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Directly linked with overall student achievement, graduation rates,
and success in higher education, literacy is essential for reaching
academic goals in a school or county. Adolescent literacy has
become the focus of many school improvement efforts to meet the
needs of secondary and high school students. Without the requisite
expertise in literacy, administrators and other school leaders
charged with literacy improvement initiatives need a systemic and
sustained approach for improving student literacy and learning.
Taking the Lead on Adolescent Literacy presents a concrete,
user-friendly, and practical guide to developing, implementing, and
monitoring a schoolwide or county-wide literacy action plan.
Readers will find rubrics, tools, and processes developed and
field-tested by the authors over more than 10 years of close work
with schools across the country.
Literacy lies at the heart of student understanding and
achievement. Yet too many educators mistakenly assume that the
reading, writing, speaking, and thinking skills that students
developed in elementary school are sufficient for the sophisticated
learning tasks they face in middle and high school. The result?
Disappointing test scores, high dropout rates, and students
unprepared for higher education, citizenship, and the world of
work. Taking Action on Adolescent Literacy: An Implementation Guide
for School Leaders presents a structured approach to using literacy
as a lever for overall school improvement. Literacy instruction is
not an ""add-on,"" authors Judith L. Irvin, Julie Meltzer, and
Melinda Dukes insist; it's an ongoing essential. All adolescent
students, no matter what their level of achievement, can benefit
from direct instruction in reading, writing, speaking, and
thinking. And all secondary school leaders can improve students'
literacy and learning by following the five action steps outlined
in this book: (1) develop and implement a literacy action plan, (2)
support teachers to improve literacy instruction, (3) use data to
make curricular decisions, (4) build capacity for shared
leadership, and (5) creatively allocate resources to support the
literacy plan. The book also offers strategies to help educators
integrate literacy and learning across the content areas, provide
targeted interventions for students who are struggling the most,
and develop a supportive school environment that involves parents,
community members, and district leaders. Practical tools, helpful
resources, and vignettes based on the authors' extensive work in
school districts nationwide make this an indispensable guide for
principals, central office administrators, literacy coaches,
department chairs, and other school leaders committed to helping
students succeed.
Education in the New Millennium details- for parents, taxpayers,
and politicians, and those concerned about education- the
intricacies and complexities of "education" in America. Author
Michael F. Shaughnessy documents a number of different forms of
education in the U.S., by dividing "education" into a number of
groups, including gifted education, special education, vocational
education, and bilingual education. Educators are now dealing with
various educational programs such as mentoring, guidance, and
creativity programs, and are increasingly confronted with students
with a number of "exceptionalities," such as health problems and
emotional and behavioral disorders. In order to understand the
complexity of education and in order to ensure that "no child is
left behind," all involved in education should be aware of the
truly complex problems facing teachers, administrators, and
educational personnel in America. This book can help with this
crucial understanding.
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