Kathleen Cushman – författare

Teens talk to adults about how they develop motivation and mastery

Through the voices of students themselves, Fires in the Mind brings a game-changing question to teachers of adolescents: What does it take to get really good at something? Starting with what they already know and do well, teenagers from widely diverse backgrounds join a cutting-edge dialogue with adults about the development of mastery in and out of school. Their insights frame motivation, practice, and academic challenge in a new light that galvanizes more powerful learning for all. To put these students'' ideas into practice, the book also includes practical tips for educators.

Breaks new ground by bringing youth voices to a timely topic-motivation and mastery Includes worksheets, tips, and discussion guides that help put the book''s ideas into practice Author has 18 previous books on adolescent learning and has written for the New York Times Magazine, Educational Leadership, and American Educator

From the acclaimed author of Fires in the Bathroom, this is the next-step book that pushes the conversation to next level, as teenagers tackle the pressing challenges of motivation and mastery.

Teens talk to adults about how they develop motivation and mastery

Through the voices of students themselves, Fires in the Mind brings a game-changing question to teachers of adolescents: What does it take to get really good at something? Starting with what they already know and do well, teenagers from widely diverse backgrounds join a cutting-edge dialogue with adults about the development of mastery in and out of school. Their insights frame motivation, practice, and academic challenge in a new light that galvanizes more powerful learning for all. To put these students'' ideas into practice, the book also includes practical tips for educators.

Breaks new ground by bringing youth voices to a timely topic-motivation and mastery Includes worksheets, tips, and discussion guides that help put the book''s ideas into practice Author has 18 previous books on adolescent learning and has written for the New York Times Magazine, Educational Leadership, and American Educator

From the acclaimed author of Fires in the Bathroom, this is the next-step book that pushes the conversation to next level, as teenagers tackle the pressing challenges of motivation and mastery.

"The melding of reform approaches by the Coalition of EssentialSchools and of the 'school-to-work' movement has been inevitable aswell as sensible. In Schooling for the Real World, Adria Steinberg,Kathleen Cushman, and Robert Riordan outline how these reforminitiatives have effectively coiled together and put theircollective experience into an accessible and usable form. Given itscomplexity, the practical reshaping of America's high schools willsurely be a messy business. The authors bring some order from theirexperience and thereby provide all of us a big boostahead."--Theodore R. Sizer, chairman, Coalition of EssentialSchools "Schooling for the Real World offers many practical ways forteachers and schools to provide young people a genuine educationthat gives them experience in the world. Such experience addsconsiderable value to what is studied in school and helps youngpeople see themselves as citizens of their places, persons who arehighly valued for their seriousness of purpose and hard work byadults in their communities."--Vito Perrone, director of Programsin Teaching, Harvard Graduate School of Education In today's workplace, the "knowledge worker" has become key to highperformance. This person must have not only multiple talents andskills, but a sound understanding of what works in the real world.This incisive book argues for schooling that combines rigorousacademic instruction with learning in real-world settings. Itoffers practical strategies for designing effective learningprograms, developing a strong curriculum, setting standards andgoals, assessing student work, supporting rewarding internships,and much more. In clear and straightforward language, the authors presentinspiring examples of successful schools from such organizations asthe Coalition of Essential Schools, Jobs for the Future, and NewUrban High Schools to show how work-based learning can become aschoolwide effort--and not simply a specialized program. Throughoutthe book, there are examples offering important lessons and toolsto administrators, teachers, policymakers, and community leaders.Schooling for the Real World heralds a future in which theknowledge worker is not the exception, but the rule.

