Listening to urban kids : school reform and the teachers they want /
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| Author / Creator: | |
|---|---|
| Other Authors / Creators: | Corbett, H. Dickson, 1950- |
| Format: | Book |
| Language: | English |
| Imprint: | Albany : State University of New York Press, [2001] |
| Series: | SUNY series, restructuring and school change.
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| Subjects: |
Table of Contents:
- 1. Introduction
- The Reform Context
- Students as Useful Windows through Which to View Reform
- Overview of the Study and Its Participants
- The Student Sample and Interview Strategy
- The School Sites
- Other Considerations in Reading This Book
- 2. Changes in Students' School Lives Over Three Years
- Changes in Plans for the Future
- Changes in the Schools
- More and/or Harder Work
- Different Student Behavior
- Small Learning Communities
- Changes in Classroom Experiences
- Multiple or Long-term Replacement Teachers
- Disruptive Classrooms
- "Support Scarce" Classrooms
- A Need to Scale Up within Schools
- 3. Pedagogical, Content, and Classroom Environment Differences Within and Across Five Schools
- Pedagogical Differences--The Case of Science
- Content Differences--The Case of English
- Classroom Environment Differences--Two Examples
- School #1: Two Teachers on the Same Team
- School #4: A Comparison between Students' Initial Teacher and a Replacement
- Students Focused on Instructional, Rather Than Personal, Style
- 4. The Teachers Students Wanted
- Three Teachers Students Praised
- Qualities Students Wanted Their Teachers to Have
- Valued Teachers Pushed Students to Complete Their Assignments
- Valued Teachers Maintained Order in the Classroom
- Valued Teachers Were Willing to Help
- Valued Teachers Went to Great Lengths to Explain a Topic Until Everyone Understood It
- Valued Teachers Varied Classroom Activities
- Valued Teachers Respected Students, Related to Them, and Tried to Understand Their Worlds
- Behind the Actions: The Student-Teacher Relationship
- 5. Spreading the Pockets of Success
- A Brief Description of School #6
- Students' Aspirations and Teachers' Preferences
- Pedagogical Differences--The Case of Science
- Content Differences--The Case of Writing and English
- A Note on Mathematics
- Classroom Environment Differences
- Evidence of School Effects
- Students' Perspectives on School #6
- Student Performance Data
- Student Comparisons of School #6 with the Other Study Schools
- Student Talk and School Differences
- 6. Students and Reform
- Making Reform Noticeable
- Focus Professional Development on Adults' Underlying Beliefs about a School's Role in Supporting Student Learning Rather Than Discrete "Best Practices"
- Emphasize the Quality of the Relationships between Teachers and Students
- Changes in Student Performance Standards Must be Accompanied by the Creation of Standards for Pedagogy, Content, and Classroom Environment--and the Professional Development Necessary to Implement Them
- Connect Changes in Standards to Grades, Not Just to Performance on Large-scale Assessments
- Create "Extra Help" Situations That Encompass All Students Who Need It, Not Just Those Students Who Avail Themselves of It
- Extend Extra Help Beyond School Work to How to Succeed in the Future
- Reforming with, Not for, Students
- References
- Appendix. Student Interview Protocols
- Author Index
- Subject Index