|
Showing 1 - 2 of
2 matches in All Departments
The challenge of overcoming educational inequality in the United
States can sometimes appear overwhelming, and great controversy
exists as to whether or not elementary schools are up to the task,
whether they can ameliorate existing social inequalities and
initiate opportunities for economic and civic flourishing for all
children. This book shows what can happen when you rethink schools
from the ground up with precisely these goals in mind, approaching
educational inequality and its entrenched causes head on, student
by student. Drawing on an in-depth study of real schools on the
South Side of Chicago, Elizabeth McGhee Hassrick, Stephen W.
Raudenbush, and Lisa Rosen argue that effectively meeting the
challenge of educational inequality requires a complete
reorganization of institutional structures as well as wholly new
norms, values, and practices that are animated by a relentless
commitment to student learning. They examine a model that pulls
teachers out of their isolated classrooms and places them into
collaborative environments where they can share their curricula,
teaching methods, and assessments of student progress with a
school-based network of peers, parents, and other professionals.
Within this structure, teachers, school leaders, social workers,
and parents collaborate to ensure that every child receives
instruction tailored to his or her developing skills. Cooperating
schools share new tools for assessment and instruction and become
sites for the training of new teachers. Parents become respected
partners, and expert practitioners work with researchers to
evaluate their work and refine their models for educational
organization and practice. The authors show not only what such a
model looks like but the dramatic results it produces for student
learning and achievement. The result is a fresh, deeply informed,
and remarkably clear portrait of school reform that directly
addresses the real problems of educational inequality.
The challenge of overcoming educational inequality in the United
States can sometimes appear overwhelming, and great controversy
exists as to whether or not elementary schools are up to the task,
whether they can ameliorate existing social inequalities and
initiate opportunities for economic and civic flourishing for all
children. This book shows what can happen when you rethink schools
from the ground up with precisely these goals in mind, approaching
educational inequality and its entrenched causes head on, student
by student. Drawing on an in-depth study of real schools on the
South Side of Chicago, Elizabeth McGhee Hassrick, Stephen W.
Raudenbush, and Lisa Rosen argue that effectively meeting the
challenge of educational inequality requires a complete
reorganization of institutional structures as well as wholly new
norms, values, and practices that are animated by a relentless
commitment to student learning. They examine a model that pulls
teachers out of their isolated classrooms and places them into
collaborative environments where they can share their curricula,
teaching methods, and assessments of student progress with a
school-based network of peers, parents, and other professionals.
Within this structure, teachers, school leaders, social workers,
and parents collaborate to ensure that every child receives
instruction tailored to his or her developing skills. Cooperating
schools share new tools for assessment and instruction and become
sites for the training of new teachers. Parents become respected
partners, and expert practitioners work with researchers to
evaluate their work and refine their models for educational
organization and practice. The authors show not only what such a
model looks like but the dramatic results it produces for student
learning and achievement. The result is a fresh, deeply informed,
and remarkably clear portrait of school reform that directly
addresses the real problems of educational inequality.
|
You may like...
Captain America
Jack Kirby, Joe Simon, …
Paperback
R610
R476
Discovery Miles 4 760
|