According to one
report, the learning environment of schooling in American education
has grown from the 19th century concept of a single, ungraded classroom and the
“little red schoolhouse” to a complex, differentiated building that serves the
physical, aesthetic, affective, behavioral, social, cultural, as well as
intellectual needs of youth. Along with architectural changes have been
pedagogical developments such as constructivist-based teaching methods, career
education, and service-learning. This report states that when the paradigm
shift of the late 20th century introduced information and technology to
schooling, the technological teaching tools were initially additive, rather
than transformative. Smartboards, e-book readers, Web 2.0, social networking,
and mobile devices, not to mention the Scratch and Flash software enable young
learners to become interactive consumers of information as well as content
providers. An attendant shift in pedagogy, however, has not happened on a large
scale. With an emphasis on technology, rather than information, this report
states that education is missing the mark. While technology is important to
21st century learning, information is the raw material for constructing
knowledge.
Todd, R. J., Gordon, C. A., & Lu, Y. (2011). One common
goal: student learning - Report of findings and recommendations of the New
Jersey school library survey phase 2.
New Brunswick, NJ: Center for International Scholarship in
School Libraries (CISSL). http://www.njasl.info/wp-content/NJ_study/2011_Phase2Report.pdf
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A study of pro-social behavior in adolescents looked at the ability for this conduct to grow over time. Schools that foster this behavior can eventually see fewer behavioral problems. Furthermore, volunteering is a great way to impact pro-social skills, depending on the kind of projects selected.
Schools may need to step up, and support students in creating matches with organizations, or encouraging students to go online on their own to find groups or community sites that interest them.
Walker, L., Carlo, G., & Memmott-Elison, M. (2017). Longitudinal change in adolescents' prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 57, 90-98. https://doi.org/10.1111/jora.12362
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A study of pro-social behavior in adolescents looked at the ability for this conduct to grow over time. Schools that foster this behavior can eventually see fewer behavioral problems. Furthermore, volunteering is a great way to impact pro-social skills, depending on the kind of projects selected.
Schools may need to step up, and support students in creating matches with organizations, or encouraging students to go online on their own to find groups or community sites that interest them.
Walker, L., Carlo, G., & Memmott-Elison, M. (2017). Longitudinal change in adolescents' prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 57, 90-98. https://doi.org/10.1111/jora.12362
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