Case Study: The Capstone Project at Chelsea High School

Autor/in	Priti Johari
Titel	Case Study: The Capstone Project at Chelsea High School
Quelle	In: Voices in Urban Education, (2017) 46, S.44-47 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1553-541X
Schlagwörter	Case Studies; High Schools; Curriculum Development; Curriculum Enrichment; Educational Practices; Educational Policy; Student Evaluation; Faculty Development; Teacher Collaboration; Massachusetts + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; High school; Oberschule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Curriculum revision; Curriculumreform; Reform; Bildungspraxis; Politics of education; Bildungspolitik; Schulnote; Studentische Bewertung; Lehrerkooperation; Master-Studiengang
Abstract	Capstone projects serve as the centerpiece for an assessment system that values problem-solving and frames assessment as learning opportunities for students and teachers. Every January and May for one week, Chelsea High School, in Chelsea, Massachusetts, breaks from their traditional, four- periods-a-day bell schedule and the fast pace of a typical high school. During this time students are asked to come in by appointment to present on a topic in which they have particular expertise: their own learning. This presentation is their capstone. In this article, Chelsea High School illustrates and details how schools can integrate new policies and practices into their own vision for education, rather than merely follow a path of compliance with district and state mandates. (ERIC).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01