ERIC Number: ED357480
Record Type: RIE
Publication Date: 1992-Nov
Building Learner-Centered Schools: Three Perspectives.
Banks, James A.; And Others
The need for school communities that provide quality education for a diverse student body has never been greater. Increasingly interdependent global economies require schools that will create a flexible and creative work force, not simply trained workers. The development of learner-centered schools is important to meeting these challenges. Three papers in this report examine why restructuring is needed, what it entails, and how it should be done. The first paper, "Creating Multicultural Learner-Centered Schools" (James A. Banks) calls for a reexamination and reconstruction of the goals, values, and purposes of schools. Creating multicultural and learner-centered schools requires leadership, curriculum restructuring, and a reassessment of how students learn. Three areas of concern are the social construction of knowledge, caring, and the motivation to act. The second paper, "Building Learner-Centered Schools: Developing Professional Capacity, Policy, and Political Consensus" (Linda Darling-Hammond) argues that curriculum changes that reflect students' needs and diversity must have organizational support to grow and persist. Professional, policy, and political development all must be addressed. The third paper, "Restructuring and Possibility" (Maxine Greene) examines the place of the individual and collectives in creating change. Unity of thought and action are important in creating learner-centered schools that are communities of students and teachers. (Contains 61 references.) (JPT)
Descriptors: Curriculum Development, Educational Change, Educational Objectives, Elementary Secondary Education, Leadership, Multicultural Education, Outcomes of Education, Public Schools, School Restructuring
National Center for Restructuring Education, Schools, and Teaching, Box 110, Teachers College, Columbia University, New York, NY 10027 ($5 prepaid).
Publication Type: Reports - Research; Opinion Papers
Education Level: N/A
Authoring Institution: Columbia Univ., New York, NY. Teachers Coll. National Center for Restructuring Education, Schools and Teaching.
Grant or Contract Numbers: N/A