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101 0 $aeng
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181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aInside Today's Elementary Schools $eA Psychologist's Perspective /$fby James J. Dillon
205   $a1st ed. 2019.
210  1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2019.
215   $a1 online resource (x, 261 pages)
311 08$a9783030233464 
311 08$a3030233464 
327   $aPart I: Shortsighted Vision & Lopsided Staffing -- Chapter 1: The House on Sleepy Hollow Road -- Chapter 2: So Many Girls...So Few Princes -- Chapter 3: When Am I Ever Going to Use Any of This? -- Chapter 4: And Then God Made School Boards -- Chapter 5: the Bottom of the Barrel? -- Chapter 6: What to Do about These Four Things -- Part II: The Wall of Separation, Administrative Bloat, and Boundless Accommodation -- Chapter 7: Platonic Curriculum; Epicurean Society -- Chapter 8: Just Wastin' Time -- Chapter 9: No Child Left Behind? -- Chapter 10: I'm Five Teachers at Once! -- Chapter 11: The Incredible Bending School -- Chapter 12: Look Not to the Stars -- Chapter 13: What to Do about These Six Things -- Part III: What to Do about All 10 Things -- Chapter 14: A New Day?
330   $aThis book takes readers on a tour of a day in the life of a public elementary school in an effort to give parents and other stakeholders a sense of the realities of the classroom. The tour reveals ten worrisome things about today's schools and considers what to do about them. Dillon emphasizes the need for future schools to be places filled with adventure and high purpose, with classrooms small enough to waste only a minimum of time. They should be free from stifling levels of bureaucracy, supervised by rotating teacher administrators rather than career managers. The book asserts that schools should be staffed by scholarly and engaged teaching professionals dedicated to helping students live a healthy adult life in a democracy rather than imposing a one-size-fits-all, furiously assessed college prep curriculum on everyone. In all, Dillon argues, schools should be places with classrooms of narrow ability ranges dedicated to teaching a coherent curriculum, all in a context of full buy-inand support from students' families. Let's go inside today's elementary schools.
606   $aPsychology
606   $aSchool psychology
606   $aEducational psychology
606   $aDevelopmental psychology
606   $aBehavioral Sciences and Psychology
606   $aSchool Psychology
606   $aEducational Psychology
606   $aChild and Adolescence Psychology
606   $aDevelopmental Psychology
615  0$aPsychology.
615  0$aSchool psychology.
615  0$aEducational psychology.
615  0$aDevelopmental psychology.
615 14$aBehavioral Sciences and Psychology.
615 24$aSchool Psychology.
615 24$aEducational Psychology.
615 24$aChild and Adolescence Psychology.
615 24$aDevelopmental Psychology.
676   $a372.973
676   $a370.15
700   $aDillon$b James J$4aut$4http://id.loc.gov/vocabulary/relators/aut$0781887
906   $aBOOK
912   $a9910349345703321
996   $aInside Today?s Elementary Schools$92480650
997   $aUNINA