James Beane


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James Beane

  1. 1. James Beane Katie Fendrick and Alexandria Allen <ul><li>This presentation will probably involve audience discussion, which will create action items. Use PowerPoint to keep track of these action items during your presentation </li></ul><ul><li>In Slide Show, click on the right mouse button </li></ul><ul><li>Select “Meeting Minder” </li></ul><ul><li>Select the “Action Items” tab </li></ul><ul><li>Type in action items as they come up </li></ul><ul><li>Click OK to dismiss this box </li></ul><ul><li>This will automatically create an Action Item slide at the end of your presentation with your points entered. </li></ul>
  2. 2. Personal Background <ul><li>Spent post-college career teaching at various middle school and high schools </li></ul><ul><li>Did most of research leading up to his main theories at the middle school level with his wife </li></ul><ul><li>Wife was middle school teacher (8th grade) </li></ul>
  3. 3. Professional Background <ul><li>Project director for New York State Regional Education Planning Centers </li></ul><ul><li>Received John Lounsbury Award from National Middle School Association </li></ul><ul><li>Professor at St. Bonaventure University </li></ul><ul><li>Currently Professor at Nat’l Louis University </li></ul><ul><li>A School reform “coach” in Madison, Wisconsin </li></ul>
  4. 4. The Democratic Teaching Theory <ul><li>In middle schools, children learn better when teachers are teamed together </li></ul><ul><li>Bring real-world issues into the classroom </li></ul><ul><li>No subject boundaries in the classroom </li></ul><ul><li>Multiple subjects integrated to each lesson </li></ul><ul><li>Building Classroom Communities </li></ul>
  5. 5. Beane’s Theory Continued <ul><li>Involving students in subject-matter decision making </li></ul><ul><li>Students also involved in planning and accessing their work </li></ul><ul><li>Project planning that collaborates with several teachers and subjects in the curriculum </li></ul><ul><li>Students urged to think outside of the classroom, critical thinking and advance problem-solving skills </li></ul><ul><li>Keep students developmental level in mind </li></ul>
  6. 6. Written Works <ul><li>Curriculum Integration, 1997 </li></ul><ul><li>A Middle School Curriculum, 1993 </li></ul><ul><li>Affect in the Curriculum, 1990 </li></ul><ul><li>Coauthor, Democratic Schools, 1995 </li></ul><ul><li>Middle School and Beyond, 1992 </li></ul><ul><li>When the Kids Come First, 1987 </li></ul>
  7. 7. How Might Educators Use Beane’s Theory? <ul><li>Engage students in &quot;active&quot; endeavors and hands-on learning. </li></ul><ul><li>Give students considerable control over their learning. </li></ul><ul><li>Engage them in meaningful tasks and encourage them to contribute. </li></ul><ul><li>Students should have meaningful interaction with adults through their learning experiences. </li></ul>
  8. 8. Using Beane’s Theory Cont. <ul><li>Teachers need to be aware of how outside expectations, pressures, demands, and experiences affect their students. These influences come from home, family, friends, peer groups, and communities. Education best benefits the adolescent when it works in harmony with other parts of students’ environments </li></ul>
  9. 9. Critiques of Beane’s Theory <ul><li>The question we need to answer is, “what kind of education should we provide for young adolescents wherever they are?” </li></ul><ul><li>The middle school concept offers well-established and research-based guidance to answer that question </li></ul><ul><li>It is fair to criticize the middle school movement for its poor or incomplete implementation rate, but it is not fair to declare the middle school concept or its goals a failure. </li></ul>
  10. 10. Critiques Cont. <ul><li>It is misleading for the media and middle school critics to suggest that poor achievement and difficult conditions in our schools result from a particular school’s patterns. This actually does harm to young adolescents and their schools by diverting attention from the more powerful effects of poverty and the unsavory re-segregation of our nation’s communities and schools </li></ul>
  11. 11. References <ul><li>Coe.winthrop.edu/blackburnb/EDCI%20600/Beane.pdf </li></ul><ul><li>http://books.heinemann.com/authors/4049.aspx </li></ul><ul><li>http://www.nwrel.org/ecc/middle_2000/curriculum_content.html </li></ul><ul><li>http://books.heinemann.com/products/E00834.aspx </li></ul>
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