Self-Evaluation in the Global Classroom

By John MacBeath; Hidenori Sugimine | Go to book overview

5

The impact on the schools

In this chapter teachers and headteachers discuss the impact of the project on their schools. Differences of emphasis emerge, revealing something about the culture and receptivity of these schools as well as about the teams of young researchers. Running through all accounts, though, is a positive stream of praise for their insight and positive contribution. Most clearly of all LS students have brought a challenge and a new perspective which is the lifeblood of schools in the midst of global change.


Learning School in Ange, Bobergsskolan (Sweden)

Nils-Olov Hagman

Bobergsskolan in Ange is one of the smallest upper secondary schools in Sweden. Ange itself is situated in an area which is sparsely populated. Like many small communities we are fighting a battle against depopulation. One of the most important features in this battle is to develop our high school.

Since 1997 we have been involved in the Global Classroom Partnership. The GCP has given our students many opportunities of global interaction with their peers in the partner schools. In 1999 it was decided to make welcome the Learning School students to give us the first of three profiles of our school.

Staff and students were somewhat confused when the Learning School I came to our school and started their research. However, it was quite clear from the very start that the young researchers and their co-ordinators had a professional approach and they were universally supported by our head teacher, our staff and our students. To have a large international research group in our school for six weeks underscored our international ambitions.

The results of the research of LS1 gave us further food for discussion and important points were made both in the written report and in their oral presentation to the entire staff.

LS2 was warmly welcomed in our school. The good work of LS1 was not forgotten and both staff and students had high expectations of LS2. The theme of the year 'Motivation' was extremely interesting since it is something we often discuss. LS2 helped us gain insight into what factors motivate or demotivate our students. Certain weak points in our organisation were pointed out and, as a result of the findings of LS2, we have taken steps and measures to rectify these

-50-

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Self-Evaluation in the Global Classroom
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • List of Figures ix
  • List of Tables xi
  • Introduction 1
  • Part I - The Learning School 3
  • 1 - The Story Begins 5
  • 2 - What We Did 15
  • 3 - Tools for Schools 27
  • 4 - A Lifetime of Learning (In One Year) 36
  • 5 - The Impact on the Schools 50
  • 6 - Expert Witnesses 65
  • Part II - Insights into the School Experience from the Learning School Students 73
  • 7 - A Place Called School 75
  • 8 - The School Day 84
  • 9 - Layouts for Learning 92
  • 10 - Subjects, Subjects, Subjects 98
  • 11 - Lessons, Lessons, Lessons 110
  • 12 - Who Do You Learn Most From? 117
  • 13 - Who Likes School? 125
  • 14 - Two Classes Compared 137
  • 15 - It All Depends on Your Point of View 149
  • 16 - A Life in the Day of Three Students 161
  • 17 - No Two the Same 175
  • 18 - Talking About Learning 183
  • 19 - Learning Out of School 203
  • 20 - Students and Their Parents 209
  • 21 - Lifelong Learning 219
  • 22 - Postscript 229
  • Bibliography 233
  • Index 235
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