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Author: Richard Teese
Publisher: Melbourne University
ISBN:
Category : Education
Languages : en
Pages : 292
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Book Description
Study of Australian secondary education. Presents a theoretical and empirical analysis of social and academic hierarchies centering on the question of how student achievement is shaped. Includes notes, references, an extensive bibliography and an index. Author is Associate Professor, Reader in Education and Director of the Educational Outcomes Survey at the University of Melbourne. His other publications include 'The Colleges' and 'Who Wins at School'.
Author: Richard Teese
Publisher: Melbourne University
ISBN:
Category : Education
Languages : en
Pages : 292
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Book Description
Study of Australian secondary education. Presents a theoretical and empirical analysis of social and academic hierarchies centering on the question of how student achievement is shaped. Includes notes, references, an extensive bibliography and an index. Author is Associate Professor, Reader in Education and Director of the Educational Outcomes Survey at the University of Melbourne. His other publications include 'The Colleges' and 'Who Wins at School'.
Author: Julia Freeland Fisher
Publisher: John Wiley & Sons
ISBN: 1119452929
Category : Education
Languages : en
Pages : 198
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Book Description
Improve student outcomes with a new approach to relationships and networks Relationships matter. Who You Know explores this simple idea to give teachers and school administrators a fresh perspective on how to break the pattern of inequality in American classrooms. It reveals how schools can invest in the power of relationships to increase social mobility for their students. Discussions about inequality often focus on achievement gaps. But opportunity is about more than just test scores. Opportunity gaps are a function of not just what students know, but who they know. This book explores the central role that relationships play in young people’s lives, and provides guidance for a path forward. Schools can: Integrate student support models that increase access to caring adults in students’ lives Invest in learning models that strengthen teacher-student relationships Deploy emerging technologies that expand students’ networks to experts and mentors from around world Exploring the latest tools, data, and real-world examples, this book provides evidence-based guidance for educators looking to level the playing field and expert analysis on how policymakers and entrepreneurs can help. Networks need no longer be limited by geography or circumstance. By making room for relationships, K-12 schools can transform themselves into hubs of next-generation learning and connecting. Who You Know explains how.
Author: Keith Bricker
Publisher: Trafford Publishing
ISBN: 1466992638
Category : Education
Languages : en
Pages : 103
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Book Description
Academic enhancement activities were practiced in high school for ten years and involved over fifteen hundred families. The participation rate was over 90 percent. Students in the twelve- to fifteen-year range participated with their parents. The ten activities focus on identifying natural interests, likes, and preferences the student has demonstrated from age three to the present. These activities are used to identify competencies/skills that lead the student to logical career, family, and community options. Parents provide objective advice and information to assist the student to discover their natural traits. School personnel can manage the process and give suggestions that fit the school curriculum and provide options for the future. It is the student and then the parent(s) that are the prime decision-makers with this process. The activities rely on objective information from parents, students, schools, businesses, and the communities. The process draws from each to promote student academic enhancement. Remember, schools prepare students for success in each of these areas. It is reasonable that direction should come from outside and within the educational community for student planning and school curriculum changes. Parents are the prime resource because they know the student well and work in these areas of the community.
Author: Ilana M. Horwitz
Publisher: Oxford University Press
ISBN: 0197534147
Category : Education
Languages : en
Pages : 265
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Book Description
"It's widely acknowledged that American parents from different class backgrounds take different approaches to raising their children. Upper and middle-class parents invest considerable time facilitating their children's activities, while working class and poor families take a more hands-off approach. These different strategies influence how children approach school. But missing from the discussion is the fact that millions of parents on both sides of the class divide are raising their children to listen to God. What impact does a religious upbringing have on their academic trajectories? Drawing on 10 years of survey data with over 3,000 teenagers and over 200 interviews, God, Grades, and Graduation (GGG) offers a revealing and at times surprising account of how teenagers' religious upbringing influences their educational pathways from high school to college. GGG introduces readers to a childrearing logic that cuts across social class groups and accounts for Americans' deep relationship with God: religious restraint. This book takes us inside the lives of these teenagers to discover why they achieve higher grades than their peers, why they are more likely to graduate from college, and why boys from lower middle-class families particularly benefit from religious restraint. But readers also learn how for middle-upper class kids--and for girls especially--religious restraint recalibrates their academic ambitions after graduation, leading them to question the value of attending a selective college despite their stellar grades in high school. By illuminating the far-reaching effects of the childrearing logic of religious restraint, GGG offers a compelling new narrative about the role of religion in academic outcomes and educational inequality"--
Author: Adofo Abdullah Muhammad
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 147
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Book Description
The purpose of this qualitative case study was to explore how district and school leaders in the NYS public high schools plan, implement, and reflect on how they establish social, emotional, and mental health support for their male and female scholars in high school and improve their academic outcomes. This research considered how SEL programs, in particular the male and female empowerment programs, and/or classes, impact student academic growth as defined by the ESSA College and Career Readiness benchmarks in NYS high schools. SEL is defined as recognizing and managing emotions, developing empathy, learning to resolve conflict, and developing cooperation among adolescent peers based on the framework outlined by the American Psychological Association (2014). The theoretical framework for this proposed study was predicated on critical race theory, which outlines the need to provide counternarratives to empower historically oppressed and disenfranchised student populations. The analysis of this study yielded numerous results, which are encapsulated in four research questions and eight findings. Each question asked, garnered responses from both principals and superintendents. This study concluded that school leaders provide a critical level of mentorship that may not be evident at home but must be enshrined in schools they govern. Research has discovered that not only do the vulnerable Black and Latino populations need systems of support, but all children also need systems of support (Blankstein, 2004). Yet, in order for SEL programs that support academic success to be fully realized, there needs to be a social network system that all participants adhere to (Hoffman, 2009). In other words, mentorship and guidance must be exemplified from custodial services to the building leaders.
