"This important book explores the fundamental reasons why our secondary schools look and work in the ways that they do, and synthesizes a substantial body of research in a highly readable form. It should be part of every secondary administrator?s bookshelf and every university?s preparation program."
Karen Seashore Louis, Professor and Director
Center for Applied Research and Educational Improvement
College of Education and Human Development
University of Minnesota, Minneapolis

For too long, high school reform has been based on concepts and philosophies with no undergirding in solid research. Murphy and his colleagues have changed all that as they discuss how reform based on empirical evidence and a robust set of theories can create productive high schools for all students.

The authors focus on core technologies of learning and teaching, organizational systems, and the institutional linkages between schools and their environments. Using current research and case studies from successful schools, they show how to construct models of learning-driven school communities that encourage excellence. The analysis focuses on classroom dynamics of engaged learning and teaching and the necessary steps to create a personalized academic high school.

Key concepts cover:

• Defining the learning imperative
• Developing humanized and intellectual relationships for learning
• Laying the groundwork for dynamic, adaptive change
• Building linkages with home and family

The Productive High School offers a clear, concise understanding of what it will take to achieve meaningful learning. Practicing educators, parents, policymakers, researchers, and concerned citizens will find this a valuable and comprehensive resource of high school reform that works.

"This important book explores the fundamental reasons why our secondary schools look and work in the ways that they do, and synthesizes a substantial body of research in a highly readable form. It should be part of every secondary administrator?s bookshelf and every university?s preparation program."
Karen Seashore Louis, Professor and Director
Center for Applied Research and Educational Improvement
College of Education and Human Development
University of Minnesota, Minneapolis

For too long, high school reform has been based on concepts and philosophies with no undergirding in solid research. Murphy and his colleagues have changed all that as they discuss how reform based on empirical evidence and a robust set of theories can create productive high schools for all students.

The authors focus on core technologies of learning and teaching, organizational systems, and the institutional linkages between schools and their environments. Using current research and case studies from successful schools, they show how to construct models of learning-driven school communities that encourage excellence. The analysis focuses on classroom dynamics of engaged learning and teaching and the necessary steps to create a personalized academic high school.

Key concepts cover:

• Defining the learning imperative
• Developing humanized and intellectual relationships for learning
• Laying the groundwork for dynamic, adaptive change
• Building linkages with home and family

The Productive High School offers a clear, concise understanding of what it will take to achieve meaningful learning. Practicing educators, parents, policymakers, researchers, and concerned citizens will find this a valuable and comprehensive resource of high school reform that works.