The author of the bestselling Reality Therapy offers daring recommendations to "shake up educators" (Alexander Bassin).
Roughly half of all incoming ninth graders across urban districts will fail classes and drop out of school without a diploma. Failing at School starts with the premise that urban American high schools generate such widespread student failure not because of some fault of the students who attend them but because high schools were designed to stratify achievement and let only the top performers advance to higher levels of education. This design is particularly detrimental for low-income, racial/ethnic minority students. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of educational systems and structures would best support their learning. “This is a groundbreaking and eye-opening study because it does what few studies of high school truly do: get inside the hearts and minds of teen-agers and show what their experience of school looks and feels like to them. The analysis of students who fail is revealing and powerful. There are poignant and revealing stories of just how a few student mistakes or teacher insensitivities lead to unfortunate and long-lasting results. More importantly, these case studies, their nuances, and their implications take us beyond the clichés and simplistic theories about schools and reform. Most importantly, we read of tangible and intelligent solutions that can be instituted, based on the facts on the ground. I highly recommend this book to everyone interested in getting beyond the typical talking points of school reform.” —Grant Wiggins, Authentic Education “Camille Farrington details how high schools trap students along developmental trajectories distorted by structural factors—resources, values and practices—beyond their control. Grounded firmly in research, she describes a better way forward. This book is an important contribution to the re-visioning of American high schools.” —Ronald F. Ferguson, faculty director, Achievement Gap Initiative, Harvard University "Why is there such a pattern of failure in urban high schools? This is a vital issue for every city in America. Camille Farrington’s analysis of the roots of this problem and suggestions for structural changes to break this cycle is the best I have seen. This book combines research and practitioner wisdom with common sense and heart, and for those of us engaged in this work, presents concrete directions for positive change.” —Ron Berger, chief academic officer, Expeditionary Learning Book Features: Offers concrete strategies for redesigning high schools based on four dimensions of student achievement—structural, academic, developmental, and motivational. Highlights the voices of students to illustrate fundamental problems with the way we currently “do school.” Addresses the new Common Core State Standards and the potential of this major reform effort to move us toward equity and excellence. Camille A. Farrington is a research associate (assistant professor) at The University of Chicago School of Social Service Administration and the Consortium on Chicago School Research and director of curriculum, instruction, and assessment for the Network for College Success.
By focusing on interpersonal relations between students, teachers, and administrators, H. Roy Kaplan explores why children underachieve, drop out, withdraw, become angry, and commit violent acts. Kaplan demonstrates that much of the conflict between these groups and low academic achievement in schools is the result of clashes over communication, fairness, class, and race. Readers will see how conflicts arise and what simple steps can be taken to prevent or alleviate them.
David Labaree claims that by thinking of education primarily as the route to individual advancement, we are defining it as a private good - a means of gaining a competitive advantage over other people. He endorses an alternative vision, one that defines education as a public good, providing society with benefits that can be collectively shared - for example, by producing citizens who are politically responsible and workers who are economically productive.
.The Space Age began just as the struggle for civil rights forced Americans to confront the long and bitter legacy of slavery, discrimination, and violence against African Americans. Presidents John F. Kennedy and Lyndon Johnson utilized the space program as an agent for social change, using federal equal employment opportunity laws to open workplaces at NASA and NASA contractors to African Americans while creating thousands of research and technology jobs in the Deep South to ameliorate poverty. We Could Not Fail tells the inspiring, largely unknown story of how shooting for the stars helped to overcome segregation on earth. Richard Paul and Steven Moss profile ten pioneer African American space workers whose stories illustrate the role NASA and the space program played in promoting civil rights. They recount how these technicians, mathematicians, engineers, and an astronaut candidate surmounted barriers to move, in some cases literally, from the cotton fields to the launching pad. The authors vividly describe what it was like to be the sole African American in a NASA work group and how these brave and determined men also helped to transform Southern society by integrating colleges, patenting new inventions, holding elective office, and reviving and governing defunct towns. Adding new names to the roster of civil rights heroes and a new chapter to the story of space exploration, We Could Not Fail demonstrates how African Americans broke the color barrier by competing successfully at the highest level of American intellectual and technological achievement.
When problem-students meet a teacher with a plan everyone can have a happy outcome... "The atmosphere in the classroom was toxic. It was a mixture of regular students, special needs students and a couple of 'professional troublemakers' that wore ankle bracelets But it wasn't the 'ankle bracelet students' that were causing the problem... There were three specific students in the 'center of the storm'. "Yes ... These three kids have been a problem since the beginning of the year... we might need to have them take summer school" Said the Vice-Principal when I asked him why these particular kids were having such a difficult time. But you see, this was not my first teaching position. And I wasn't going to let that happen... I implemented the 'No Failings Students' teaching method in this class. And sure, there were some objections at first, But as the weeks went by, there was less fighting... Fewer airplanes whizzing by. And less failing grades. But what made the biggest impact was that the atmosphere in the classroom changed completely. It wasn't just these three kids that were 'saved', it was the entire class. Here's what you'll discover in "No Failing Students..". -Seven well organized proven student success strategies for immediate implementation for maximum achievement with elementary school, middle school, and high school students. -Detailed examples of how to identify vocabulary that is essential for students learning and success in your classroom. -An easy proven way to identify which students will struggle with your content so you can give assistance immediately to reach and meet the needs of every learner in your classroom. -Clever Ideas for using learning styles and strategies without compromising academic rigor. -A time-saving plan for re-designing practice work using active learning, higher order thinking skills and learning styles in education for every grade level in every subject area. There is no need to give up your personal life to have successful students. -Assessment formats that can be adapted by any teacher to increase a student's confidence and success on assessments yet save you hours of time. -Professional development for educators to identify and eliminate practices that cause students to fail. The most important benefit of this book is that in a short period of time you can move students from failure to involved, confident, successful, happy learners.
Earlier barcode was 0140225714.
"What would you do if you know you could not fail?" These words, attributed to First Lady Eleanor Roosevelt, have inspired tens of millions to face their fears and dare to follow their hearts. This can-do compendium is a veritable tool kit for transforming readers from reticent to role model. From the authors of Living Life as a Thank You, this volume present true stories of ordinary people with extraordinary fortitude. Authors Mary Beth Sammons and Nina Lesowitz have gone to the front lines of adversity and fear to surface the brave hearts who took action before they were forced to, confronting and overcoming their fears in inspirational ways. From world-class athletes, to spiritual teachers, to cancer patients, to ordinary people who took extraordinary action to transform their lives, these courage warriors teach readers to turn apprehension into action. Enriched with motivational quotes and power practices, this courage guidebook advises how to live life with guts and gusto. Readers learn to face and transform their fear, apply the art of tenacity when times are tough, embrace the lessons and gifts of a crisis that lead to personal growth, and simple, effective, and proven methods for confidence and courage.
Meet your students' literacy needs with this book from Pamela Craig and Rebecca Sarlo. Literacy experts Craig and Sarlo explain how the implementation of a Problem Solving/Response to Intervention framework in grades 4-12 will help all students greatly improve their reading skills. Written for secondary teachers and administrators, the book shows how to use PS/RTI as a tool for establishing achievable goals identifying barriers developing action plans monitoring the effectiveness of the intervention Each chapter includes research-based resources and practical guidance to ensure success.