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This book examines reform in American education over the past fifty
years and against this backdrop presents a compelling analysis of
why contemporary voucher plans and charter schools have yet to
fulfill the expectations of their advocates. It is the only book to
date to attempt a comprehensive synthesis and analysis of the
emerging research base on vouchers and charter schools. Suitable
for courses in school policy, school reform, school leadership, or
educational issues, it will also be of interest to anyone (parents,
teachers, policymakers) directly involved with the charter school
movement.
Key features of this timely new book include the following:
* A Historical Perspective--The early chapters look at American
educational reform over the past fifty years and analyze why these
efforts have fallen short of their goals.
* Student Achievement--Chapter 3 provides an insightful assessment
of American students' school achievement from 1970 to the present
and, in the process, counters the widely held myth that, overall,
student achievement has deteriorated.
* Voucher Plans and Charter Schools--Chapter 4 looks specifically
at choice and vouchers in American education while chapters 5-7
provide a comprehensive and balanced examination of the charter
school movement.
* Policy Recommendations--The book concludes with explicit policy
suggestions that attempt to balance the educational needs of
children and youth against the rights of schools to experiment.
Suggestions for developing broader coalitions to support public
education, particularly in the inner cities, are also
offered.
Looking in Classrooms uses educational, psychological, and social
science theories and classroom-based research to teach future
classroom teachers about the complexities and demands of classroom
instruction. While maintaining the core approach of the first ten
editions, the book has been thoroughly revised and updated with new
research-based content on teacher evaluation, self-assessment, and
decision-making; special emphases on teaching students from diverse
ethnic, cultural, class, and gender-identity contexts; and rich
suggestions for integrating technology into classroom instruction.
Widely considered to be the most comprehensive and authoritative
source available on effective, successful teaching, Looking in
Classrooms synthesizes the knowledge base on student motivation,
classroom management, teacher expectations, teacher effectiveness,
adaptive instruction for individual learners, and informative
observational techniques for enhancing teaching. It addresses key
topics in classroom instruction in an accessible fashion, promoting
easy intepretation and transfer to practice, and articulates the
roles of teacher-centered pedagogy, student-centered instruction,
and project-based learning in today's classroom. Guided by durable
historical knowledge as well as dynamic, emerging conceptions of
teaching, this text is ideal for undergraduate teacher training
programs and for masters-level courses for teachers,
administrators, and superintendents.
In response to Race to the Top, schools nationwide are rapidly
overhauling their teacher evaluation processes. Often forced to
develop and implement these programs without adequate
extra-institutional support or relevant experience, already-taxed
administrators need accessible and practical resources. Improving
Teaching through Observation and Feedback brings cutting-edge
research and years of practical experience directly to those who
need them. In five concise chapters, Thomas Good and Alyson Lavigne
briefly outline the history of RttT and then move quickly and
authoritatively to a discussion of best practices. This book is a
perfect resource for administrators reworking their processes for
new evaluation guidelines.
Following the recent major school reform of Race to the Top,
schools, teachers, and students are increasingly evaluated through
high-stakes achievement test scores. In six concise chapters,
Teacher and Student Evaluation explores the historical rise and
modern landscape of accountability in American education, and the
current models of teacher evaluation. The authors provide realistic
and useful suggestions for responding to current accountability
demands. The authors explore the methodological concerns and policy
implications of using value-added and observational measures to
make high-stakes decisions. After reaching the conclusion that
these contemporary evaluation practices are flawed, Alyson Lavigne
and Thomas Good offer possible solutions that inform current and
future teacher evaluation. This book is a valuable resource for
students of educational assessment as well as policy makers,
administrators, and teachers who are currently building
accountability plans. The book is written in an accessible but
authoritative fashion that practitioners, policymakers, and
scholars will find useful.
Following the recent major school reform of Race to the Top,
schools, teachers, and students are increasingly evaluated through
high-stakes achievement test scores. In six concise chapters,
Teacher and Student Evaluation explores the historical rise and
modern landscape of accountability in American education, and the
current models of teacher evaluation. The authors provide realistic
and useful suggestions for responding to current accountability
demands. The authors explore the methodological concerns and policy
implications of using value-added and observational measures to
make high-stakes decisions. After reaching the conclusion that
these contemporary evaluation practices are flawed, Alyson Lavigne
and Thomas Good offer possible solutions that inform current and
future teacher evaluation. This book is a valuable resource for
students of educational assessment as well as policy makers,
administrators, and teachers who are currently building
accountability plans. The book is written in an accessible but
authoritative fashion that practitioners, policymakers, and
scholars will find useful.
The media's presentation suggests that American teenage culture
today is the most violent, sexual, and amoral youth culture in
history. In this book, Nichols and Good deconstruct the negative
images held by large numbers of adults. Recognizing that many
teenagers are left by adults to socialize themselves and the
consequences of this "careless indifference," the authors' goal is
to influence a more positive view leading to stronger social
policies and better services, resources, and programs to meet the
needs of America's youth.
Unique features of "America's Teenagers--Myths and Realities: Media
Images, Schooling, and the Social Costs of Careless Indifference"
include:
*powerful analytic lenses used to revisit typical depictions of
youth;
*a wealth of information brought to bear on understanding
teenagers' behavior; and
*consideration of a broad range of adolescent behaviors across
critical socializing settings.
