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ERIC Number: ED434946
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
Learner-Centered Theory in Practice: Challenges of Implementation at Celebration School. A Qualitative Description of the Intellectual and Social Life of a Celebration Neighborhood.
Sanders, Steve; Akey, Theresa; Boyd, Pam; Kamen, Michael; Salisbury-Glennon, Jill; Gorrell, Jeffrey
This paper describes one model of school reconstruction, which includes a professional development school, being implemented at Celebration School in Celebration, Florida. The description highlights the educational practices and daily learning experiences of students at Celebration. The narrative provides a picture of the philosophical foundation and direction that the school's founders intended it to take. The community is a new town in which all homes have been prewired for technology. The school is divided into upper and lower school neighborhoods, with neighborhoods containing K-5 students on the first floor, and 6-12 neighborhoods on the second floor. Classrooms are referred to as neighborhoods where a community of learners work, create, and discover together. In each neighborhood, approximately 100 multiage students are taught by 4 to 5 full-time teachers, a teaching assistant, and many adult volunteers. The school's philosophy stresses that everyone can learn, and that experiential learning is essential. Emphasis is placed on solving real-life problems, and students are considered partners in the learning process. Cooperative learning is important at Celebration, and the educational environment acknowledges students' multiple intelligences. The local community and the world are explored as part of the learning environment. Other characteristics of the school are described. (Contains 21 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A