy
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Friend, Nina – Schools: Studies in Education, 2012
At the end of the 2011-12 version of the project course Schools Across Borders, Schools Across Time (SABSAT), a high school senior wrote a series of letters reflecting on the experience of participating in an unusual course with an unusual outcome. In the letters, the student wanted to evoke what was personal and what was critical--to herself, her…
Descriptors: Thinking Skills, High Schools, Workshops, Progressive Education
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Tyner-Mullings, Alia R. – Schools: Studies in Education, 2012
This article connects the theoretical perspective of Paulo Freire's Pedagogy of the Oppressed with the teaching and learning styles of teachers and students at Central Park East Secondary School (CPESS) in East Harlem, New York. It examines some of the ways the Freireian model has worked within the public school system and considers some of the…
Descriptors: Teaching Methods, Small Schools, Instruction, Cognitive Style
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