Fred M Newmann
Datos Biográficos
| ID | 334464 |
|---|---|
| NOMBRE | Fred M Newmann |
| NOMBRES | Fred M |
| APELLIDO | Newmann |
| FIRMA | NEWMANN F M |
| AFILIACIONES | University of Wisconsin–Madison |
| VERIFICADO | No |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 128 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1966 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2001 |
| ÍNDICE H | 7 |
Instructional Program Coherence
We present the concept of instructional program coherence and explain why school improvement frameworks that incorporate instructional program coherence are more likely to advance student achievement than multiple, unrelated efforts. We present evidence that Chicago elementary schools with stronger instructional program coherence make higher gains in student achievement. We also share observations on how, in specific schools, principals and exter…
Professional Development That Addresses School Capacity
We argue that professional development should address five aspects of school capacity: teachers' knowledge, skills, and dispositions; professional community; program coherence; technical resources; and principal leadership. A two-year study of nine urban elementary schools in the United States found considerable variation in schools' use of professional development to address capacity. More comprehensive professional development occurred through …
"An Exchange of Views on "Semantics, Psychometrics, and Assessment Reform
Fred Newmann, Ron Brandt, Grant Wiggins, An Exchange of Views on "Semantics, Psychometrics, and Assessment Reform: A Close Look at 'Authentic' Assessments", Educational Researcher, Vol. 27, No. 6 (Aug. - Sep., 1998), pp. 19-22
Research news and Comment
Continuing the Bifurcation of Affect and Cognition
Authentic Pedagogy and Student Performance
Reform efforts may increase active learning without enhancing the intellectual quality of students' work. We present a vision of authentic academic achievement and specific standards for pedagogy and student performance that are consistent with active learning, or constructivist, perspectives but that establish standards of intellectual quality rather than teaching techniques or processes as the central target of instruction. We show that in rest…
Aligning Measurement with Education
Beyond Common Sense in Educational Restructuring
Common sense proposals for restructuring schools suggest promising directions, but in order for this potential to be fulfilled, two major issues must be addressed: What content is needed to give educational direction to the structures, and how can the many factors that influence this content be linked? This article proposes an agenda of content for teacher commitment and competence, and it identifies four problems of systemic linkage that restruc…
Teaching Public Issues in the Secondary School Classroom
Classroom Thoughtfulness and Students' Higher Order Thinking
This article presents the problem of arriving at common indicators of instructional quality and student achievement in social studies, given great diversity between classes and schools in what is taught. A study of more than 70 classes in 11 high schools showed that generic qualities of classroom thoughtfulness were not associated with the persuasiveness of student writing on a constitutional issue. However, since the impact of classroom thoughtf…
Promoting Higher Order Thinking in Social Studies
A study of social studies departments in 16 high schools examined the extent to which higher order thinking was promoted and how barriers were overcome in the more successful departments. This overview article presents a conception of higher order thinking grounded in non-routine intellectual challenges, a discussion of the role of knowledge, skills and dispositions in meeting them, and the observation scheme used to assess classroom thoughtfulne…
Organizational Factors that Affect School Sense of Efficacy, Community, and Expectations
Fred M. Newmann, Robert A. Rutter, Marshall S. Smith, Organizational Factors that Affect School Sense of Efficacy, Community, and Expectations, Sociology of Education, Vol. 62, No. 4 (Oct., 1989), pp. 221-238
The Radical Perspective on Social Studies
Radical writing in education suggests a) that emancipation should be the guiding social ideal; b) social life should be understood largely in terms of such concepts as domination, autonomy, contradiction, and the social construction of knowledge; and c) that teaching should emphasize the development of critical discourse. If potentially appealing aspects of these ideas are to be incorporated into social studies, research is needed to develop more…
Reducing Student Alienation in High Schools
Student alienation is a difficult problem facing many U. S. high schools. Not only does it adversely affect the quality of student life, but it is an underlying factor in other school problems such as violence, vandalism, and poor achievement. Drawing on an extensive literature, Fred M. Newmann develops six guidelines for reducing student alienation. The guidelines are used to show why current efforts in school reform have failed to provide a com…
Response to Jack Nelson Review of Skills in Citizen Action
Adolescents' Constructs of Authority Figures
Authentic Pedagogy and Student Performance
Reform efforts may increase active learning without enhancing the intellectual quality of students' work. We present a vision of authentic academic achievement and specific standards for pedagogy and student performance that are consistent with active learning, or constructivist, perspectives but that establish standards of intellectual quality rather than teaching techniques or processes as the central target of instruction. We show that in rest…
Organizational Factors that Affect School Sense of Efficacy, Community, and Expectations
Fred M. Newmann, Robert A. Rutter, Marshall S. Smith, Organizational Factors that Affect School Sense of Efficacy, Community, and Expectations, Sociology of Education, Vol. 62, No. 4 (Oct., 1989), pp. 221-238
Professional Development That Addresses School Capacity
We argue that professional development should address five aspects of school capacity: teachers' knowledge, skills, and dispositions; professional community; program coherence; technical resources; and principal leadership. A two-year study of nine urban elementary schools in the United States found considerable variation in schools' use of professional development to address capacity. More comprehensive professional development occurred through …
Beyond Common Sense in Educational Restructuring
Common sense proposals for restructuring schools suggest promising directions, but in order for this potential to be fulfilled, two major issues must be addressed: What content is needed to give educational direction to the structures, and how can the many factors that influence this content be linked? This article proposes an agenda of content for teacher commitment and competence, and it identifies four problems of systemic linkage that restruc…
