Co-operative Problem-Solving at the Royal Docks Community School

FORUM ◽  
2013 ◽  
Vol 55 (2) ◽  
pp. 203 ◽  
Author(s):  
RUTH MARTIN
Keyword(s):  
Problem Solving ◽  
Community School

A Community-School Problem-Solving Approach to the Drug Situation

1974 ◽  
Vol 4 (2) ◽  
pp. 157-168
Author(s):  
Donald J. Wolk ◽  
Anthony J. Tomanio
Keyword(s):  
Problem Solving ◽  
Drug Use ◽  
School Community ◽  
Community School ◽  
Personal Learning ◽  
School Problem ◽  
School And Community ◽  
Problem Solving Process ◽  
The One ◽  
Full Day

The following paper describes a program designed to involve school and community persons in an action-oriented problem-solving process related to increased drug use in the schools. A total of 104 persons attended the one full day and two followup sessions. Results from three evaluative methods revealed that participants experienced personal learning, increased understanding and sensitivity to others; and they examined, evolved and worked on concrete plans to resolve identified school-community problems related to drugs and communication. Recommendations for future programs are stated.

scholarly journals Reforms, Research and Variability:A Reply to Lois Weiner

2003 ◽  
Vol 11 ◽  
pp. 28
Author(s):  
Lauren B. Resnick
Keyword(s):  
Problem Solving ◽  
School District ◽  
Research And Development ◽  
Learning Communities ◽  
Collaborative Research ◽  
High Performance ◽  
Community School ◽  
Working Relationships ◽  
Research Practice ◽  
New Form

Lois Weiner (2003) argues that the research reports from High Performance Learning Communities (HPLC) were biased because of the close working relationships between the researchers and the leaders of the Community School District Two (CSD2) reform. Contrary to any claims otherwise, this relationship was quite open and acknowledged. The intent of the HPLC investigation was always to link scholars and practitioners in a new form of research and development in which scholars became problem-solving partners with practitioners. There are important issues about how to profitably conduct such “problem-solving” research. These issues are worth substantial attention from the communities of researchers and practitioners as collaborative research/practice partnerships proliferate. Serious studies of such partnerships are needed, going well beyond the anecdotal attacks offered by Weiner in her article.

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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