Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns
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- ISBN13: 9780071592062
- Condition: NEW
- Notes: Brand New from Publisher. No Remainder Mark.
Product Description
Selected as one of the “Best Books on Innovation, 2008″ by BusinessWeek magazine
Named the “Best Human-Capital Book of 2008″ by Strategy + Business magazine
A crash course in the business of learning-from the bestselling leader of The Innovator’s Dilemma and The Innovator’s Solution…
“Provocatively titled, Disrupting Class is just what America’s K-12 education system needs–a well thought-through proposal for using equipment to better serve students and bring our schools into the 21st Century. Unlike so many education ‘reforms,’ this is not tiny-bore stuff. For that reason alone, it’s likely to be resisted by defenders of the status quo, even though it’s necessary and right for our kids.
We owe it to them to make sure this book isn’t merely a terrific read; it must become a blueprint for educational transformation.”
–Joel Klein, Chancellor of the New York City Department of Education
“A brilliant teacher, Christensen brings clarity to a muddled and chaotic world of education.”
–Jim Collins, bestselling leader of Excellent to Fantastic
According to recent studies in neuroscience, the way we learn doesn’t permanently match up with the way we are taught. If we hope to stay competitive-academically, economically, and technologically-we need to rethink our understanding of intelligence, reevaluate our educational system, and reinvigorate our commitment to learning. In additional words, we need “disruptive innovation.”
Now, in his long-awaited new book, Clayton M. Christensen and coauthors Michael B. Horn and Curtis W. Johnson take one of the most vital issues of our time-education-and apply Christensen’s now-legendary theories of “disruptive” change using a wide range of real-life examples. Whether you’re a school administrator, government official, business leader, parent, teacher, or entrepreneur, you’ll learn surprising new thoughts, outside-the-box strategies, and straight-A success tales.
You’ll learn how
- Customized learning will help many more students make it in school
- Student-centric classrooms will increase the demand for new equipment
- Computers must be disruptively deployed to every student
- Disruptive innovation can circumvent roadblocks that have prevented additional attempts at school reform
- We can compete in the global classroom-and get yet to be in the global market
Filled with fascinating case studies, scientific findings, and unprecedented insights on how innovation must be managed, Disrupting Class will open your eyes to new possibilities, unlock hidden potential, and get you to reflect differently. Professor Christensen and his coauthors provide a bold new lesson in innovation that will help you make the grade for years to come.
The future is now. Class is in session.
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I thought this book was an literary waste of time. Like sure when we use computers things are going to be disrutive, like in additional industries. This book provides small in the way of what is being done well now, and the sub disruction. They use abstract examples from additional industries where they sould be all ears on education.
Reader’s Rating: 1 / 5
In a nutshell, here is the ‘Innovators Solution’ for education: since all people have different learning styles, we need to change the education model to ’student-centric learning’, which here means individualized computer-based learning. This is the core of the argument, which he fleshes out with his favorite case studies of Intel, Toyota, Dell, Apple, etc.
What they don’t do is play this scenario out to its logical conclusion. If students go through 12 years of school learning alone, how do they come together to live and work in a society? He mentions in passing skills employers want out of high school graduates, but ignores a key one: ability to work together in teams. Individual learning may be helpful in certain subjects at certain levels, but there is another body of research about learning from peers, in class discussions and projects, that he is missing here.
Some of the examples and backing are just naive. There are examples of this style of education in additional countries that support his aver, but none are offered here. There is plenty of opportunity for disruption in education, of which this thought is potentially one, but this book is a disappointment.
Reader’s Rating: 3 / 5
Clayton Christensen previously has provided brilliant insights on disruptive technologies within the business world. Sorry to say, he does not make it with “Disrupting Class.”
Christensen starts noting that predictable “solutions” do not up to scrutiny. Inflation-adjusted per-pupil expenditures have be doubled, with small result; further, Kentucky state accountability pointer performance between two districts varies inversely with expenditures – despite the lower-spending district also being more disadvantaged in pupil characteristics. (Christensen, but, offers no explanation of that the state accountability pointer is comprised. Additional sources indicate it is vulnerable to distortion through low standards.) He also points out that U.S. education spending is about twice that of additional developed nations.
Others contend that new equipment is key to improving pupil performance. Christensen, but, notes that computer availability has roughly doubled, again, with small impact.
Perhaps pupil motivation is the key. Christensen “refutes” this explanation by reporting area scores in Montgomery County, Md. that meet or exceed minimums now match persons of white pupils in non-poverty areas. (Christensen, but, fails to admit that this is having no effect if the “minimum” standards are low.)
Christensen then notes that the proportion of pupils taking science and engineering courses falls as a nation’s prosperity increases – somehow failing to admit that this supports a pupil motivation is key hypothesis. He also is oblivious to the decades-ancient trend for Asian and Jewish pupils to substantially outperform their peers.
Later on in “Disrupting Class,” Christensen reports favorable NAEP trends at the lower age levels as indicative of successes, failing to also notice that the 17-year-ancient scores have remained unchanged for decades – therefore, undermining his conclusion.
The essence of “Disrupting Class” is that computers can make learning more effective and attractive by individualizing instruction. Sorry to say, this is directly contrary to his early observation that high-scoring nations primarily use rote instruction, while the lower-scoring U.S. uses pupil-centered, more individualized instruction.
Bottom-Line: A well-intentioned, but seriously flawed book.
Reader’s Rating: 1 / 5
Clayton Christensen et al bring their strengths as experts in business evolution to the meadow of education reform- particularly at the K-12 levels. Their analysis of how online education will gain market share to approximately one-half within the next ten years is reasonably convincing. Christensen’s models of Disruptive Innovation seem particularly significant to the development of new education enterprises and systems.
But then they go beyond this expertise to make sweeping statements about the conduct of research in education, the lack of success of charter schools, and theories of multiple intelligence.
Their presentation on categories and stages of research is something I never heard of in my 20 years of research as a physicist and for excellent reason: They don’t seem significant to real research issues. In their discussions about education research on what makes a school perform well they snub the seminal work of Chubb & Moe in their vital book, “Politics, Markets & America’s Schools (1990),” which specifically addressed that question.
Judging by what they include and what they omit, one gets the impression of a leftward political slant. Very small mention is made of the harm done by teachers’ unions, school administrators, education professors, and politicians in protecting their respective turfs against reform.
Nothing is said about vouchers and additional forms of competition.
Finally, Moe & Chubb recently collaborated (again) on a book about the major role online instruction will play in the future, “Liberating Learning.” Their book also refers to this book by Christensen et al but they only cite it for its point discussions about Disruptive Innovation and thus not inconsistent with my comments in this review that only a part of the book has significant merit.
Reader’s Rating: 3 / 5
A excellent book that should be read by everyone including Obama – the education president! That American education needs to be reformed is not the issue anymore – how to reform it is the question. Additional countries have used national hard and scores to standardize school quality. This coupled with affordable tutoring will improve individual student’s performance. The advent of affordable tutoring via online tutoring from TutorVista and additional companies makes this feasible at this point in time. Read this book – it might not provide all the answers but at least it questions all the right questions!
Srini Anumolu
Reader’s Rating: 4 / 5