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Jump down to see edition details for: Paperback
Bibliographic Detail
Publisher
Teachers College Pr
Publication date
March 1, 2014
Pages
192
Binding
Paperback
Book category
Adult Non-Fiction
ISBN-13
9780807755167
ISBN-10
0807755168
Dimensions
0.50 by 6.25 by 8.75 in.
Weight
0.65 lbs.
Original list price
$39.95
Other format details
university press
Amazon.com says people who bought this book also bought:
Content Area Reading and Writing | Classroom Assessment for Student Learning | Teaching English Language and Content in Mainstream Classes | 50 Instructional Routines to Develop Content Literacy | Leadership for Low-Performing Schools | The New Political Economy of Urban Education | Organizing Schools for Improvement | The Big Picture
Content Area Reading and Writing | Classroom Assessment for Student Learning | Teaching English Language and Content in Mainstream Classes | 50 Instructional Routines to Develop Content Literacy | Leadership for Low-Performing Schools | The New Political Economy of Urban Education | Organizing Schools for Improvement | The Big Picture
Summaries and Reviews
Amazon.com description: Product Description: ''Camille Farrington details how high schools trap students along developmental trajectories distorted by structural factors resources, values and practices beyond their control. Grounded firmly in research, she describes a better way forward. This book is an important contribution to the re-visioning of American high schools.''
--Ronald F. Ferguson, Faculty Director of the Achievement Gap Initiative at Harvard University
''Why is there such a pattern of failure in urban high schools? This is a vital issue for every city in America. Camille Farrington's analysis of the roots of this problem and suggestions for structural changes to break this cycle is the best I have seen. This book combines research and practitioner wisdom with common sense and heart, and for those of us engaged in this work, presents concrete directions for positive change.''
--Ron Berger, Chief Academic Officer, Expeditionary Learning
Roughly half of all incoming ninth graders across urban districts will fail classes and drop out of school without a diploma. Failing at School starts with the premise that urban American high schools generate such widespread student failure not because of some fault of the students who attend them but because high schools were designed to stratify achievement and let only the top performers advance to higher levels of education. This design is particularly detrimental for low-income, racial/ethnic minority students. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of educational systems and structures would best support their learning.
Book Features:* Offers concrete strategies for redesigning high schools based on four dimensions of student achievement--structural, academic, developmental, and motivational.
* Highlights the voices of students to illustrate fundamental problems with the way we currently ''do school.''
* Addresses the new Common Core State Standards and the potential of this major reform effort to move us toward equity and excellence.
--Ronald F. Ferguson, Faculty Director of the Achievement Gap Initiative at Harvard University
''Why is there such a pattern of failure in urban high schools? This is a vital issue for every city in America. Camille Farrington's analysis of the roots of this problem and suggestions for structural changes to break this cycle is the best I have seen. This book combines research and practitioner wisdom with common sense and heart, and for those of us engaged in this work, presents concrete directions for positive change.''
--Ron Berger, Chief Academic Officer, Expeditionary Learning
Roughly half of all incoming ninth graders across urban districts will fail classes and drop out of school without a diploma. Failing at School starts with the premise that urban American high schools generate such widespread student failure not because of some fault of the students who attend them but because high schools were designed to stratify achievement and let only the top performers advance to higher levels of education. This design is particularly detrimental for low-income, racial/ethnic minority students. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of educational systems and structures would best support their learning.
Book Features:* Offers concrete strategies for redesigning high schools based on four dimensions of student achievement--structural, academic, developmental, and motivational.
* Highlights the voices of students to illustrate fundamental problems with the way we currently ''do school.''
* Addresses the new Common Core State Standards and the potential of this major reform effort to move us toward equity and excellence.
Editions
Paperback
The price comparison is for this edition
from Teachers College Pr (March 1, 2014)
9780807755167 | details & prices | 192 pages | 6.25 × 8.75 × 0.50 in. | 0.65 lbs | List price $39.95
About: ''Camille Farrington details how high schools trap students along developmental trajectories distorted by structural factors resources, values and practices beyond their control.
About: ''Camille Farrington details how high schools trap students along developmental trajectories distorted by structural factors resources, values and practices beyond their control.
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