Classroom Thoughtfulness and Students' Higher Order Thinking
This article presents the problem of arriving at common indicators of instructional quality and student achievement in social studies, given great diversity between classes and schools in what is taught. A study of more than 70 classes in 11 high schools showed that generic qualities of classroom thoughtfulness were not associated with the persuasiveness of student writing on a constitutional issue. However, since the impact of classroom thoughtf…
Promoting Higher Order Thinking in Social Studies
A study of social studies departments in 16 high schools examined the extent to which higher order thinking was promoted and how barriers were overcome in the more successful departments. This overview article presents a conception of higher order thinking grounded in non-routine intellectual challenges, a discussion of the role of knowledge, skills and dispositions in meeting them, and the observation scheme used to assess classroom thoughtfulne…
The Radical Perspective on Social Studies
Radical writing in education suggests a) that emancipation should be the guiding social ideal; b) social life should be understood largely in terms of such concepts as domination, autonomy, contradiction, and the social construction of knowledge; and c) that teaching should emphasize the development of critical discourse. If potentially appealing aspects of these ideas are to be incorporated into social studies, research is needed to develop more…
Teaching Public Issues in the Secondary School Classroom
Research news and Comment
Continuing the Bifurcation of Affect and Cognition
Adolescents' Constructs of Authority Figures
Response to Jack Nelson Review of Skills in Citizen Action
Reducing Student Alienation in High Schools
Student alienation is a difficult problem facing many U. S. high schools. Not only does it adversely affect the quality of student life, but it is an underlying factor in other school problems such as violence, vandalism, and poor achievement. Drawing on an extensive literature, Fred M. Newmann develops six guidelines for reducing student alienation. The guidelines are used to show why current efforts in school reform have failed to provide a com…
The Radical Perspective on Social Studies
Radical writing in education suggests a) that emancipation should be the guiding social ideal; b) social life should be understood largely in terms of such concepts as domination, autonomy, contradiction, and the social construction of knowledge; and c) that teaching should emphasize the development of critical discourse. If potentially appealing aspects of these ideas are to be incorporated into social studies, research is needed to develop more…
Organizational Factors that Affect School Sense of Efficacy, Community, and Expectations
Fred M. Newmann, Robert A. Rutter, Marshall S. Smith, Organizational Factors that Affect School Sense of Efficacy, Community, and Expectations, Sociology of Education, Vol. 62, No. 4 (Oct., 1989), pp. 221-238
Classroom Thoughtfulness and Students' Higher Order Thinking
This article presents the problem of arriving at common indicators of instructional quality and student achievement in social studies, given great diversity between classes and schools in what is taught. A study of more than 70 classes in 11 high schools showed that generic qualities of classroom thoughtfulness were not associated with the persuasiveness of student writing on a constitutional issue. However, since the impact of classroom thoughtf…
Promoting Higher Order Thinking in Social Studies
A study of social studies departments in 16 high schools examined the extent to which higher order thinking was promoted and how barriers were overcome in the more successful departments. This overview article presents a conception of higher order thinking grounded in non-routine intellectual challenges, a discussion of the role of knowledge, skills and dispositions in meeting them, and the observation scheme used to assess classroom thoughtfulne…
Teaching Public Issues in the Secondary School Classroom
Beyond Common Sense in Educational Restructuring
Common sense proposals for restructuring schools suggest promising directions, but in order for this potential to be fulfilled, two major issues must be addressed: What content is needed to give educational direction to the structures, and how can the many factors that influence this content be linked? This article proposes an agenda of content for teacher commitment and competence, and it identifies four problems of systemic linkage that restruc…
Aligning Measurement with Education
Continuing the Bifurcation of Affect and Cognition
Authentic Pedagogy and Student Performance
Reform efforts may increase active learning without enhancing the intellectual quality of students' work. We present a vision of authentic academic achievement and specific standards for pedagogy and student performance that are consistent with active learning, or constructivist, perspectives but that establish standards of intellectual quality rather than teaching techniques or processes as the central target of instruction. We show that in rest…
"An Exchange of Views on "Semantics, Psychometrics, and Assessment Reform
Fred Newmann, Ron Brandt, Grant Wiggins, An Exchange of Views on "Semantics, Psychometrics, and Assessment Reform: A Close Look at 'Authentic' Assessments", Educational Researcher, Vol. 27, No. 6 (Aug. - Sep., 1998), pp. 19-22
Research news and Comment
Professional Development That Addresses School Capacity
We argue that professional development should address five aspects of school capacity: teachers' knowledge, skills, and dispositions; professional community; program coherence; technical resources; and principal leadership. A two-year study of nine urban elementary schools in the United States found considerable variation in schools' use of professional development to address capacity. More comprehensive professional development occurred through …
Instructional Program Coherence
We present the concept of instructional program coherence and explain why school improvement frameworks that incorporate instructional program coherence are more likely to advance student achievement than multiple, unrelated efforts. We present evidence that Chicago elementary schools with stronger instructional program coherence make higher gains in student achievement. We also share observations on how, in specific schools, principals and exter…
Psychology (15 obras) · Mathematics education (11 obras) · Pedagogy (11 obras) · Sociology (11 obras) · Political science (7 obras) · Epistemology (5 obras) · Educational Assessment and Improvement (4 obras) · Educator Training and Historical Pedagogy (4 obras) · Social Psychology (4 obras) · Social studies (4 obras)