The "Grammar" of Schooling: Why Has It Been So Hard to Change?

Tyack, David; Tobin, William

doi:10.2307/1163222

Cited by 227 publications

(285 citation statements)

References 0 publications

Supporting

Mentioning

259

Contrasting

Unclassified

Order By: Relevance

“…The reality of how technology is used in actual learning environments is often both more prosaic and less transformative (see for example Becker, Ravitz & Wong, 2009;Cuban, Kirkpatrick, & Peck 2006). The fact that past efforts to transform education with technology have had little effect (e.g., Tyack & Tobin, 1994) is a central feature of the "skeptics''' argument. Opponents, on the other hand, take the skeptics' argument one step further by pointing out that resources expended on modern digital technologies are better spent on analog equivalents.…”

Section: Relevant Literaturementioning

confidence: 99%

Teaching and Learning with iPads, Ready or Not?

Murray¹,

Olcese²

2011

TECHTRENDS TECH TRENDS

220

View full text Add to dashboard Cite

Within weeks of becoming available, the iPad reportedly sold over 3 million units, a brisker pace than other tablets in the personal computer realm. Much of the early success might be attributed to the almost 250,000 applications that could run on the device and a similar interface to the popular iPod Touch and iPhone. This article considers whether the sales spark that has ignited a hardware revolution (numerous device manufacturers have launched-e.g., HP, RIM, Samsung, Motorola, and HTC-or have plans to launch tablet devices over the next year) is being matched on the software front, with a particular focus on K-12 teaching and learning. Authors consider the potential affect both the iPad and its applications might have on teaching and learning in K-12 settings and whether these technologies allow educators and students to accomplish what they otherwise could not, from a teaching and learning perspective.

show abstract

Section: Relevant Literaturementioning

confidence: 99%

Teaching and Learning with iPads, Ready or Not?

Murray¹,

Olcese²

2011

TECHTRENDS TECH TRENDS

220

View full text Add to dashboard Cite

show abstract

“…Whether or not deep structure affects schools and classrooms in a positive or negative way, it may be valued by society because most people have not experienced alternative approaches to instruction in schools that result in enhanced development in students" communicative competence. A common script, the apprenticeship of observation, and the grammar of schooling have been discussed in the past by scholars as impediments to school reform (Lortie, 1975(Lortie, , 2002Metz, 1990;Tyack & Tobin, 1994).…”

Section: Discussionmentioning

confidence: 99%

“…In addition to Tye, several other scholars suggest a myriad of theories and explanations as to why teachers teach the way they do, and why successful educational reform is difficult to attain (Berlak and Berlak, 1981;Goodlad, 1974Goodlad, , 2004Lortie, 1975Lortie, , 2002Metz, 1990;Tyack & Tobin, 1994). Tyack and Tobin (1994) relate well to the concept of deep structure in their identification of the "grammar" of schooling, adding further to the linguistic lexicon being used to define failed school reform (p. 454). They point out that certain structures and rules that organize instructional work in schools have remained stable for decades.…”

Section: Operationalizing Deep Structure Journal Of Language Teamentioning

confidence: 99%

Rituals and Beliefs Ingrained in World Language Pedagogy: Defining Deep Structure and Conventional Wisdom

Burke

2011

JLTR

View full text Add to dashboard Cite

Abstract-Why are so many teachers still not using communicative methods or making communicative language teaching (CLT) a part of their daily instructional approach? Many world language teachers seem to posses certain beliefs about language teaching, and perform particular rituals, which emphasize rote grammar learning and translation. Teachers' beliefs, based on their values and experiences, significantly influence their methods. Deep structure, molded by conventional wisdom shared by teachers, constitutes a barrier that inherently makes it difficult to change world language pedagogy. Teachers need support from inside and outside their classrooms to try new methods in order to break away from rituals and beliefs world language teachers have valued for centuries.Index Terms-conventional wisdom, deep structure, educational reform, teacher beliefs, world language education

show abstract

“…Es decir, sometida a la presión del proceso educativo y de la denominada "gramática de la escuela" (Tyack, y Tobin, 1994), olvidando aquellos elementos positivos, como el enraizamiento con el entorno o la cercanía al aprendizaje mediante el diálogo compartido: docentes que enseñan, comunidad que participa activamente y estudiantes que aprenden. De una escuela basada en elementos locales se transita a una escuela descontextualizada (conocimiento) y deslocalizada (entorno).…”