The book begins with a discussion of the continuing myth of
adolescence--how and why youth are devalued, and an overview of
current beliefs about youth drawn from two 1990s Public Agenda
Polls. This is followed by chapters on youth and the media, and the
pressures that youth face in various dimensions of their lives.
Topics include youth violence; the sex lives of teenagers; tobacco,
alcohol, drugs, and teens; healthy living and decision making;
working teens; and youth and education. The concluding chapter
pulls together themes generated throughout the book and provides
examples of policies that would underscore the value of viewing
youth as a social investment. General guidelines are provided for
teachers, parents, policymakers, and citizens to
facilitateresponding to youth in meaningful, proactive ways that
improve the quality of life for teenagers and the broader society.
The media's presentation suggests that American teenage culture
today is the most violent, sexual, and amoral youth culture in
history. In this book, Nichols and Good deconstruct the negative
images held by large numbers of adults. Recognizing that many
teenagers are left by adults to socialize themselves and the
consequences of this "careless indifference," the authors' goal is
to influence a more positive view leading to stronger social
policies and better services, resources, and programs to meet the
needs of America's youth.
Unique features of "America's Teenagers--Myths and Realities: Media
Images, Schooling, and the Social Costs of Careless Indifference"
include:
*powerful analytic lenses used to revisit typical depictions of
youth;
*a wealth of information brought to bear on understanding
teenagers' behavior; and
*consideration of a broad range of adolescent behaviors across
critical socializing settings.
The book begins with a discussion of the continuing myth of
adolescence--how and why youth are devalued, and an overview of
current beliefs about youth drawn from two 1990s Public Agenda
Polls. This is followed by chapters on youth and the media, and the
pressures that youth face in various dimensions of their lives.
Topics include youth violence; the sex lives of teenagers; tobacco,
alcohol, drugs, and teens; healthy living and decision making;
working teens; and youth and education. The concluding chapter
pulls together themes generated throughout the book and provides
examples of policies that would underscore the value of viewing
youth as a social investment. General guidelines are provided for
teachers, parents, policymakers, and citizens to
facilitateresponding to youth in meaningful, proactive ways that
improve the quality of life for teenagers and the broader society.
This book examines reform in American education over the past fifty
years and against this backdrop presents a compelling analysis of
why contemporary voucher plans and charter schools have yet to
fulfill the expectations of their advocates. It is the only book to
date to attempt a comprehensive synthesis and analysis of the
emerging research base on vouchers and charter schools. Suitable
for courses in school policy, school reform, school leadership, or
educational issues, it will also be of interest to anyone (parents,
teachers, policymakers) directly involved with the charter school
movement.
Key features of this timely new book include the following:
* A Historical Perspective--The early chapters look at American
educational reform over the past fifty years and analyze why these
efforts have fallen short of their goals.
* Student Achievement--Chapter 3 provides an insightful assessment
of American students' school achievement from 1970 to the present
and, in the process, counters the widely held myth that, overall,
student achievement has deteriorated.
* Voucher Plans and Charter Schools--Chapter 4 looks specifically
at choice and vouchers in American education while chapters 5-7
provide a comprehensive and balanced examination of the charter
school movement.
* Policy Recommendations--The book concludes with explicit policy
suggestions that attempt to balance the educational needs of
children and youth against the rights of schools to experiment.
Suggestions for developing broader coalitions to support public
education, particularly in the inner cities, are also
offered.
This volume constitutes a special issue of Educational
Psychologist. The contributors address topics such as: educational
psychology's growing pains; classroom applications of research on
self-regulated learning; classroom management; and programme
development and evaluation.
Looking in Classrooms uses educational, psychological, and social
science theories and classroom-based research to teach future
classroom teachers about the complexities and demands of classroom
instruction. While maintaining the core approach of the first ten
editions, the book has been thoroughly revised and updated with new
research-based content on teacher evaluation, self-assessment, and
decision-making; special emphases on teaching students from diverse
ethnic, cultural, class, and gender-identity contexts; and rich
suggestions for integrating technology into classroom instruction.
Widely considered to be the most comprehensive and authoritative
source available on effective, successful teaching, Looking in
Classrooms synthesizes the knowledge base on student motivation,
classroom management, teacher expectations, teacher effectiveness,
adaptive instruction for individual learners, and informative
observational techniques for enhancing teaching. It addresses key
topics in classroom instruction in an accessible fashion, promoting
easy intepretation and transfer to practice, and articulates the
roles of teacher-centered pedagogy, student-centered instruction,
and project-based learning in today's classroom. Guided by durable
historical knowledge as well as dynamic, emerging conceptions of
teaching, this text is ideal for undergraduate teacher training
programs and for masters-level courses for teachers,
administrators, and superintendents.
In response to Race to the Top, schools nationwide are rapidly
overhauling their teacher evaluation processes. Often forced to
develop and implement these programs without adequate
extra-institutional support or relevant experience, already-taxed
administrators need accessible and practical resources. Improving
Teaching through Observation and Feedback brings cutting-edge
research and years of practical experience directly to those who
need them. In five concise chapters, Thomas Good and Alyson Lavigne
briefly outline the history of RttT and then move quickly and
authoritatively to a discussion of best practices. This book is a
perfect resource for administrators reworking their processes for
new evaluation guidelines.
These articles provide a coherent set of readings for use by
teachers, curriculum specialists, administrators, researchers, and
students in professional programs.
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