Teens talk to adults about how they develop motivation and mastery Through the voices of students themselves, Fires in the Mind brings a game-changing question to teachers of adolescents: What does it take to get really good at something? Starting with what they already know and do well, teenagers from widely diverse backgrounds join a cutting-edge dialogue with adults about the development of mastery in and out of school. Their insights frame motivation, practice, and academic challenge in a new light that galvanizes more powerful learning for all. To put these students' ideas into practice, the book also includes practical tips for educators. Breaks new ground by bringing youth voices to a timely topic-motivation and masteryIncludes worksheets, tips, and discussion guides that help put the book's ideas into practiceAuthor has 18 previous books on adolescent learning and has written for the New York Times Magazine, Educational Leadership, and American EducatorFrom the acclaimed author of Fires in the Bathroom, this is the next-step book that pushes the conversation to next level, as teenagers tackle the pressing challenges of motivation and mastery.

Much has been written about how to engage students in their learning, but very little of it has issued from students themselves. Compiled by one of the leading scholars in the field of student voice, this sourcebook draws on the perspectives of secondary students in the United States, England, Canada, and Australia as well as on the work of teachers, researchers, and teacher educators who have collaborated with a wide variety of students.Highlighting student voices, it features five chapters focused on student perspectives, articulated in their own words, regarding specific approaches to creating and maintaining a positive classroom environment and designing engaging lessons and on more general issues of respect and responsibility in the classroom. To support educators in developing strategies for accessing and responding to student voices in their own classrooms, the book provides detailed guidelines created by educational researchers for gathering and acting upon student perspectives. To illustrate how these approaches work in practice, the book includes stories of how pre-service and in-service teachers, school leaders, and teacher educators have made student voices and participation central to their classroom and school practices. And finally, addressing both practical and theoretical questions, the book includes a chapter that outlines action steps for high school teachers, school leaders, and teacher educators and a chapter that offers a conceptual framework for thinking about and engaging in this work. Bringing together in a single text student perspectives, descriptions of successful efforts to access them in secondary education contexts, concrete advice for practitioners, and a theoretical framework for further exploration, this sourcebook can be used to guide practice and support re-imagining education in secondary schools of all kinds, and the principles can be adapted for other educational contexts.

Much has been written about how to engage students in their learning, but very little of it has issued from students themselves. Compiled by one of the leading scholars in the field of student voice, this sourcebook draws on the perspectives of secondary students in the United States, England, Canada, and Australia as well as on the work of teachers, researchers, and teacher educators who have collaborated with a wide variety of students.Highlighting student voices, it features five chapters focused on student perspectives, articulated in their own words, regarding specific approaches to creating and maintaining a positive classroom environment and designing engaging lessons and on more general issues of respect and responsibility in the classroom. To support educators in developing strategies for accessing and responding to student voices in their own classrooms, the book provides detailed guidelines created by educational researchers for gathering and acting upon student perspectives. To illustrate how these approaches work in practice, the book includes stories of how pre-service and in-service teachers, school leaders, and teacher educators have made student voices and participation central to their classroom and school practices. And finally, addressing both practical and theoretical questions, the book includes a chapter that outlines action steps for high school teachers, school leaders, and teacher educators and a chapter that offers a conceptual framework for thinking about and engaging in this work. Bringing together in a single text student perspectives, descriptions of successful efforts to access them in secondary education contexts, concrete advice for practitioners, and a theoretical framework for further exploration, this sourcebook can be used to guide practice and support re-imagining education in secondary schools of all kinds, and the principles can be adapted for other educational contexts.

Much has been written about how to engage students in their learning, but very little of it has issued from students themselves. Compiled by one of the leading scholars in the field of student voice, this sourcebook draws on the perspectives of secondary students in the United States, England, Canada, and Australia as well as on the work of teachers, researchers, and teacher educators who have collaborated with a wide variety of students.Highlighting student voices, it features five chapters focused on student perspectives, articulated in their own words, regarding specific approaches to creating and maintaining a positive classroom environment and designing engaging lessons and on more general issues of respect and responsibility in the classroom. To support educators in developing strategies for accessing and responding to student voices in their own classrooms, the book provides detailed guidelines created by educational researchers for gathering and acting upon student perspectives. To illustrate how these approaches work in practice, the book includes stories of how pre-service and in-service teachers, school leaders, and teacher educators have made student voices and participation central to their classroom and school practices. And finally, addressing both practical and theoretical questions, the book includes a chapter that outlines action steps for high school teachers, school leaders, and teacher educators and a chapter that offers a conceptual framework for thinking about and engaging in this work. Bringing together in a single text student perspectives, descriptions of successful efforts to access them in secondary education contexts, concrete advice for practitioners, and a theoretical framework for further exploration, this sourcebook can be used to guide practice and support re-imagining education in secondary schools of all kinds, and the principles can be adapted for other educational contexts.

