Listening to urban kids : school reform and the teachers they want /

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Bibliographic Details
Author / Creator: Wilson, Bruce L., 1949-
Other Authors / Creators:Corbett, H. Dickson, 1950-
Format: Book
Imprint: Albany : State University of New York Press, [2001]
Series:SUNY series, restructuring and school change.
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