About this product

Product Identifiers

PublisherTeacher's College Press

ISBN-100807755168

ISBN-139780807755167

eBay Product ID (ePID)177525043

Product Key Features

Number of Pages208 Pages

Publication NameFailing at School : Lessons for Redesigning Urban High Schools

LanguageEnglish

SubjectEducational Policy & Reform / General, Urban, Secondary, Counseling / Crisis Management

Publication Year2014

TypeTextbook

AuthorCamille A. Farrington

Subject AreaEducation

SeriesThe Series on School Reform Ser.

FormatTrade Paperback

Dimensions

Item Height0.4 in

Item Weight10.4 Oz

Item Length9 in

Item Width6.1 in

Additional Product Features

Intended AudienceScholarly & Professional

LCCN2013-045683

Dewey Edition23

IllustratedYes

Dewey Decimal373.09173/2

SynopsisAbout half of all incoming ninth graders in 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., 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., 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.

LC Classification NumberLC5131.F35 2014