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Author: John Taylor Gatto Publisher: New Society Publishers ISBN: 1550923013 Category : Education Languages : en Pages : 148
Book Description
With over 70,000 copies of the first edition in print, this radical treatise on public education has been a New Society Publishers’ bestseller for 10 years! Thirty years in New York City’s public schools led John Gatto to the sad conclusion that compulsory schooling does little but teach young people to follow orders like cogs in an industrial machine. This second edition describes the wide-spread impact of the book and Gatto’s "guerrilla teaching." John Gatto has been a teacher for 30 years and is a recipient of the New York State Teacher of the Year award. His other titles include A Different Kind of Teacher (Berkeley Hills Books, 2001) and The Underground History of American Education (Oxford Village Press, 2000).
Author: John Taylor Gatto Publisher: New Society Publishers ISBN: 1550923013 Category : Education Languages : en Pages : 148
Book Description
With over 70,000 copies of the first edition in print, this radical treatise on public education has been a New Society Publishers’ bestseller for 10 years! Thirty years in New York City’s public schools led John Gatto to the sad conclusion that compulsory schooling does little but teach young people to follow orders like cogs in an industrial machine. This second edition describes the wide-spread impact of the book and Gatto’s "guerrilla teaching." John Gatto has been a teacher for 30 years and is a recipient of the New York State Teacher of the Year award. His other titles include A Different Kind of Teacher (Berkeley Hills Books, 2001) and The Underground History of American Education (Oxford Village Press, 2000).
Author: Douglas B. Reeves Publisher: ASCD ISBN: 1416629408 Category : Education Languages : en Pages : 186
Book Description
"We can't do that in our school district." "I don't have time to add that to my curriculum." "We're fighting against impossible odds with these students." Sound familiar? School improvement can often feel like a losing battle, but it doesn't have to be. In this fully revised and updated second edition of The Learning Leader, Douglas B. Reeves helps leadership teams go beyond excuses to capitalize on their strengths, reduce their weaknesses, and reset their mindset and priorities to achieve unprecedented success. A critical key is recognizing student achievement as more than just a set of test scores. Reeves asserts that when leaders focus exclusively on results, they fail to measure and understand the importance of their own actions. He offers an alternative—the Leadership for Learning Framework, which helps leaders identify and distinguish among four different types of educators and provide more effective, tailored support to - "Lucky" educators, who achieve high results but don't understand how their actions influence achievement. - "Losing" educators, who achieve low results yet keep doing the same thing, expecting different outcomes. - "Learning" educators, who have not yet achieved the desired results but are working their way toward excellence. - "Leading" educators, who achieve high results and understand how their actions influence their success. Reeves stresses that effective leadership is neither a unitary skill nor a solitary activity. The Learning Leader helps leaders reconceptualize their roles in the school improvement process and motivate themselves and their colleagues to keep working to better serve their students.
Author: Fred M. Newmann Publisher: ISBN: 9780807731826 Category : Education Languages : en Pages : 231
Book Description
In 1985 the federal government funded two 5-year centres to conduct research on effective schools. Student Engagement and Achievement in American Secondary Schools presents the findings of one of these studies, as carried out by the National Center of Effective Secondary Schools located at the University of Wisconsin-Madison. Editor Fred M. Newmann and the other contributors to this study examine existing research, detail their own findings, and propose concrete strategies for improving students' achievement in secondary schools.
Author: Richard Arum Publisher: University of Chicago Press ISBN: 0226028577 Category : Education Languages : en Pages : 272
Book Description
In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
Author: Joseph L. Mahoney Publisher: Psychology Press ISBN: 1135628130 Category : Education Languages : en Pages : 565
Book Description
The after-school activity context has grown in importance over the past 30yrs as major demographic change (i.e.dual-career families & latchkey children) has swept the country. This bk looks at the influences of after-school activities on child & adol.dev
Author: Committee on Physical Activity and Physical Education in the School Environment Publisher: National Academies Press ISBN: 0309283140 Category : Medical Languages : en Pages : 503
Book Description
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Author: Simon Kordonsky Publisher: Columbia University Press ISBN: 3838267753 Category : Social Science Languages : en Pages : 333
Book Description
Simon Kordonsky divides the social structure of contemporary Russia into distinct estates or social groups and describes each organization’s unique resource-based political and economic nature. As he guides readers through Russia’s peculiar service and support estate system, Kordonsky reveals how remarkably effective inventing and institutionalizing threats can be in the distribution of scarce resources in a social system of this kind. His book emphasizes the fundamental differences between resource-based economies and traditional risk-based economies and their role in Russia’s future.
Author: Tommy M. Tomlinson Publisher: ISBN: Category : Academic achievement Languages : en Pages : 44
Book Description
This document sketches topics considered by a 1990 conference on student motivation sponsored by the Office of Educational Research and Improvement of the U.S. Department of Education. Educational reforms of the past decade have not produced higher test scores for American students. Rather, American students score lower and study less than students in other developed countries. A number of disincentives to student effort are prevalent. These include: (1) the large number of nonacademic activities which students are encouraged to pursue, and which compete for their time; (2) public policies that reward students for making minimal efforts, a condition exemplified by the fact that, as graduation rates have risen over the past 25 years, academic achievement scores have gone down; (3) ambivalent messages sent by schools when athletes are given privileged status, and peers pressure against academic achievement; and (4) classroom practices by teachers who, although well-intentioned, give students unchallenging work, or convey to students their low expectations. Several strategies to increase student effort are suggested. Appendixes include summaries of conference papers on the role of student effort in Japanese schools; the use of compensatory practices in American schools, such as giving out test answers before a test; and students' interpretations of teachers' behavior and attitudes. (BC)
Author: John Taylor Gatto
Author: John Taylor Gatto
Author: Douglas B. Reeves
Author: Fred M. Newmann
Author: Richard Arum
Author: David M. Sadker
Author: Joseph L. Mahoney
Author: Robert J. Marzano
Author: Committee on Physical Activity and Physical Education in the School Environment
Author: Simon Kordonsky
Author: Tommy M. Tomlinson