369 matches found for How People Learn Brain,Mind,Experience,and School Expanded Edition. in Executive Summary
Select a page to see where your word(s) or phrase(s) are located in the OpenBook. Excerpts from the chapter provide context.
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...Learning and succeeding in school requires active engagement whether...
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...underlie engagement are applicable to all schools whether they are in...
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...tant for all students and all schools, the consequences of disengagement...
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...disengaged, they may learn less than they could, but they usually get by or...
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...they get second chances; most eventually graduate and move on to other...
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...in high-poverty, urban high schools become disengaged, they are less likely...
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...to graduate and consequently face severely limited opportunities. Failure to...
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...unemployment, poverty, poor health, and involvement in the criminal jus-...
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...Schools do not control all of the factors that influence students' aca-...
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...academic engagement and achievement are adversely influenced by the...
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...economic and social marginalization of the students' families and commu-...
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...nities. These disadvantages can be lessened, however, by participation in...
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...an engaging school community with high academic standards, skillful...
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...instruction, and the support students need to pursue their educational and...
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...ENGAGING SCHOOLS...
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...and alienated from school, is not an easy task. Academic motivation...
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...decreases steadily from the early grades of elementary school into high...
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...school. Furthermore, adolescents are too old and too independent to follow...
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...teachers' demands out of obedience, and many are too young, inexperi-...
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...enced, or uninformed to fully appreciate the value of succeeding in school....
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...Although there are important exceptions, as a group urban high schools...
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...schools with large concentrations of students living in poverty, it is com-...
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...school diploma. Dropping out of school is but the most visible indication of...
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...pervasive disengagement from the academic purposes and programs of these...
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...schools. Many of the students who do not drop out altogether attend...
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...irregularly, exert modest effort on schoolwork, and learn little....
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...synthesize, and analyze research on academic engagement and motivation...
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...that might apply to urban high schools." The committee examined how...
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...curriculum, instruction, and the organization of schools can promote in-...
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...volvement of urban youth in the academic program and the broader school...
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...and community resources....
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...A system of schools that has fully implemented the core principles...
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...much has been learned about the conditions in schools that enhance student...
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...engagement, and that there are many examples of schools in which students...
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...deemed at risk of disengagement and failure are productively engaged and...
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...that schools can engage the enthusiasm for learning of economically disad-...
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...of the effects of various educational policies and practices on student en-...
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...gagement and learning, and students' own voices. This research base is...
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...of the random-assignment design that is believed by some researchers to be...
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...lying psychological variables related to motivation, such as competence and...
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...control, beliefs about the value of education, and a sense of belonging. In...
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...brief, engaging schools and teachers promote students' confidence in their...
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...ability to learn and succeed in school by providing challenging instruction...
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...and support for meeting high standards, and they clearly convey their own...
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...dents and they make the curriculum and instruction relevant to adolescents'...
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...experiences, cultures, and long-term goals, so that students see some value...
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...in the high school curriculum....
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...Although learning involves cognitive processes that take place within...
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...each individual, motivation to learn also depends on the student's involve-...
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...ment in a web of social relationships that supports learning. The likelihood...
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...that students will be motivated and engaged is increased to the extent that...
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...their teachers, family, and friends effectively support their purposeful in-...
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...volvement in learning and in school. Thus a focus on engagement calls...
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...attention to the connection between a learner and the social context in...
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...which learning takes place. Engaging schools promote a sense of belonging...
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...by personalizing instruction, showing an interest in students' lives, and...
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...This description of engaging schools applies to few urban high schools....
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...Instead, the picture that emerges is of schools that engender low expecta-...
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...tions, alienation, and low achievement. Resources are lacking and services...
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...are fragmented. The teachers are the least qualified, and the buildings are...
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...the most dilapidated. The curriculum and teaching often are unresponsive...
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...to the needs and interests of students especially students of color, English-...
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...language learners, students from high-poverty neighborhoods, or those who...
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...entered high school with weak skills in reading and mathematics. Students...
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...many experience schools as impersonal and uncaring. Because few urban...
