Dick Corbett – författare
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3 produkter
363 kr
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Independent researchers interview urban middle school students to get their impressions of the teachers that help them to succeed in schools.According to the many student voices in this book, urban middle school students want teachers who "stay on them" to complete their work, maintain orderly classrooms, give them the extra help they need to succeed, explain their work clearly, draw on a variety of teaching strategies, and make their work relevant and meaningful. This book, rich in detail, brings these inner-city students' perspectives to life and issues a compelling call for urban school reform that actually touches students' daily lives.
Effort and Excellence in Urban Classrooms
Expecting, and Getting, Success with All Students
Häftad, Engelska, 2002
346 kr
Skickas inom 11-20 vardagar
This timely volume reveals in great detail how educators closed the ""performance gap"" for low-income students by linking expectations and results. Drawing heavily on the words and experiences of students, teachers, and parents, this book describes how students who traditionally had not succeeded academically in school began to do so. Effort and Excellence in Urban Classrooms demonstrates just how this was done by including in-depth descriptions of classrooms and schools where students began succeeding when educators assumed the responsibility for their success, data-based discussion of teachers' views on parental involvement in schools and parents' views of teachers' and schools' actions on behalf of students, identification of the kinds of support that schools and districts must provide if educators are to be successful, and an unrelenting emphasis on how educators enabled students to be motivated and to produce high-quality work
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The quest for more effective schools has perhaps never been more challenging than it is today. Here, the authors consider and investigate that challenge from the cultural perspective.Rossman, Corbett, and Firestone examined three high schools in the midst of change. Teachers and administrators consented to grant the authors a year in each of their respective settings in order to understand better their unique system of norms, beliefs, and values as well as to track their reactions to events. The ensuing observations and interviews reveal a rich and detailed picture of the efforts to accommodate new policies and practices as well as some of the sources of resistance to change in the schools. The record of the authors' journeys with these schools provides educators, policy makers, and researchers—all those interested in school change and renewal as well as staff development in the schools—with a better understanding of the complex texture and meaning of educational refor