Section: La Nueva Ruralidadunclassified

El currículum integrado: los proyectos de trabajo como propuesta global para una escuela rural alternativa

Prieto¹,

Estrada²

2017

RIFIE

View full text Add to dashboard Cite

IntroducciónNo bastan las mejoras y actualizaciones llevadas a cabo en el marco de la educación rural. Se necesitan transformaciones, desde sencillos cambios formales al planteamiento de un marco de referencia, por ejemplo, un currículum mediante proyectos de trabajo (Hernández, 2000;Ojea, 2000;Pozuelos, 2007;Ventura, 2013). Una modalidad curricular alejada del academicismo que no solo transmite, también produce, y convierte la escuela en un ente cultural más allá de lo estrictamente instructivo. Este sentiEl currículum integrado: los proyectos de trabajo como propuesta global para una escuela rural alternativa Francisco Javier García Prieto, Francisco J. Pozuelos Estrada Departamento de Educación. Universidad de Huelva RESUMEN El currículum integrado en las escuelas rurales supone una oferta global que transciende a la perspectiva metodológica convencionalmente adoptada. Siguiendo las conclusiones obtenidas en investigaciones previas en torno a currículum, práctica docente y materiales curriculares, se plantea el presente estudio organizado en fases, cuyo propósito fundamental es conocer experiencias que innovan los procesos en la escuela rural, en concreto, estudios de caso de dos centros andaluces que desarrollan proyectos de trabajo. Se identifican aquellos elementos que promueven el cambio en la acción cotidiana a partir de datos obtenidos con distintas fuentes de naturaleza cualitativa. Esta información se sistematiza en unidades de análisis o categorías. Entre los resultados destaca la dificultad que engloba adoptar un modelo curricular alternativo, comprobándose que no existe un patrón uniforme aunque se evidencien algunas referencias como la implicación del profesorado; la apertura al medio; la presión del cambio por factores eficientistas y de resultados cortoplacistas; y, la evolución progresiva no radical de la innovación. Algunas conclusiones indican que el desarrollo de una escuela rural transformadora, comunitaria y participativa, no solo tiene en cuenta los aspectos académicos, también se relaciona con el compromiso social, cultural y de calidad de vida del entorno.Palabras Clave: escuela rural, innovación educativa, currículum integrado, aprendizaje colaborativo, proyectos de trabajo. An integrated curriculum: working projects as a proposal for a global alternative rural schoolABSTRACT An integrated curriculum in rural schools supposes an offer that transcends perspective methodology, which is conventionally used. Following the obtained conclusion in previous investigations surrounding the curriculum, the teaching practice and curricular materials, the following study is laid out in phases, with the primary purpose being to get to know alternative experiences that innovate the process in rural schools, specifically, two case studies belonging to andalusian schools that develop working projects. The elements that foster it and the process of change in the everyday activity are identified from data obtained from different sources of a quality nature. This information is synthesized in analysis uni...

show abstract

The "Grammar" of Schooling: Why Has It Been So Hard to Change?

Cited by 227 publications

References 0 publications

Teaching and Learning with iPads, Ready or Not?

Teaching and Learning with iPads, Ready or Not?

Rituals and Beliefs Ingrained in World Language Pedagogy: Defining Deep Structure and Conventional Wisdom

El currículum integrado: los proyectos de trabajo como propuesta global para una escuela rural alternativa

Contact Info

Product

Resources

About