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...schools are well connected to the communities they serve or to the educa-...
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...tional and career opportunities potentially available to their students, many...
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...students fail to see how working hard in school will enable them to attain...
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...the educational and career goals to which they aspire....
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...Improving the quality of urban high schools in the United States is...
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...them, but also for the future prosperity and quality of life of cities and for...
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...the nation as a whole. Fortunately, knowledge derived from research and...
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...CONCLUSIONS AND RECOMMENDATIONS...
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...signs and recommendations as a means to achieve the goals of meaningful...
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...engagement and genuine improvements in achievement. Because our delib-...
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...also outlines in its full report some recommendations and directions for...
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...ENGAGING SCHOOLS...
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...Recommendation 1: The committee recommends that high school...
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...courses and instructional methods be redesigned in ways that will in-...
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...crease adolescent engagement and learning....
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...The evidence is clear that high school courses can be designed to engage...
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...urban high school students and enhance their learning. The instruction...
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...typical of most urban high schools nevertheless fails to engage students...
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...understandings, interests, culture, and real-worId experiences, the curricu-...
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...struction is varied and appropriately challenging for all students, when...
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...students are active participants, and when teachers allow students to use...
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...their native language abilities and other resources to master the material...
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...and complete tasks....
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...based assessment of students' understanding and skills....
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...edge and skills. Teachers' instructional decisions about tasks and next steps...
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...about student progress. Standardized testing done annually does not pro-...
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...and instructional practices, not only for progress in learning, but also to see...
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...tion of work), cognitively (e.g., efforts to understand and apply new con-...
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...cepts), and emotionally (e.g., enthusiasm for learning activities)....
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...preparation programs provide high school teachers deep content knowI-...
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...edge and a range of pedagogical strategies and understandings about...
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...adolescents and how they learn, and that schools and districts provide...
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...practicing teachers with opportunities to work with colleagues and to...
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...and knowledge. High school teachers need to know about different meth-...
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...ods of teaching and about adolescent learning, and they must have a deep...
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...understanding of the discipline they teach. High-quality teachers need to...
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...have a range of available strategies to use with their students and skill at...
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...an understanding of student-centered pedagogy that is focused on under-...
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...standing, and teach them strategies for involving students in active learning....
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...heterogeneous groups of high school students as well as those who have...
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...special needs, including English-language learners, students with special...
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...disabilities, and students who are substantially behind in their basic skills....
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...Teachers already working in high schools cannot meet the needs of...
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...their students unless they also have opportunities to learn and develop new...
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...skills. District- and state-level administrators need to provide resources-...
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...time and experts for teachers to continue to develop their teaching skills....
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...new practices and their effects on student learning need to be discussed...
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...Recommendation 4: The committee recommends that schools provide...
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...the support and resources necessary to help all high school students to...
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...meet challenging standards....
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...Standards and high expectations are critical, but they must be genu-...
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...demanding learning goals and when they have opportunities to experience...
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...a sense of competence and accomplishment about their learning. Setting...
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...high standards and holding students accountable for reaching them can...
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...meet the standards and believe that they can succeed and that the standard...
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...higher standards without providing the assistance and support they need is...
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...Thus, for example, we urge districts and school administrators to pro-...
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...vice individualized instruction, tutoring, and summer programs for stu-...
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...ing knowledge and skills, while students work toward meeting the high...
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...standards....
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...evaluate schools, teachers, and students assess high-level, critical think-...
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...ing and that they incorporate broad and multidimensional conceptions...
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...of subject matter that includes fluency, conceptual understanding,...
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...analysis, and application....
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...what gets taught and how, and these in turn affect student engagement. It is...
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...ENGAGING SCHOOLS...
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...unrealistic to expect teachers to exert effort to provide a coherent and...
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...integrated curriculum and focus on understanding and critical thinking and...
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...writing if the tests used to evaluate them and their students measure only...
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...high schools to create smaller learning communities that foster person-...
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...alized, and continuous relationships between teachers and students....
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...Supportive personal relationships are critical in promoting and main-...