Author: Karen R. Harris
Publisher: Guilford Publications
ISBN: 146252107X
Category : Education
Languages : en
Pages : 337
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Book Description
Peer support and social relationships have a tremendous influence on development, motivation, and achievement for all students, including struggling learners and those with disabilities. This highly practical book is one of the few resources available to guide classroom teachers and special educators in the application of peer-assisted instructional strategies in grades K-12. Expert contributors describe evidence-based approaches for building students' skills in reading, writing, math, and other content areas, as well as social competence and executive functioning. Sample lessons and more than a dozen reproducible tools are provided. Purchasers get access to a Web page where they can download and print the reproducible materials.
Author: Michael D. Toth
Publisher: Learning Sciences International
ISBN: 9781943920655
Category : Education
Languages : en
Pages : 200
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Book Description
The Brain that Does the Work is the Brain that Learns. This simple truth is the essence of Student-led academic teaming, a new pedagogical model which elevates core instruction to a level of rigor far beyond that of traditional classrooms and familiar grouping strategies. In academic teams, students learn to collaborate and communicate with their peers while engaging in rigorous, standards-based tasks"€"a combination that clears the most effective path to true social, emotional, and cognitive learning (SECL). Authors Michael Toth and David Sousa have spent years researching academic frameworks and observing schools all over the country. They've found students disengaged, classrooms rooted in 19th century techniques, and teachers working themselves to the breaking point trying to force each student to meet state standards]€]but education doesn't have to be miserable, inequitable, and unpredictable. In Student-led academic teams, it's the kids who take ownership of their learning. Every st
Author: Richard Rothstein
Publisher: Teachers College Press
ISBN: 9780807745564
Category : Education
Languages : en
Pages : 210
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Book Description
Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, "Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality." In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools "beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices." ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult.
Author: University of Melbourne - Centre for Research on Education Systems
Publisher:
ISBN: 9780646583433
Category :
Languages : en
Pages : 290
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Book Description
Author: Christopher Emdin
Publisher: Beacon Press
ISBN: 0807089516
Category : Education
Languages : en
Pages : 264
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Book Description
A revolutionary new educational model that encourages educators to provide spaces for students to display their academic brilliance without sacrificing their identities Building on the ideas introduced in his New York Times best-selling book, For White Folks Who Teach in the Hood, Christopher Emdin introduces an alternative educational model that will help students (and teachers) celebrate ratchet identity in the classroom. Ratchetdemic advocates for a new kind of student identity—one that bridges the seemingly disparate worlds of the ivory tower and the urban classroom. Because modern schooling often centers whiteness, Emdin argues, it dismisses ratchet identity (the embodying of “negative” characteristics associated with lowbrow culture, often thought to be possessed by people of a particular ethnic, racial, or socioeconomic status) as anti-intellectual and punishes young people for straying from these alleged “academic norms,” leaving young people in classrooms frustrated and uninspired. These deviations, Emdin explains, include so-called “disruptive behavior” and a celebration of hip-hop music and culture. Emdin argues that being “ratchetdemic,” or both ratchet and academic (like having rap battles about science, for example), can empower students to embrace themselves, their backgrounds, and their education as parts of a whole, not disparate identities. This means celebrating protest, disrupting the status quo, and reclaiming the genius of youth in the classroom.
