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The push for higher academic standards has resulted in an increase
in the numbers of high school students needing extra help. The need
for extra help is most pervasive in high-poverty areas and most
high school students need extra help not in traditional basic
elementary skills but in reading, mathematics, and advanced
reasoning skills. Most students requiring extra help in reading
need support and direction to make the transition from a being
beginning readers to becoming expert readers. In mathematics, most
help is needed in operating with rational numbers and integers, the
transition from arithmetic to mathematics, and mathematical
reasoning. The issue of extra help for high school students must be
reconceptualized. Although research has identified a core of
elements that are critical to reading instruction for adolescents
lacking strong comprehension strategies, mathematics has no
long-standing body of research on the challenges and needs of
students entering high school. The following are among actions for
policymakers: (1) find time to address students' substantial extra
help needs during the school day; (2) when attempting to address
students' need for extra help, avoid triggering the reemergence of
dead-end tracks and remediation; and (3) recognize and confront the
importance of teacher quality. (Contains 74 references.).
Continuous Improvement in High Schools gives educators and
policymakers an accessible, actionable framework to address one of
the nation's most important educational priorities: improving high
school graduation and postsecondary preparedness rates. Martha
Abele Mac Iver and Robert Balfanz, national experts in dropout
prevention, apply the Carnegie Foundation’s continuous
improvement framework to the issue of student success in high
school, starting with the critical ninth-grade year. A proven tool
for organizational change, the continuous improvement framework
provides a systematic structure for examining the root causes of
problems and testing possible solutions. Mac Iver and Balfanz draw
on their decades of experience working with educators and their
deep knowledge of challenges faced by high schools to customize the
framework to the high school context. They model the use of
improvement science principles such as establishing practical
measures, conducting disciplined inquiry, and accelerating learning
through networked communities. With real-world examples and ideas
for change, the authors show how attention to five key areas can
enrich student educational experience and improve high school
outcomes. These areas include: early warning and intervention
systems; family engagement; students’ sense of connectedness to
school; social, emotional, and academic development; and teacher
instructional practices. The guidance offered in this useful work
will enable educators and their collaborating partners to create
their own powerful solutions for student success.
In Absent from School, Gottfried and Hutt offer a comprehensive and
timely resource for educators and policy makers seeking to
understand the scope, impact, and causes of chronic student
absenteeism. The editors present a series of studies by leading
researchers from a variety of disciplines that address which
students are missing school and why, what roles schools themselves
play in contributing to or offsetting patterns of absenteeism, and
ways to assess student attendance for purposes of school
accountability. The contributors examine school-based initiatives
that focus on a range of issues, including transportation, student
health, discipline policies, and protections for immigrant
students, as well as interventions intended to improve student
attendance. Only in the past two or three years has chronic
absenteeism become the focus of attention among policy makers,
civil rights advocates, and educators. Absent from School provides
the first critical, systematic look at research that can inform and
guide those who are working to ensure that every child is in school
and learning every day.
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Discovery Miles 1 560
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