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Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns Hardcover – September 10, 2010

ISBN-13: 978-0071749107 ISBN-10: 0071749101 Edition: 2nd

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Product Details

  • Hardcover: 272 pages
  • Publisher: McGraw-Hill; 2 edition (September 10, 2010)
  • Language: English
  • ISBN-10: 0071749101
  • ISBN-13: 978-0071749107
  • Product Dimensions: 6.4 x 1 x 9.3 inches
  • Shipping Weight: 1.2 pounds (View shipping rates and policies)
  • Average Customer Review: 4.4 out of 5 stars  See all reviews (42 customer reviews)
  • Amazon Best Sellers Rank: #33,929 in Books (See Top 100 in Books)

Editorial Reviews

About the Author

Author Information
Clayton M. Christensen
is the Robert and Jane Cizik Professor of Business Administration at the Harvard Business School, and is widely regarded as one of the world’s foremost experts on innovation and growth. He is author or coauthor of five books including the New York Times bestsellers, The Innovator's Dilemma and The Innovator's Solution.
Michael Horn is the co-founder and Executive Director, Education of Innosight Institute, a non-profit think tank devoted to applying the theories of disruptive innovation to problems in the social sector. Tech&Learning magazine named him to its list of the 100 most important people in the creation and advancement of the use of technology in education. He holds an AB from Yale and an MBA from Harvard.
Curtis Johnson, once a teacher and later a college president, is a writer and consultant. He was head of the public policy research organization that launched the idea of chartered schools and chief of staff to former governor Arne Carlson of Minnesota. Co-author of three books on how metropolitan regions have to adapt to new realities to be successful places, Johnson is a partner with the Citistates Group and the managing partner of Education Evolving, a project of the Center for Policy Studies. He is a graduate of Baylor University with a PhD from the College of Education at the University of Texas.

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Customer Reviews

The info is good, though, well researched, and well written.
I have to read so many of these books for my work and my classes, and this is the first one that I probably won't sell after the class is over.
Kim Sims
I would definitely recommend it to anyone who wants to know the break down of why certain things are happening in education!

Most Helpful Customer Reviews

29 of 32 people found the following review helpful By Jeffrey L on August 27, 2011
Format: Kindle Edition
I bought this book in the process of researching the future of education for a graduate school and found myself taking notes as I went along. The book is structured in an easy to read fashion, and is a fairly short read, but it is packed with great information. As it says on the cover it revolves on Clayton Christensen's theories on Disruptive Innovation. It focuses on education from grades K-12.

Disruptive Innovation in a nutshell, is an innovation that brings improvements that are different than those traditionally used in measuring the quality of a product in a specific industry. Christensen has found that this kind of innovation has a good chance of being overlooked by the incumbent industry leaders because it is deficient in the areas the industry leaders view as key. And because technology generally develops faster than the demand of the consumers, this new product soon "catches up" to consumers, and also provides additional advantages. An example is the MP3 player, which provided advantages that old music systems did not (namely storage) but initially did not have the sound quality to draw those who were listening on CD players and the like (industry leaders at the time were looking at metrics like sound quality to consider products.)

When it comes to education, Christensen and the other authors posit that "student-centric education", made possible through technology, fits the model of disruptive innovation. They take the time to illustrate how such education is developing, illustrate the differences between the school system and standard businesses (in disruptive innovation) and make some predictions about the future of education.
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11 of 12 people found the following review helpful By Loyd E. Eskildson HALL OF FAME on July 28, 2013
Format: Kindle Edition
Clayton Christensen previously has provided excellent insights on disruptive technologies within the business world. Unfortunately, he does not succeed with "Disrupting Class."

Christensen begins noting that typical "solutions" do not up to scrutiny. Inflation-adjusted per-pupil expenditures have be doubled, with little result; further, Kentucky state accountability index performance between two districts varies inversely with expenditures - despite the lower-spending district also being more disadvantaged in pupil characteristics. (Christensen, however, offers no explanation of that the state accountability index is comprised.) He also points out that U.S. education spending is about twice that of other developed nations.

Others contend that new technology is key to improving pupil performance. Christensen, however, notes that computer availability has roughly doubled, again, with little 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 those of white pupils in non-poverty areas. (Christensen, however, fails to recognize that this is meaningless 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 recognize that this supports a pupil motivation is key hypothesis.

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-old scores have remained unchanged for decades - therefore, undermining his conclusion.
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9 of 10 people found the following review helpful By Thomas M. Loarie TOP 1000 REVIEWERVINE VOICE on June 6, 2012
Format: Hardcover
In "Disrupting Class," Clayton Christensen ("Innovator's Dilemma," "Innovator's Rx") et al make the case that disruptive innovation will change the way the world learns - by disrupting the classroom and, in turn, social "class." They state unequivocally that education in the U.S. will change dramatically over the next decade with computer-based, student-centric learning accounting for 50% of the learning time in U.S. secondary schools and by 2024, 80%.

Will this lead to better educational success? And what about the obstacles that have frustrated policymakers, administrators, teachers, and parents who have tried to improve schools for years? How will this be achieved? The authors address these and other questions by applying the theory of disruption - a powerful body of theory that describes how people interact and react, how behavior is shaped, how organizational cultures form and influence decisions - to the convergences underway today.

Computer learning has, until now, been crammed into the existing educational structure without success. With a changing environment, there are now drivers which are changing the landscape allowing computer-learning to penetrate "foothold" (non-standard learning situations where computer-learning will be embraced) markets. These new market niches are, in-turn, encouraging the development of innovative "student centric" programs (like The Khan Academy,[...]) which are experiencing rapid adoption.

The main drivers for the creation of "foothold" market adoption include:
* The pressure on schools to improve test scores in core subject areas is leading to a greater investment of resources and time in math and reading at the expense of other courses.
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