The Best Schools: How Human Development Research Should Inform Educational Practice

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About

Educators, politicians, parents, and even students are consumed with speaking the language of academic achievement. Yet something is missing in the current focus on accountability, standardized testing, and adequate yearly progress. If schools continue to focus the conversation on rigor and accountability and ignore more human elements of education, many students may miss out on opportunities to discover the richness of individual exploration that schools can foster.

Foreword

Introduction

Academic Achievement Discourse

Human Development Discourse

Early Childhood Education Programs: Play

Elementary Schools: Learning How the World Works

About the authors

Thomas Armstrong, educator, psychologist, and writer, is the Executive Director of the American Institute for Learning and Human Development. Over 30 years, he has given more than 1000 keynotes, workshop presentations, and lectures on 6 continents, in 29 countries, and 44 states.

He has written for numerous magazines, newspapers, and journals and is the author of 18 books, including the ASCD books Multiple Intelligences in the Classroom, Neurodiversity in the Classroom, The Power of the Adolescent Brain, The Best Schools, The Multiple Intelligences of Reading and Writing, ADD/ADHD Alternatives in the Classroom, and Awakening Genius in the Classroom.