Building Kids’ Character, Competence, and Sense of Place
Place-based education offers a compelling opportunity to engage students in the life of their community. More than just taking a field trip, participants in a place-based project make sustained efforts to make a difference and learn basic skills along the way. Academic concepts come to life as real-world problems are investigated from a local angle. Even global issues can be connected to the community, such as the high school in Missouri that linked local land-use choices to the «dead zone» in the Gulf of Mexico. For teachers, place-based projects offer a chance for professional revitalization as they orchestrate complex and meaningful learning environments that go well beyond scripted curriculum mandates. Both teachers and students benefit from a new level of agency as they take ownership of their work. Drawing on his own experience as a teacher and more than a decade of work supporting teachers in crafting their own projects, the author outlines the many benefits of place-based education and describes the challenges that must be overcome if we are to realize its potential.
← 108 | 109 →References
Abbott, E. A. (1994). Flatland. New York, NY: HarperCollins.
Adey, P. (2004). The professional development of teachers: Practice and theory. Dordrecht, The Netherlands: Kluwer Academic.
American Psychological Association. (2013). Child sexual abuse: What parents should know. Available at http://www.apa.org/pi/families/resources/child-sexual-abuse.aspx. Retrieved September 9, 2013.
Audet, R., & Ludwig, G. (2000). GIS in schools. Redlands, CA: ESRI Press.
Baehr, J. (2013). Educating for intellectual virtues: From theory to practice. Journal of Philosophy of Education, 47(2), 248–262.
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.