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The Academic Achievement Challenge: What Really Works in the Classroom?
This volume addresses one of the central issues in how best to instruct our students. From the late Jeanne S. Chall, former Professor of Education at Harvard University and a leading figure in American education, the book reviews and evaluates the many educational reforms and innovations that have been proposed and employed over the past century. Systematically analyzing a vast body of qualitative and quantitative research, Dr. Chall compares achievement rates that result from traditional, teacher-centered approaches with those resulting from progressive, student-centered methods. Her findings are striking and that teacher-centered approaches result in higher achievement overall, with particular benefits for children of lower socioeconomic status and those with learning difficulties. Offering cogent recommendations for practice, the book makes a strong case for basing future education reforms and innovations on a solid empirical foundation.
210 pages, Hardcover
First published March 10, 2000
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Displaying 1 - 3 of 3 reviews
February 8, 2022
O livro é um importante apanhado sobre a origem e desenvolvimento do grande embate entre as concepções de ensino centradas no professor e no estudante. O mais importante desta obra é o fato de ter sido uma das primeiras a tratar sobre o assunto. Logo em seguida, vem o modo linear e completo como trata a ascensão da concepção centrada no aluno, mesmo com inúmeras pesquisas feitas ao longo do tempo mostrando a falta de eficácia desse modelo quando comparado à sua contraparte.
Uma obra elementar para quem trabalha com educação e - no mínimo - interessante para pais.
Uma obra elementar para quem trabalha com educação e - no mínimo - interessante para pais.
November 22, 2009
Not a scintillating read, but elucidating.
Harvard Ed prof, Jeanne Chall, goes painstakingly through educational research in the last century and deduces that teacher-directed (rather than child-centered) education results in better achievement, particularly for at-risk and kids labeled as LD. Among the methods advocated: summer and tutoring remediation to close the gaps that have widened as a result of social promotion; a solid, scaffolded approach to whole class teaching rather than homogeneous within-class grouping; "readiness" as a set of skills that can be taught.
She also shows that weaker (or beginning) students do better with phonics and expository math teaching, whereas student-centered/discovery learning is better for retention and creativity in students who have grasped the basics.
Interestingly, textbooks have declined in difficulty from the 1920's to the present, as student-centered and self-esteem and social promotion have taken hold.
Chall gives the research that should have ended the "phonics vs. whole language" and "fuzzy math vs. traditional math" wars once and for all years ago. Ultimately, a blended approach is the way, depending on mastery.
She also talks about the preferences of economic groups: poor and ESL families want teacher-centered schools (and their kids perform better in them); upper class families also want traditional schools (and indeed most private prep schools never moved away from the classical models); it's the middle class families that favor progressive, student-centered education based on learning styles. And indeed, kids from middle class families seem to perform equally well in teacher-centered or student-centered schools because they have such enrichment from home.
I'm curious to know what Chall would make of Montessori and Waldorf methods. Sadly, she doesn't address them.
Harvard Ed prof, Jeanne Chall, goes painstakingly through educational research in the last century and deduces that teacher-directed (rather than child-centered) education results in better achievement, particularly for at-risk and kids labeled as LD. Among the methods advocated: summer and tutoring remediation to close the gaps that have widened as a result of social promotion; a solid, scaffolded approach to whole class teaching rather than homogeneous within-class grouping; "readiness" as a set of skills that can be taught.
She also shows that weaker (or beginning) students do better with phonics and expository math teaching, whereas student-centered/discovery learning is better for retention and creativity in students who have grasped the basics.
Interestingly, textbooks have declined in difficulty from the 1920's to the present, as student-centered and self-esteem and social promotion have taken hold.
Chall gives the research that should have ended the "phonics vs. whole language" and "fuzzy math vs. traditional math" wars once and for all years ago. Ultimately, a blended approach is the way, depending on mastery.
She also talks about the preferences of economic groups: poor and ESL families want teacher-centered schools (and their kids perform better in them); upper class families also want traditional schools (and indeed most private prep schools never moved away from the classical models); it's the middle class families that favor progressive, student-centered education based on learning styles. And indeed, kids from middle class families seem to perform equally well in teacher-centered or student-centered schools because they have such enrichment from home.
I'm curious to know what Chall would make of Montessori and Waldorf methods. Sadly, she doesn't address them.
November 28, 2016
Didn't think it was possible for a book on ed practice/research (especially one from 16 years ago that slipped below my radar when first getting into ed research) to rock me into a five-star rating, but this thing has it all. No real epiphanies or anything as I was familiar with much cited here, but packaged & presented very, very well.
If you're interested in ed research--and you should be, teachers--this might be one of 2-3 titles I'd put near the top of your pile.
If you're interested in ed research--and you should be, teachers--this might be one of 2-3 titles I'd put near the top of your pile.
Displaying 1 - 3 of 3 reviews