Diverse Students, Diverse Outcomes
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€77.99
A01=Frank S. Kelly
agrarian calendar
agrarian school calendar
alternative education
alternative education paths
Author_Frank S. Kelly
Category=JNF
Category=JNFK
Category=JNK
Category=JNT
classroom management
collaborative education
diverse student enrollment
elements of schooling
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
improving education outcomes
increasing student acheivement
individualized learning
open space schools
planning school facilities
project-based learning
reimagining school facilities
revamping schools
school facilities
school-community relationships
Product details
- ISBN 9781475864700
- Weight: 358g
- Dimensions: 157 x 230mm
- Publication Date: 15 Aug 2022
- Publisher: Bloomsbury Publishing Plc
- Publication City/Country: US
- Product Form: Hardback
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In recent decades, the populations in major urban areas across the country have become increasingly diverse in terms of their ethnicities, languages, and economics, and within these evolving contexts many of our schools have struggled to produce good learning results for substantial numbers of their students. Our schools have tried to be fair to all they serve by using similar instructional methods, materials, and technology, and comparable schedules, facilities, and funding, but the outcomes realized for many students are seriously worrisome in terms of their abilities to succeed in our economy in the future. The Covid-19 pandemic further exacerbated this problem. Diverse Students, Diverse Outcomes: Portal Schools for Access to Diverse Teaching and Learning proposes ways to preserve our enormous staff and facility investments in order to provide schooling that will help different students learn in different ways and in the process make education much more attractive and engaging for all concerned—and thereby more economical. The concepts outlined are enriched by perspectives of other building types and supplemented with brief descriptions of twenty-eight schools created over the last fifty years that have been very successful—yet from which we seem to have learned little.
Frank S. Kelly, FAIA is an architect, teacher, and author/lecturer with a focus on K-12 teaching and learning. He has worked with school districts across the U.S. to help plan school facilities with a focus on asking teachers and students how they would want teaching and learning to work in their new school—and then helping them imagine environments to support that. He has previously co-authored two books: Teaching the Digital Generation: No More Cookie-Cutter High Schools and Learning Without Classrooms: Visionary Designs for Secondary Schools.
