Literacy Education for the 21st Century: It's Time to Close the Factory

Leland, Christine H.; Kasten, Wendy C.

doi:10.1080/105735602753386315

Cited by 31 publications

(16 citation statements)

References 3 publications

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“…New educational formats 'New ways of learning' is an answer to the traditional industrial educational model, in which students are treated as if they are on an assembly line in a learning factory (Leland & Kasten, 2002). In 1995, Bar & Tagg foresaw that schools should change from a place of instruction to a place that produces learning (Barr & Tagg, 1995), where learning for students should be a co-production with their peers and their teachers, instead of simply consuming knowledge and instructions in a classroom.…”

Section: It In Educationmentioning

confidence: 99%

Corporate real estate strategies for future higher education

Beckers¹,

Jasper²

2017

24th Annual European Real Estate Society Conference

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Purpose -This paper aims to explore the alignment of Corporate Real Estate (CRE) strategies of Dutch Universities of Applied Sciences (UAS) with the developments in higher education.Methodology/approach -The paper first illustrates the key developments in higher education learning and teaching, and relevant CRE management literature. Subsequently, it presents two studies that examine the CRE strategies of large Dutch UAS, to align their CRE with current and potential future developments. These are explored based on interviews and scenario analysis with experts in the field of higher education and CRE management.Findings -The findings of the two studies show that CRE in the short term is well aligned with recent and current developments in higher education. Yet, in the long term, CREmanagers in general doubt the probability of some developed scenarios and are not sufficiently prepared for disruptive developments due to inflexibility of the CRE portfolio.Originality/value -There is still limited understanding of how to optimally align school buildings to education. Furthermore, the future is unclear. The two studies in this paper contribute to insights about strategies of CRE-managers in the education sector to translate current and assumed developments into future proof accommodations. The presented frameworks and the scenario approach are applicable in other sectors as well.

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Section: It In Educationmentioning

confidence: 99%

Corporate real estate strategies for future higher education

Beckers¹,

Jasper²

2017

24th Annual European Real Estate Society Conference

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“…This model exists "not to silence students but rather to provide opportunities for hearing their voices" (Leland & Kasten, 2002, p. 11). Leland and Kasten's (2002) learning model is relevant because this study examines how teachers experience instructional shifts that move away from the factory model towards inquiry models that engage students in more active roles of thinking, communicating, and problem-solving that develop academic language and content knowledge.…”

Section: Foundations For a Student-centered Pedagogymentioning

confidence: 99%

“…Leland and Kasten (2002) (Fillmore & Fillmore, 2012;Hakuta & Santos, 2012;Pennington, as cited in Sloan, 2007;Zwiers, 2007). Even classes that are labeled advanced may be less rigorous for minority and low-income students (Long, Conger, & Iatarola, 2012).…”

Section: Foundations For a Student-centered Pedagogymentioning

confidence: 99%

“…This power and authority in the classroom needs to be understood for contemporary discourse and curriculum to change (Donnelly, McGarr, & O'Reilly, 2014); it is also fundamental to an exploration of how high school content teachers experience the instructional shifts of teaching the CCSS for ELLs. Leland and Kasten (2002) proposed a more relevant 21 st Century learning model for students -the inquiry model. In the inquiry model, the purpose of education is to develop critical thinkers and innovators who are prepared to learn information from various sources and use technology.…”

Section: Foundations For a Student-centered Pedagogymentioning

confidence: 99%

“…An examination of the factory model of schooling is foundational to this study because it has shaped instructional practices that continue to persist in schools, yet are contrary to the type of instruction called for in the CCSS. The factory model of education has been used to describe the current format of the American school system, which was designed to mimic the efficiency of the factory system in the 1900s during the Industrial Revolution (Darling-Hammond, 2010;Leland & Kasten, 2002;Serafini, 2002;Smart, Witt, & Scott, 2012). It was created as a "defense against the great waves of immigrants arriving during this time" (Leland & Kasten, 2002, p. 7).…”

Section: Foundations For a Student-centered Pedagogymentioning

confidence: 99%

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Implementing the Common Core state standards for English language learners : understanding how high school content teachers experience the instructional shifts

Segovia¹

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The Common Core State Standards (CCSS) in ELA/literacy call for increased rigor, close reading of complex texts, evidence-based argumentation in academic English, and collaborative conversations. For English language learners (ELLs), achieving the standards requires that they double their efforts to simultaneously learn both academic English and content. For ELLs to be successful, they need highly qualified teachers; however, many teachers feel unprepared to implement the standards for both content and language for ELLs. Using a dual theoretical framework that included social constructivism and academic language, this study sought to understand how teachers experience the instructional shifts from the earlier California standards to the CCSS, especially as they relate to working with ELLs. Using the Interpretative Phenomenological Analysis methodology, this study engaged seven participants in three semistructured interviews. The findings indicated six major themes, including: earlier mandates were constraining and left teachers open to the CCSS; teachers viewed the CCSS as an opportunity to build students' competence; teachers needed more preparation for the instructional shifts; teachers experienced greater satisfaction with the instructional shifts; teachers described improved student engagement with the CCSS; and teachers experienced success teaching ELLs the CCSS. This study concludes that teachers' experiences of the shift to the CCSS was primarily positive and provided superior learning opportunities for the ELLs with whom they worked; however, teachers initially felt unprepared for the shifts, particularly with ELLs, and were uncertain how they and their colleagues should make the shift to the new standards.

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COVID-19: An Opportunity to Deindustrialize Writing Education

Kalan

2021

Teaching in the Post COVID-19 Era

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Literacy Education for the 21st Century: It's Time to Close the Factory

Cited by 31 publications

References 3 publications

Corporate real estate strategies for future higher education

Corporate real estate strategies for future higher education

Implementing the Common Core state standards for English language learners : understanding how high school content teachers experience the instructional shifts

COVID-19: An Opportunity to Deindustrialize Writing Education

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