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...taining student engagement. Although learning involves cognitive processes...
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...that take place within each individual, motivation to learn also depends on...
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...learning. Most urban high schools are too large and fail to promote close...
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...personal relationships and a sense of community between adults and students....
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...Restructuring can be achieved by starting new schools, by breaking up...
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...large schools into new and completely autonomous schools, or by creating...
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...smaller connected but somewhat autonomous units in large schools. Block...
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...scheduling and looping (teachers staying with the same group of students...
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...for multiple years) are promising strategies for promoting longstanding,...
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...respectful, and mutually accountable relationships....
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...Creating small learning communities may be necessary, but it is not...
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...sufficient to improve student engagement. The social climate of the school...
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...and the quality of interactions are critical. Principals and teachers need to...
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...promote an environment of trust and respect of each other and of students....
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...They need to mode! these behaviors and refuse to tolerate disrespectful...
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...A social context centered on learning in which all administrative...
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...decisions are made with student learning in mind and teachers leverage...
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...themselves and develop deep understanding is also critical. This focus can...
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...be conveyed by implementing school policies that recognize students who...
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...respond to academic challenges quickly and that provide preemptive inter-...
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...work, and poor performance arise....
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...Recommendation 7: The committee recommends that both formal and...
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...1''Academic press" has been defined as offering demanding curricula and having high...
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...expectations for learning, without pressuring performance or undermining autonomy (Phillips,...
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...1997 and Shouse 1996a, 1996b, 1997)....
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...Currently, students who are most at risk of disengaging from school...
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...tracked, formally or informally, into different courses, thus isolating and...
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...grouping the relatively low-performing and disengaged students with one...
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...another. In addition to preventing interaction among low and high achiev-...
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...achievement levels, can also reinforce lower standards and engender in...
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...grade-level work should be eliminated, and challenging courses, including...
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...schools serving low-income students as they are in schools serving more...
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...We suggest, in particular, training in individualized and peer group learning...
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...strategies that have been shown to be effective in promoting learning in a...
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...level but which merits experimentation in high schools, is connecting help...
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...The committee also recommends that school administrators create op-...
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...portunities for low-achieving students to interact with and develop friend-...
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...choose to interact with students with the same ethnicity and similar achieve-...
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...attract diverse students, and to promote a climate in which students feel...
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...comfortable venturing beyond familiar peer and instructional contexts....
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...Recommendation 8: The committee recommends that school guidance...
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...and counseling responsibilities be diffused among school staff, includ-...
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...own academic engagement as well as undermine a positive learning climate....
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...have relevant expertise are responsible for far too many students and they...
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...have too little time to provide the support and intervention students need....
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...ENGAGING SCHOOLS...
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...The problem is especially serious in urban high schools serving low-income...
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...students, where social and psychological problems are more prevalent....
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...A climate of learning is also undermined when students do not under-...
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...stand the consequences of disengaging from school. Many urban high school...
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...students are poorly informed about postsecondary educational and career...
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...options. In particular, they have only a vague understanding of what they...
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...need to learn during high school to have a realistic chance of achieving the...
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...ambitious educational and career goals to which many aspire. Because they...
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...ful and challenging academic activities. In most schools, helping students...
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...oversee large numbers of students and have little opportunity to know their...
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...individual interests and needs....
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...A promising new strategy is to provide every student and family with a...
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...member of the school staff who can act as an adult advocate and who in...
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...turn has a trained expert (like a counselor) to consult and to whom students...
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...a realistic understanding of how what they are learning in high school is...
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...related to their educational and career options after high school, we suggest...
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...also providing students with experiences in work settings, teachers with...
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...curriculum materials and instructional supports to integrate rigor and rel-...
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...to improve communication, coordination, and trust among the adults...
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...tings include homes, religious institutions, and the various organized...
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...extracurricular activities sponsored by schools and community groups....
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...High schools cannot, by themselves, achieve high levels of engagement...
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...and academic standards for all students. Most urban high schools function...
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...health care providers, and those involved in extracurricular or religious...
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...activities. Many efforts to improve schools are too "school-centric" in the...
