Birchwood
School
World Class Education
in a Globally Diverse Environment
A private
elementary school serving grades K through 8
| 4400 West 140th
Street Cleveland, OH 44135 Office: 216.251.2321 Fax: 216.251.2787 |
Our Mission
> Theoretical Base
Before opening Birchwood School in 1984, we determined to build our
academic programming upon a solid theoretical base which could be
amply supported by research and history. Furthermore, we wanted this
base to support two efforts: 1) to identify factors leading to the
development of human potential and, 2) distinguish the components of
superior academic programming.
The Development of Human Potential
The most extensive research concerning the development of human
potential comes from the field of gifted education. Research in this field
has studied the factors which lead to the development of cognitive
abilities, talent, and creativity. It seemed reasonable to us that good
educational programming should incorporate these factors in a school
setting with a view to developing the cognitive potential of all students.
Abraham Tannenbaum's (Columbia University) Star model summarizes
some of these findings. The development of cognitive abilities and special
talents requires a supportive, stimulating home and school environment
which places high expectations on the child. It requires personal attitudes
toward work and achievement that enable the child to put forth his/her
most outstanding effort. It also requires that the child learn to make the
most out of whatever personal, economic or social environment available
to him or her while actively working toward the betterment of others. High
academic expectations for high achievement are supported by Stanley,
Benbow, Van Tassel-Baska, Colangello and others. The need to develop
healthy work habits and work attitudes is supported by the research of
Rotter, Walberg, Gardner and Renzulli. Vygotsky stresses the role of
social responsibility as an important element for the development of one's
own potential.
This view of the development of human potential also has its historical
precedents in early Greek thought (Plato and Aristotle) and in
Judeo-Christian ethics.
The Components of an Academic Education
Drawing upon the historical research of Diane Ravitch, senior researcher
at the Brookings Institute-Brown Center on Educational Policy, the
founders of Birchwood School believe education should fundamentally be
academic according to its historical meaning. We draw from three
important sources:
1. Jerome Bruner (The Process of Education) explains that every subject
discipline has an essential structure. If this structure (i.e. the habits of
mind, tools, and passion) is understood, then any subject can be taught
honestly to students of any grade level.
2. Benjamin Bloom, (A Taxonomy of Educational Objectives), lists six
levels of learning which incorporates the complete spectrum of knowing
and thinking, and which permeates the structure of every discipline.
3. Herbert J. Walberg, (University of Illinois at Chicago and a member of
the Koret Task Force on K-12 Education) focuses research on
educational productivity and human accomplishments. He and other
attributional theorists such as Julian Rotter, propose that causes of
academic success are rooted in a dynamic internal focus of effort that can
vary according to tasks and challenges vs. an external focus of
achievement that limits success to static factors.
From this theoretical base, our mission statement, core values, and a
system of education have evolved and continue to serve as a
measurement for self-evaluation.
< Mission
< Founders' Statement
< Core Values
> Theoretical Base
Before opening Birchwood School in 1984, we determined to build our
academic programming upon a solid theoretical base which could be
amply supported by research and history. Furthermore, we wanted this
base to support two efforts: 1) to identify factors leading to the
development of human potential and, 2) distinguish the components of
superior academic programming.
The Development of Human Potential
The most extensive research concerning the development of human
potential comes from the field of gifted education. Research in this field
has studied the factors which lead to the development of cognitive
abilities, talent, and creativity. It seemed reasonable to us that good
educational programming should incorporate these factors in a school
setting with a view to developing the cognitive potential of all students.
Abraham Tannenbaum's (Columbia University) Star model summarizes
some of these findings. The development of cognitive abilities and special
talents requires a supportive, stimulating home and school environment
which places high expectations on the child. It requires personal attitudes
toward work and achievement that enable the child to put forth his/her
most outstanding effort. It also requires that the child learn to make the
most out of whatever personal, economic or social environment available
to him or her while actively working toward the betterment of others. High
academic expectations for high achievement are supported by Stanley,
Benbow, Van Tassel-Baska, Colangello and others. The need to develop
healthy work habits and work attitudes is supported by the research of
Rotter, Walberg, Gardner and Renzulli. Vygotsky stresses the role of
social responsibility as an important element for the development of one's
own potential.
This view of the development of human potential also has its historical
precedents in early Greek thought (Plato and Aristotle) and in
Judeo-Christian ethics.
The Components of an Academic Education
Drawing upon the historical research of Diane Ravitch, senior researcher
at the Brookings Institute-Brown Center on Educational Policy, the
founders of Birchwood School believe education should fundamentally be
academic according to its historical meaning. We draw from three
important sources:
1. Jerome Bruner (The Process of Education) explains that every subject
discipline has an essential structure. If this structure (i.e. the habits of
mind, tools, and passion) is understood, then any subject can be taught
honestly to students of any grade level.
2. Benjamin Bloom, (A Taxonomy of Educational Objectives), lists six
levels of learning which incorporates the complete spectrum of knowing
and thinking, and which permeates the structure of every discipline.
3. Herbert J. Walberg, (University of Illinois at Chicago and a member of
the Koret Task Force on K-12 Education) focuses research on
educational productivity and human accomplishments. He and other
attributional theorists such as Julian Rotter, propose that causes of
academic success are rooted in a dynamic internal focus of effort that can
vary according to tasks and challenges vs. an external focus of
achievement that limits success to static factors.
From this theoretical base, our mission statement, core values, and a
system of education have evolved and continue to serve as a
measurement for self-evaluation.
< Mission
< Founders' Statement
< Core Values
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