--(EON: Enhanced Online News)--In “Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns,” (McGraw-Hill 2008), authors Clayton Christensen, Michael Horn and Curtis Johnson revealed the secret of how K-12 schools can customize learning to better meet student needs. Now, a long-awaited expanded edition of that groundbreaking work is available, including – among many other updates – new sections on student motivation and education reform that tie back to recent events and government mandates.
“Ten Books that Drive the Debate 2009.”
“Education is vital to our economic success and the future of our country. We cannot – and should not – let the weaknesses in our current education model continue to go uncorrected as they have for so long. Now is the time to disrupt the status quo and transform the system as we know it, and we have the technologies and innovations to get us there,” says Christensen, a renowned Harvard Business School professor who is widely considered the world’s leading thinker on innovation.
The first edition of “Disrupting Class” – Amazon.com’s #1 bestseller in the education policy reform category for most of 2009 – won numerous awards, including: BusinessWeek's "Best Innovation Books of 2008," Newsweek's "Fifty Books of Our Times," Strategy + Business' "Best Human Capital Book of 2008," and the National Chamber Foundation's list of "Ten Books that Drive the Debate 2009."
In the original “Disrupting Class,” Christensen and his coauthors – Horn, executive director of the nonprofit think tank Innosight Institute, and Johnson, managing partner of Education Evolving – drew on extensive research of schools nationwide to show that the major weakness of the U.S. K-12 education system is that it is designed for standardization, despite increasing evidence that children learn best through an individualized learning approach. Recognizing the dire need for reform, the authors described how education leaders can enable “disruptive innovation” – a principle originally introduced by Christensen to describe how businesses create new markets – to allow new technology-based programs like computer-based learning to enable customized learning and improve educational access and quality.
The 2nd edition of “Disrupting Class” builds on the original findings by applying Christensen’s business concept of “jobs to be done” to examine how schools can crack the code of what motivates students to learn. The authors assert that schools – just like businesses that are trying to make critical connections with their customers – must do better at understanding what “jobs” students are trying to do in their lives. Their research shows that the two core “jobs” students set out to accomplish each day are “feel successful” and “have fun with friends,” but schools often fail miserably at integrating these core values into their activities. The authors provide insight into how schools can change to enable students to do these jobs through project-based learning, computer-based learning and other innovations that motivate them and play to their interests.
Transforming Public Education
The 2nd edition also scrutinizes a major issue lying at the root of many public schools’ struggle to improve – the inability of education reformers to rally support for sweeping, rather than incremental, reform. Given strong disagreement among teachers, taxpayers, administrators, parents, students and politicians about how to improve schools, the authors boldly assert that the only effective way to mount a decisive – but necessary – change in school architecture and strategy is for political and school leaders to forego typical tools of democratic governance and instead become much more comfortable amassing and wielding power. They examine the success of mayors like New York City’s Michael Bloomberg in creating dramatic changes in their schools by taking direct control of the districts and hand-selecting superintendents who shared their visions for reform.
To learn more about the 2nd edition of “Disrupting Class” visit www.disruptingclass.com.
About Innosight Institute
Innosight Institute is a 501(c)(3) not-for-profit think tank whose mission is to apply Harvard Business School Professor Clayton Christensen’s theories of disruptive innovation to develop and promote solutions to the most vexing problems in the social sector.