chapter  7
Working Through Dilemmas About Homework in an After-School Program: Integrating Theory, Research, and Practice
Pages 20

In traditional Western formal schooling in the United States, students’ learning is often confined to the classroom, where they have few opportunities to engage in “real-world” endeavors (Dewey, 1900; Lave, 1988, 1997). Students are segregated from many mature community practices, such as work (President’s Science Advisory Committee Panel on Youth, 1973). As Dewey (1900) noted long ago, “Knowledge in schools [has been] isolated and made an end in itself. Facts, laws, information have been the staple of the curriculum” (p. 101)—a characterization of school learning that still applies today.