By Michael Harris, Roxanne Cullen
The Learner-Centered paradigm on campuses has grown into an institution-wide attempt led by way of directors in any respect degrees, operating to make their campuses into learner-centered environments. entering into that move, this publication indicates campus leaders tips on how to translate thought into perform. Outlining how the jobs of educational leaders needs to switch in a learner-centered educational surroundings, the authors clarify the various tactics to be as all degrees of management rework practices from an educational management mode to a learner-centered management mode. The e-book is a strong software for bettering greater schooling for everybody from presidents to division chairs.
Read or Download Leading the Learner-Centered Campus: An Administrator's Framework for Improving Student Learning Outcomes (The Jossey-Bass Higher and Adult Education Series) PDF
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Extra info for Leading the Learner-Centered Campus: An Administrator's Framework for Improving Student Learning Outcomes (The Jossey-Bass Higher and Adult Education Series)
The forces of destruction begin with toddlers—a prize for the best Halloween costume, grades in school, gold stars—and go on up through the university. . We will never transform the prevailing system of management without transforming our prevailing system of education. They are the same system” (xii–xiii). Among the elements of traditional or controlling organizations that Senge (1990) identiﬁed were managing by fear, which results 29 30 Leading the Learner-Centered Campus in focusing ﬁrst on pleasing the boss (or teacher); dualistic thinking regarding right versus wrong answers, which results in overemphasis on technical problem solving; predictability and controllability evidenced in the belief that managing is controlling; and a recognition that excessive competitiveness leads to distrust—all of which leads to organizational fragmentation.
The illogic of the system promotes illogic among those who must work within the system for survival. Because of the extreme amount of work it takes to change even minor policies or procedures, we too often capitulate because of competing demands upon our time and resources. We resort to ﬁxing things within our sphere of inﬂuence. Solving problems in the instructional 31 32 Leading the Learner-Centered Campus paradigm is like repairing a part on a machine. Everyone understands what the solution or answer is and simply awaits implementation so that the system will be back online and functioning once the solution is implemented.
Xiv). These demographic changes continued throughout the succeeding decades. Beginning in the 1960s, women and minorities began 9 10 Leading the Learner-Centered Campus attending college in greater numbers, and by the 1970s women outnumbered men (Lucas, 1994, p. xvi). Huber and Hutchings (2005) reported that the proﬁle of the eighteen-year-old entering college supported by parents and working only part time has become the exception rather than the norm. Close to half of the undergraduates in the United States are more than twenty-four years old, and more than one quarter are working adults over thirty.