Democracy was defined as a mode of associated living, of conjoint communicated experience. This description embedded the concept of democracy within social life. However, it was recognized that broad diversity across society makes it challenging to create a sense of connection to any particular ideal. Therefore, democratic societies must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder.
It is believed that education could bring about common values and that the role of the school is to provide students with opportunities for collaborative communication and investigation. These opportunities characterize the way that students engage in “democratic living” and develop common goals and understandings, as well as the behaviors needed to pursue justice, equity, and social change. It was said that students working together on common problems, establishing the rules by which their classrooms will be governed, testing and evaluating ideas for the improvement of classroom life and learning, and participating in the construction of objectives for their own learning.
Social Life Applied in School
Researchers also insisted that measures be developed and utilized to determine the value of various models of social life when applied in schools. He noted that there are both positive and negative models of social living, and suggested two standards for considering the value of these. First, we must examine the number and variety of shared interests within the example. Second, we should assess the interactions within and beyond the model. It was warned against creating ideal models without applying them to actual societies, or schools when we are using metrics to examine models of democratic education. In other words, we cannot create democratic school models that are impractical or impossible. At the same time, we need ways to measure school models in order to define and describe exactly what distinguishes them from other types of schooling.
The First New Tech High School
The first New Tech high school was founded in 1996 with the goal of preparing students more effectively for post secondary education and careers. Within a few years, interest in the high school led to the founding of the New Tech Network (NTN), an organization responsible for scaling up the school model. In order to facilitate school development, NTN utilizes a Learning Organization Framework, which incorporates the use of data to inform short-term decision-making with the creation of aligned learning structures, shared and emerging leadership, and progressive school culture to inform long-term decision-making. NTN provides support to districts and schools during the implementation process through onsite instructional coaching and leadership development, as well as ongoing professional development institutes.
Three Design Features of New Tech School
The NT school model consists of three design features engaging teaching via project-based learning (PBL) as the primary instructional approach, empowering and egalitarian school culture, and integrated technology. NT schools utilize a project-based learning instructional approach with an emphasis on rigorous and relevant projects, and links to the schools’ local community. In addition, NT schools develop an empowering culture of trust, respect, and responsibility where students and teachers have exceptional ownership of the learning experience and their school environment. Finally, NT schools use integrated technology, including a one-to-one computing ratio, internet access, and a learning management system, which allow all students to be self-directed learners and all teachers to be effective facilitators of learning.
Within the state where this study was conducted, districts sought the NT model as a response to perceptions of declining economic opportunity within rural and urban communities and small towns, as well as out of the desire to offer a more innovative education to students across the state. The state legislature facilitated growth of the model by offering grants to cover the cost of adoption and implementation. Although the NT model had originally been conceived to accommodate about 400 students per school, expansion to this state challenged NTN to broaden its implementation guidelines. For instance, rural schools often had enrollment between 400 and 600 students so that adopting the model for the whole school made more sense than implementing it with two-thirds of students.
All in all, the NT high schools in this state implemented the model in one of three ways: whole school, autonomous school, and small learning community. Autonomous schools operate like magnet programs that draw students from across their school districts to a campus separate from the local high schools, and small learning communities function as specialized programs located within the walls of a district high school. As described above, whole-school implementations typically include around 600 students, or the entire student body, while autonomous schools and small learning communities serve about 400 students, or 100 per grade level. As usual, please check out the circular saw, the best drill bits and the best Router Tools if you intend to work with wood or other material at the same condition, thank you.