"Using one's mind well": A case study of the Illinois Alliance of Essential Schools
Abstract (summary)
One framework for change within the educational system is Ted Sizer's Coalition of Essential Schools. What makes the Coalition different from traditional programs is that it provides a scaffold from which to examine the dynamic relationship of teaching and learning and a process by which change can be realized. The scaffolding is provided in large part by the Nine Common Principles set forth by Sizer. The purpose of this study was to clarify these questions: (1) What is an operational definition of a student who uses his or her mind well in the context of an Essential School? (2) What are the characteristics of teaching methods or activities that enable students to use their minds well in the judgment of teachers and administrators in the Illinois schools involved in the Illinois Alliance of Essential Schools?
An interpretative case study method was used. Three schools of the original 10 schools in the Illinois Alliance were selected for the study. The schools varied widely in location and student body composition. Triangulation was used to verify the data sources (observation, interviews, and documents) and consistency of results. Data tables were constructed to display the data from interviews, observations, and documents. Data obtained from interviews were taped, transcribed, and coded.
The primary result of this study is a framework for viewing the process of "using the mind well." This framework contains six major identifiers (characteristics) in a graphic organized with six sides. The six identifiers are: connecting concepts, manipulations of frame of reference, pattern recognitions and application, approaches (habit of mind), asking questions, and reflective thinking. The six identifiers (characteristics) could be used to identify those who might be "using the mind well" or strategies for those who wish to improve how they use their minds.
The characteristics of people who "use their mind well" were identified across students, teachers, and administrators. These characteristics were consistent across three different geographical locations. A person's position in the school (student, teacher, administrator) does not affect identification of the characteristics of who "use their minds well." In addition, the location of the school had no effect on how people identify those who "use their minds well."
Indexing (details)
Continuing education;
Curricula;
Teaching;
Curriculum development;
Educational administration
0727: Curriculum development
0651: Continuing education