Much has been written about how to engage students in their learning, but very little of it has issued from students themselves. Compiled by one of the leading scholars in the field of student voice, this sourcebook draws on the perspectives of secondary students in the United States, England, Canada, and Australia as well as on the work of teachers, researchers, and teacher educators who have collaborated with a wide variety of students.Highlighting student voices, it features five chapters focused on student perspectives, articulated in their own words, regarding specific approaches to creating and maintaining a positive classroom environment and designing engaging lessons and on more general issues of respect and responsibility in the classroom. To support educators in developing strategies for accessing and responding to student voices in their own classrooms, the book provides detailed guidelines created by educational researchers for gathering and acting upon student perspectives. To illustrate how these approaches work in practice, the book includes stories of how pre-service and in-service teachers, school leaders, and teacher educators have made student voices and participation central to their classroom and school practices. And finally, addressing both practical and theoretical questions, the book includes a chapter that outlines action steps for high school teachers, school leaders, and teacher educators and a chapter that offers a conceptual framework for thinking about and engaging in this work. Bringing together in a single text student perspectives, descriptions of successful efforts to access them in secondary education contexts, concrete advice for practitioners, and a theoretical framework for further exploration, this sourcebook can be used to guide practice and support re-imagining education in secondary schools of all kinds, and the principles can be adapted for other educational contexts.

Following on the heels of the bestselling Fires in the Bathroom, which presented the insights of senior school students to teachers and parents, Cushman turns her attention to the crucial and challenging early senior and late primary school ages. Cushman joins forces with adolesecent psychologist Laura Rogers and presents feedback from a diverse range of students offering insight on what it takes to make classrooms more effective and how to forge stronger relationships between younger adolsecents and adults.

Despite growing attention to the importance of grit and other character traits for achievement, developing them in students rarely finds its way into secondary school curricula. Authors Barbara Cervone and Kathleen Cushman investigate the exceptions, telling the stories of five high schools with a national reputation for infusing rigorous academics with social and emotional learning, which results in demonstrable benefits for students.Based on extensive interviews and on-site visits, the book identifies six elements that all of these schools have in common, including advisories and other structural supports for students and teachers; rituals and other means for establishing an intentional, reflective, and respectful community as well as a firm commitment to restorative justice; and a broad and engaging curriculum that includes service learning.Featuring the voices of educators and students alike, Belonging and Becoming not only shows how these schools stand out for their high degree of caring and success, but makes a strong case for why other schools should be inspired to take up the challenge and replicate their efforts.

Despite growing attention to the importance of grit and other character traits for achievement, developing them in students rarely finds its way into secondary school curricula. Authors Barbara Cervone and Kathleen Cushman investigate the exceptions, telling the stories of five high schools with a national reputation for infusing rigorous academics with social and emotional learning, which results in demonstrable benefits for students.Based on extensive interviews and on-site visits, the book identifies six elements that all of these schools have in common, including advisories and other structural supports for students and teachers; rituals and other means for establishing an intentional, reflective, and respectful community as well as a firm commitment to restorative justice; and a broad and engaging curriculum that includes service learning.Featuring the voices of educators and students alike, Belonging and Becoming not only shows how these schools stand out for their high degree of caring and success, but makes a strong case for why other schools should be inspired to take up the challenge and replicate their efforts.