551 matches found for How People Learn Brain,Mind,Experience,and School Expanded Edition. in 1. Student Engagement and Disengagement in Urban High Schools
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...Student Engagement and Disengagement...
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...in Urban High Schools...
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...We can require adolescents to attend school, but learning requires...
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...conscious and purposeful effort, which cannot be legislated. This volume is...
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...about motivating adolescents to be engaged cognitively, behaviorally, and...
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...emotionally in their coursework and in the broader array of school-based...
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...activities. Motivation Is essential to learning at all ages (Finn and Rock,...
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...1997; lessor, Turbin, and Costa, 1998; National Research Council, 2000),...
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...to adulthood. Younger children who become mentally and emotionally...
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...disengaged generally are compliant enough to attend school, or they do not...
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...emotionally troubled, or do not see the value of schooling have the means...
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...to drop out of school altogether....
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...Even if they do not drop out of school, adolescents have many alterna-...
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...tive activities to occupy their time and attention, including working for pay,...
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...sports, video games, social activities, and for some, less socially sanctioned...
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...on an average school day, and spent 2 hours "hanging out with friends."...
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...average adolescent watches nearly 3 hours of television a day, and adoles-...
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...1999~. Schools, therefore, have considerable competition for the attention...
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...ENGAGING SCHOOLS...
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...a high priority, despite its apparent contribution to learning (Cooper, Lind-...
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...say, Nye, and Greathouse, 1998)....
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...Research on motivation and engagement is essential to understanding...
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...some of the most fundamental and vexing challenges of school reform....
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...Improving meaningful learning depends on the ability of educators to en-...
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...edge, building on what they already know and believe, what they care...
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...about now, and what they hope for in the future (National Research Coun-...
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...requires improvements in attendance, attention, and completion of school-...
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...Increasing motivation and engagement is unlikely to be accomplished...
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...by simple policy prescriptions, such as raising standards, promoting ac-...
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...countability, or increasing school funding although these may be helpful...
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...set of circumstances in which students take pleasure in learning and come...
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...to believe that the information and skills they are being asked to learn are...
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...important or meaningful for them and worth their effort, and that they can...
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...reasonably expect to be able to learn the material....
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...their engagement and motivation to learn depend on a confluence of sup-...
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...derstanding;...
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...� knowledgeable, skilled, and caring teachers;...
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...� a school culture that is centered on learning;...
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...� a school community that engenders a sense of support and belong-...
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...� strong ties linking the school with students' families and commu-...
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...� an organizational structure and services that address students' non-...
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...academic needs; and...
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...� opportunities to learn the value of schoolwork for future educa-...
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...tional and career prospects....
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...Motivation to be actively engaged is essential to learning, whether...
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...students are in schools that are located in urban, suburban, or rural com-...
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...munities. The focus of this volume, however, is on what urban high schools...
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...and students of color who are disproportionately concentrated in these...
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...schools. Although the core principles involved in making schools more...
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...STUDENT ENGA GEMENT AND DISENGA GEMENT...
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...engaging apply to all schools, we chose to focus on high-poverty urban high...
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...schools because students there are more likely than others to become clisaf-...
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...fecteci and drop out, and the social and economic consequences of clisen-...
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...A great clear is known about the needs of adolescents and about the...
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...conclitions that motivate them to learn and stay in school. We know how to...
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...clo a better job of engaging high school students in learning activities that...
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...will help them achieve the kinds of postseconciary educational and career...
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...opportunities they desire. We also know of urban schools serving low-...
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...income students and students of color that have substantially clecreaseci...
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...dropout rates, increased attendance, and improved achievement and the...
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...educational and career prospects of their graduates....
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...We have seen youth consiclereci at risk of school failure fighting to be...
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...heard in an English class discussion on Shakespeare and insisting on finish-...
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...ence the joy of learning and take great pricle in their accomplishments....
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...We focus on what schools can clo, recognizing that many of the reasons...
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...for a young person's disengagement from school lie far beyond school. We...
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...are also mindful of the difficulty of increasing adolescents' motivation and...
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...engagement in schoolwork in urban neighborhoods where joblessness and...
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...poverty are endemic, violence and homelessness are common, and access to...
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...resources and opportunities are scarce. The effects of poverty on child and...
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...adolescent outcomes, regardless of the schools they attend, have been well...
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...clocumenteci (see, for example, Duncan and Brooks-Gunn, 19971. Urban...
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...schools, however, clo not usually take advantage of the resources their...
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...neighborhoods are located in metropolitan centers of great wealth and...
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...resources, access to the alluring educational and career resources of the city...
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...schools....
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...Poverty conclitions affect chilciren's opportunities to learn in elemen-...
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...tary and micicile school as well, and many urban high schools are challenged...
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...enceci failure for many years in school, and as a result have become seri-...
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...in students who enter with low motivation and have a long way to go to...
