Zach Post's List: student centered edu

• We should be having meetings to discuss this stuff. CMS Consortium of Out of Box Educators? - Zach Post on 2010-03-25

• Students learn   better when they are   engaged partners throughout the educational process (Beaudoin 2005;   Olsen 2004; Dorman & Adams 2004; Cook-Sather 2003;  House 2000; Kordalewski 1999; Newmann   1994; Wehmeyer & Sands 1998; Holdsworth 1996; Kohn 1993; Johnson   1991).
• When students plan   educational activities their investment, ownership, and consequent   learning is greatly increased (Flutter 2006;   Grace 1999; Wehmeyer & Sands 1998; Platz 1996).
• Adults feel they   are better mentors and   coaches to students when they are partners (Zeldin, Kusgen-McDaniel,   and Topitzes 2001; Wood 1998; SooHoo 1996)
•   Students have more   investment in school improvement efforts when they are engaged as   partners (Jovenes Unidos 2004; BSAC 2004; REAL HARD   2003; Cervone & Cushman 2002;   Cook-Sather 2002; Wilson & Corbett 2001;   Shultz & Cook-Sather 2001).
• Actively engaging   students as partners strengthens students' trust in adults'   investment in student voice and school improvement (Wilson &   Corbett 2001; Shultz & Cook-Sather   2001; American Youth   Policy Forum 2002; Kaba 2000).
•   Engaging student voice   increases students' leadership abilities (Cushman   2003; Wade & Putnam 1994; Branscombe,   Goswami & Schwartz 1992).
• Involving students in   decision-making transforms the attitudes and systems that   underlay the culture of organizations, schools, and communities (Young   & Sazama 2006; Flutter 2006; Flutter & Rudduck 2004; Critchely 2003;  Cushman 2003; Cook-Sather 2002;   Zeldin, Kusgen-McDaniel, and Topitzes 2001; Rudduck & Flutter 2000;  Kruse 2000).
•   The ethical imperative   of teaching in a democratic society demands educators   actively engage students as partners (Fullan ; Freire 2005; hooks   1993; Dewey 1916).
•   While students make up   approximately 92% of any given school's population, the decisions in   schools are routinely made by the remaining 8% who are adults (Harper,   2005).
•   Engaging students in   school improvement activities can lead to increased feelings of   belonging and purpose in schools (Beaudoin 2005;  Cushman 2003; Apple & Beane 1995;   Project 540 2004; Rudduck 2003; Wood 1998; Dewey 1916).
•   Engaging student voice   throughout education teaches young people the responsibilities   required to be a citizen in a democratic society (Freire 2005;   Fielding & Prieto 2001; Giroux 1998; Counts 1932; Dewey 1916).

9 more annotations...

• Prior Research
• A comprehensive study of freedom-based schools   in Japan (Nagata & Kikuchi in Nagata &   Manivannan, 2002) surveyed various   characteristics and effects of “free schools”   and “free spaces.” The difference between the   two types, according to a personal message from   Nagata, is that “free schools put more emphasis   on organized learning, while free spaces value   more flexibility of each individual child’s   life.” The study found that 78% of children in   free schools and 69% of children in free spaces   became more lively while attending the school,   and 79% of children in free schools and 46% in   free spaces were reported to have made academic   improvement. In addition, the percentage of   adults noting improved interpersonal   relationships as a result of working at the   school was 78% at free schools and 88% at free   spaces.
   
    A study still in progress involving over 400   graduates of Jefferson County Open School, a   freedom-based public school in Lakewood,   Colorado (Posner, 2006), has found that 91% of   the graduates surveyed went on to higher   education, that 84% of those earned a college   degree, and that 26% of those who went to   college earned graduate degrees. The study has   also found that 95% of respondents thus far   report being constantly engaged in the search   for meaning in their lives, and that 85% are   deliberately helping in some form to create a   better world.
• Research by University of Rochester psychology   professors Ed Deci and Richard Ryan into human   motivation and the concept of autonomy provides   a great deal of data relevant to freedom-based   education. In comparison with controlling   environments, the research has found that   autonomy-supportive environments – characterized   by respect for students and student choice – are   associated with greater conceptual learning (Vansteenkiste   et al., 2004), higher levels of creativity (Koestner  et al., 1984), greater self-determined   learning (Grolnick et al., 1991), and   higher levels of intrinsically motivated   behaviors (Deci & Ryan, 1985). The research also   indicates that humans have an innate need to be   autonomous, to feel a sense of control and   self-governance over one’s actions (Deci &   Flaste, 1995).
• The study surveyed 10-15 alumni from each of   three public high schools
• 
• 
• 
• ummary and Significance
    While the sample size of this study is too small   to lead to generalizations about freedom-based   or conventional education, this study suggests   that freedom-based environments are of   extraordinary value to students. Moreover, this   study sheds doubt on the effectiveness of   conventional education in enabling students to   develop intrinsic motivation,   self-determination, and higher levels of   personal qualities.

6 more annotations...

• The perceived value of innovation and creativity is increasing. Innovation is valued at the highest levels of business and must be embraced in schools if students are to succeed beyond their formal education.
• There is increasing interest in just-in-time, alternate, or non-formal avenues of education, such as online learning, mentoring, and independent study.
• The way we think of learning environments is changing.

1 more annotation...