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...sense that they focus exclusively on school resources and programs and fail...
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...School administrators and teachers should also expand and enrich the...
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...high school curriculum and help students see the real-worId meaningfulness...
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...of school learning by taking advantage of resources in the community. For...
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...example, artists, civic leaders, and community members and parents with...
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...cultural or historical knowledge and experiences can be invited to schools...
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...to share their knowledge and interact with students. Teachers and adminis-...
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...learning and internships that take them into community contexts....
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...Recommendation 10: The committee recommends that schools make...
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...greater efforts to identify and coordinate with social and health services...
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...in the community, and that policy makers revise policies to facilitate...
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...The committee finds that most urban schools are unable to deal with...
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...the many problems (e.g., poor physical and mental health, instability in...
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...cents face and which interfere with their engagement in academic work....
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...Schools cannot be expected to compensate fully for problems associated...
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...with factors such as economic and social inequalities and the lack of effec-...
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...tive policies to address them. However, such problems cannot be ignored in...
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...alized, supportive high school communities can help protect adolescents...
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...some high school students need additional services. Policy makers can and...
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...with their ability to learn, and school administrators can make better use of...
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...School administrators often encounter barriers to partnerships and col-...
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...laborations with community service providers. Federal, state, and local...
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...policy makers should remove barriers to coordination. Schools and social...
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...service and health agencies should seek ways to improve communication...
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...among school personnel and service providers who see the same adolescent....
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...that student engagement and learning are directly affected by a confluence...
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...of organizational factors and instructional practices in particular schools,...
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...by family and community influences, and by a wide range of national, state,...
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...and local policies. No single educational policy or practice, no matter how...
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...engagement if the policies and practices in which they are embedded are...
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...ignored. For example, small, personalized schools may not enhance mean-...
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...ingful cognitive engagement and learning if they do not also provide effec-...
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...tive teaching and a strong press for achieving high academic standards; the...
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...ENGAGING SCHOOLS...
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...learning communities can recreate tracking based on social class, ethnicity,...
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...and achievement levels without policies and special efforts to avoid this....
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...Teachers cannot be expected to provide meaningful and engaging instruc-...
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...tion if they do not have deep knowledge of their subject matter and prin-...
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...Student engagement and learning are affected by a complicated set of...
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...in specific classrooms of specific high schools, while others stem from...
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...high schools. The array of policies and practices that affect student motiva-...
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...tion and learning must be aligned so that efforts in one area (e.g., the...
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...(e.g., broader educational and social policies). Although it is neither neces-...
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...before students can engage productively in learning, educators and policy...
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...makers should, at the very least, consider how their policies and practices...
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...A fundamental transformation of American high schools and the policy...
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...contexts in which high school education is embedded is needed to engage...
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...all students in learning and to ensure high standards of achievement. There...
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...are no panaceas, and some of the simple solutions that have been proposed,...
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...such as raising standards, can alone do more harm than good. Realistically,...
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...provided. At the very least, the inequities in resource allocation, with schools...
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...need to be redressed. In addition to increased funding of high schools, we...
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...Although the focus is primarily on what can be done in high schools,...
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...the policies and practices described in this volume have important implica-...
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...that affect who is attracted into the field of teaching, preservice teacher and...
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...leadership training and credentialing policies, state and federal testing poli-...
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...cies, graduation requirements, and school funding and resource allocation....
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...Policy makers and educators must not become discouraged or give up...
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...when they encounter difficulties. Difficulties are inevitable, and overcoming...
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...them will require persistence, continuous evaluation, and using what is...
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...learned to fine-tune, and possibly to alter the course of, but not to cast...
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...with the kind of educational program they need to achieve high standards...
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...of learning. Much is known about what needs to be done, and we are...
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...learning more every day about how to do it. What is needed now is the will...
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...to use this knowledge where it is most needed in our urban high schools....
A total of pages of uncorrected, machine-read text were searched in this chapter. Please note that the searchable text may be scanned, uncorrected text, and should be presumed inaccurate. Page images should be used as the authoritative version.