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...master a high school curriculum....
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...The obstacles created by poverty and the legacy of racism are profound...
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...and need to be aciciresseci in any truly comprehensive approach to improv-...
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...ing urban adolescents' engagement and motivation to learn. As a society,...
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...ENGAGING SCHOOLS...
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...ited by the circumstances of their birth, and as we work to improve schools,...
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...we must also work for better conditions in our communities and a fairer...
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...and more equitable society....
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...Despite limitations in what can be accomplished in high schools alone,...
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...adolescents in learning and prepare them for future opportunities and the...
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...adult roles and responsibilities they are about to assume. With sufficient...
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...societal will and the knowledge that now exists, we can make a measurable...
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...HIGH STANDARDS AND DEMOCRATIC VALUES...
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...Nearly half a century ago, educational philosopher John Dewey and...
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...others claimed that if schools were to succeed in preparing the great major-...
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...ity of young people, not just a select few, to be responsible and productive...
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...citizens, they would have to do a much better job of motivating and engag-...
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...ing the broad spectrum of students in learning (Cremin, 1961; Dewey,...
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...1956; Hall, 19691. The history of high schools in the United States never-...
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...theless shows alternating emphases on academic rigor associated with the...
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...need to prepare some students for college, and the democratizing function...
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...of schools having schools address the needs and engage the interests of all...
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...(Powell, Farrar, and Cohen, 19851....
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...In the past half-century, the emphasis on academic standards of the...
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...1950s gave way to a concern for equity in the 1960s, and then back to high...
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...standards and basic academic skills in the early and mid-1980s. Since then,...
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...accountable for achieving high educational standards (National Research...
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...on reading and math. For this to occur, a much broader range of students...
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...must become engaged in learning the kinds of curricula that, until recently,...
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...Some education analysts have expressed concern that raising standards...
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...disengagement from school rather than motivate them to exert more effort...
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...(e.g., Futrell and Rotberg, 2002; Sheldon and Biddle, 1998), or that the...
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...concentration on English and math only will impoverish the curriculum. If...
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...imposing higher standards is the only intervention, these are likely out-...
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...comes. But the research discussed in Chapters 2 and 4 of this volume...
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...indicates that under the right circumstances, challenging students to learn...
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...more demanding curricula increases their motivation and engagement....
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...Unfortunately, few high schools to date have provided the context or...
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...STUDENT ENGA GEMENT AND DISENGA GEMENT...
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...supports that enable most students to achieve high standards. Significant...
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...their schoolwork to meet more demanding expectations.]...
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...Although learning involves cognitive processes that take place within...
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...and between the individuals, motivation to learn depends on a student's...
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...will be motivated and engaged in learning is increased to the extent that...
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...their teachers, family, and friends, as well as others who shape the instruc-...
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...tional process, effectively support their purposeful involvement in learning...
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...(Cohen and Ball, 19991. Thus the focus on motivation and engagement...
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...calls attention to the interface between the learner and the social context in...
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...which learning takes place....
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...reflects a classic Aristotelian perspective on human nature (Lee, Bryk, and...
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...Smith, 1993; see also MacIntyre, 1981; Newmann and Oliver, 19671. It is...
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...Dewey. For Dewey, building an engaging school community is not just a...
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...ing schools also have been found to foster healthy youth development...
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...and Blum, 2002; National Research Council, 2002a; Rosenfeld, Richman,...
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...and Bowen, 2000) and to confer resilience to individuals who otherwise...
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...might be at risk for adverse psychological and social outcomes (Berand,...
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...1992; Connell, Spencer, and Aber, 1994; Finn and Rock, 1997; lessor et...
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...al., 1998; Rutter, 19851. High schools, like other programs for youth,...
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...safety, love and belonging, respect, power, and accomplishment. They do...
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...1'' High standards" is not defined in this volume as being able to pass a high-stakes test,...
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...such as an exam required for a high school diploma, although that might be one indicator of...
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...the standards of achievement that students are achieving. By "high standards" we mean that...
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...high school graduates should have mastered the skills they need to succeed in a postsecondary...
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...standard need to be individualized, so that all students are challenged by their instructional...
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...ENGAGING SCHOOLS...
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...and high expectations, and providing students with opportunities to par-...
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...ticipate and contribute (Berand, 1992, 19971....
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...Unfortunately, various studies have found that high schools are failing...
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...et al., 2002; National Research Council and Institute of Medicine, 2002)...
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...nor one that is conducive to learning (Finn and Rock, 1997; lessor et al.,...
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...In 1974, Uric Bronfenbrenner described high schools as potent breed-...
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...1ng grounds ot alienation, and recent studies provide some empirical sup-...
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...high school students are chronically disengaged; they are inattentive, exert...
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...little effort, do not complete tasks, and claim to be bored. This figure does...
