by
Morris, Edward W., 1973-
Call Number
370.151 23
Publication Date
2012
Summary
In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data to examine the purported gender gap between boys and girls in educational achievement at two low-income high schools-one rural and predominantly white, the other urban and mostly African American. He explains how race, class, and geographic location combine to influence and complicate the construction of gender identities in high school students and affect the respective academic performance of the stud.
Format:
Electronic Resources
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0.0430
by
Carter, Samuel Casey.
Call Number
370.114 22
Publication Date
2011
Summary
Showcasing a dozen extraordinary K-12 public & charter schools where confident children joyfully strive to accomplish worthy goals in concert with their friends, this text focuses on a culture of character & demonstrates scalable, sustainable & replicable models for your school to emulate.
Format:
Electronic Resources
Relevance:
0.0484
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by
Morales, Erik E.
Call Number
370.19341 22
Publication Date
2011
Summary
Over the course of ten years, this extensive qualitative study focused on the academic resilience phenomenon. The research delves into the educational resilience experiences of fifty low socioeconomic students of color from a variety of racial and ethnicbackgrounds. In addition to chronicling specific protective factors and processes active in the students' lives, several symbiotic relationships between groups of protective factors are documented and explored. A Resilience Cycle theory, which was chronicled in previous works of the authors, is used as a framework.
Format:
Electronic Resources
Relevance:
0.0455
by
Guthrie, James W.
Call Number
371.207 22
Publication Date
2011
Summary
Taking a practice-based approach that is grounded in research and theory, "Leading Schools to Success: Constructing and Sustaining High Performing Learning Cultures" offers current and future educational leaders with operational knowledge they can employ to construct and sustain a highly effective school culture focused on enhanced student performance.
Format:
Electronic Resources
Relevance:
0.0484
by
Tucker, Pamela D.
Call Number
371.144 22
Publication Date
2005
Summary
Annotation In Linking Teacher Evaluation and Student Learning, researchers Pamela D. Tucker and James H. Stronge show that including measures of student achievement in teacher evaluations can help schools focus their efforts to meet higher standards. You'll see how four school systems have built such measures into their evaluation programs in these distinct ways: Documenting how desired learning outcomes translated into actual student learning Tracking progress on key content standards Setting annual quantifiable goals for students' academic progress Analyzing changes in students' achievement test scores The authors explore the strengths of each approach, offer insights from teachers and administrators, and describe practical ways to incorporate similar measures of student learning into your own evaluation program. Detailed appendixes provide hands-on tools and resources to help you adapt these approaches to your school's particular needs. For any school that is working to meet higher standards, linking teacher evaluation to measures of student learning is a powerful way to refocus professional development and improve student achievement.
Format:
Electronic Resources
Relevance:
0.0520
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