1.

Record Nr.

UNINA9910457348003321

Autore

Smith Gregory A. <1948-, >

Titolo

Place- and community-based education in schools / / Gregory A. Smith, David Sobel

Pubbl/distr/stampa

New York, N.Y. : , : Routledge, , 2010

ISBN

1-134-99991-7

1-134-99992-5

1-282-57165-6

9786612571657

0-203-85853-0

Descrizione fisica

1 online resource (184 p.)

Collana

Sociocultural, political, and historical studies in education

Altri autori (Persone)

SobelDavid <1949->

Disciplina

370.11/5

371.115

Soggetti

Place-based education - United States

Community and school - United States

Electronic books.

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Note generali

Description based upon print version of record.

Nota di bibliografia

Includes bibliographical references and index.

Nota di contenuto

Book Cover; Title; Copyright; Contents; Preface; Acknowledgements; Chapter 1 The Young Achievers Science and Mathematics Pilot School; Chapter 2 Place- and Community-based Education: Definitions and Antecedents; Chapter 3 Why Worry about the Local in the Era of No Child Left Behind?: A Rationale for Place- and Community-based Education; Chapter 4 Place- and Community-based Education in Practice: Starting with Local Knowledge and Issues; Chapter 5 Place- and Community-based Education in Practice: Starting with the Traditional Disciplines; Chapter 6 Impact on Academic Achievement

Chapter 7 Striving for More than Test ScoresChapter 8 Collaborating with Community Partners; Chapter 9 Leaders as Gardeners: Creating Space for Place- and Community-based Education; Chapter 10 No School Is an Island-Except on the Coast of Maine; Chapter 11 Changing Schools to Embrace the Local; References; Index

Sommario/riassunto

Place- and community-based education - an approach to teaching and learning that starts with the local - addresses two critical gaps in the



experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people's attention beyond the classroom to the world as it actually is, and to engage them in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students' engagement with learning and enhance their academic achievement.<