• Summary
  • Contents
  • Subject index

The authors participated in a bold, statewide school improvement initiative that re-examined the role of a critical variable in twentieth century educationùtime. Progressive educational policy changes in New Hampshire have put into motion the most dynamic approach to the delivery of education of any state in America. This statewide effort to create a system of personalizedstomized learning cannot properly function in the 20th century model of teaching and learning where time is the constant and achievement is the variable. The steps that New Hampshire has taken will provide the foundation for a new delivery model where time is the variable and achievement is the constant. The New Hampshire vision is built on the assumption that students can learn through a variety of experiencesùtraditional classroom instruction being but one mode of delivery. Out-of-classroom Extended Learning Opportunities (ELO's) provide alternatives to classroom instruction. These can include internships, private instruction, on-line learning and other forms of independent study. But, at the core of this vision, is the idea that student achievement (and, by extension, teacher effectiveness) should be measured in terms of mastering competencies, rather than the traditional measure of ‘seat time.’ Although competency-based models have been attempted, the New Hampshire story is unique in that it offers a unique case of large-scale implementation. Bramante and Colby offer the reader the ability to understand a new context for the reinvention of education and how these challenges affect all levels and aspects of our system of public education. Education professionalsùfrom classroom teachers to policy makersùhave much to learn from the lesson of New Hampshire.

Learning in the 21st Century
Learning in the 21st century

If we were basing everything specifically on time, we'd conclude that we are now more than 10% into the 21st century. But we don't always interpret our world according to such precise measurements. At the first New Hampshire Summit on Developing 21st Century Educators (May 2010), keynote speaker Dr. Tom Carroll, President of the National Commission on Teaching and America's Future (NCTAF), spoke of how Americans classify '50s and '60s music (Carroll, 2010). He stated that we don't necessarily think of '50s music as having been created in a precise timeframe of the music between 1950 and 1959 or '60s music as the music between 1960 and 1969.

Those of us who follow popular music trends think ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles