The best schools: how human development research should inform educational practice
Publication Year: 2006
Publisher: ASCD, Association for Supervision and Curriculum Development
Place of Publication: Alexandria, Va.
Source ID: shanti-sources-88601
Collection: Evidence-based Teacher Professional Development
Abstract: Discusses the core components, history, and problems associated with what the author calls the "Academic Achievement Discourse," an educational practice focused on accountability, standardized testing, and adequate yearly progress, and describes the benefits of educational programs based on the developmental needs of children in early childhood, elementary, middle school, and high school. "Educators, politicians, parents, and even students are consumed with speaking the language of academic achievement. Yet something is missing in the current focus on accountability, standardized testing, and adequate yearly progress. If schools continue to focus the conversation on rigor and accountability and ignore more human elements of education, many students may miss out on opportunities to discover the richness of individual exploration that schools can foster. In The Best Schools, Armstrong urges educators to leave narrow definitions of learning behind and return to the great thinkers of the past 100 years--Montessori, Piaget, Freud, Steiner, Erikson, Dewey, Elkind, Gardner--and to the language of human development and the whole child. The Best Schools highlights examples of educational programs that are honoring students' differences, using developmentally appropriate practices, and promoting a humane approach to education