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...Wheeler, Pullin, and Cusick, 1986; Steinberg, Brown, and Dornbush, 19961....
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...Low motivation is not unique to urban schools. In a 3-year study of...
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...students from nine high schools, Steinberg et al. (1996) found that fewer...
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...than half of the students reported taking school or their studies seriously;...
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...this was equally true of students in affluent suburban schools and those in...
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...high school seniors found that only 27 percent indicated that "knowing a...
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...status" at their school (National Center for Education Statistics, 2001b,...
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...school districts serving students at all economic levels asked students,...
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..."When you work really hard in school, which of the following reasons are...
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...about three-quarters of the students from all ethnic and socioeconomic...
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...of students in a high school in an affluent community also revealed that...
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...focusing on "doing school" rather than on learning or mastering academic...
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...Poor motivation to learn is more serious at the high school level than in...
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...earlier grades. Many studies show that as students progress from elemen-...
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...tary to middle school and on to high school, motivation and academic...
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...STUDENT ENGA GEMENT AND DISENGA GEMENT...
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...engagement steadily decline (Eccles and Wigfield, 1992; Eccles, Wigfield,...
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...and Schiefele, 1998; Epstein and McPartland, 1976; Marks, 2000;...
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...McDermott, Mordell, and Stolzful, 2001; National Center for Education...
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...Statistics, 2000b; Stipek, 20021. Recent national data show that student...
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...absenteeism (measured as cutting classes or skipping school for reasons...
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...8th graders, 17 percent of 10th graders, and 33 percent of 12th graders...
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...reported skipping at least 1 day of school during a 4-week period (National...
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...in mathematics and science slips from near the top of the list of 48 countries...
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...at the elementary level to near the bottom during the high school years...
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...U.S. high school students is explained partly by the increasing disparities in...
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...performance associated with race/ethnicity and socioeconomic status found...
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...as students progress through school. But the academic achievement even of...
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...the top-performing high school students from the United States compares...
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...Explanations for the poor showing of American high school students...
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...has sought to "manage schooling simply and efficiently by setting up imper-...
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...sonal relationships, superficial curricula, and routinized teaching." High...
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...schools that are large, bureaucratized, and fragmented compound the prob-...
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...lem of uninspired pedagogy. Unless students in these schools come with...
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...their own intrinsic motivation to learn (or at least to get good grades), they...
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...are likely to feel alienated from their teachers and coursework (Boston Plan...
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...for Excellence in the Public Schools, 2001; Halperin, 1998; William T....
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...The typically large, comprehensive high school offers a wide range of...
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...courses intended to match students' diverse interests and skill levels. Al-...
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...though the specialized topical courses of the "shopping mall high school"...
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...(Powell et al., 1985) provide students with choices, such schools lack a...
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...sense of community and the kind of unifying sense of purpose that the...
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...students in what Hill, Foster, and Gendler (1990) call "high schools with...
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...character," with distinctive purposes and identities. The "shopping mall...
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...high school" is also not sharply focused on ensuring that all students ac-...
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...The large, comprehensive high school, the predominant model in the...
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...ENGAGING SCHOOLS...
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...through the cracks physically dropping out and psychologically tuning...
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...out. The steady decrease in school engagement and motivation to learn that...
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...occurs as students progress from the early grades, through middle school,...
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...and into high school, and corresponding drop in the ranking of U.S. stu-...
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...dents relative to their international counterparts in standardized measures...
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...of learning, strongly suggest that something is seriously wrong with Ameri-...
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...can high schools. The current situation is aptly described in a summary of a...
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...focus group conducted with Boston high school students:...
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...In Boston's non-exam high schools, the profound alienation from school...
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...of the majority of the students and their intense need for belonging cannot...
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...bottom half of students is largely invisible and left out, leaving the major-...
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...ity of students with no trajectory or sense of where school might get them....
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...for Excellence in the Public Schools, 2001~....
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...URBAN HIGH SCHOOLS...
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...Some urban high schools have excellent records of equipping their...
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...and in the workplace. But as a group, they are failing to meet the needs of...
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...too many of their students (Hill, Campbell, and Harvey, 2000; Lippman,...
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...Burns, and McArthur, 1996~. Improving the quality of urban high schools...
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...for the future prosperity and quality of life of cities and the nation as a...
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...High schools do not exist in a vacuum. The environments students live...
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...in before high school and those in which the school and its students are...
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...enmeshed greatly shape what goes on in a school (Brooks-Gunn and...
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...Duncan, 1997~. Although the growing complexity of life for children and...
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...families across the socioeconomic spectrum has made school engagement a...
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...challenge for all, the problem is greatest for schools in marginalized urban...
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...communities with high concentrations of poverty (Balfanz, 2000; Neild and...
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...Balfanz, 2001; Oriand, 1990~....
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...schools (Augenblick, Myers, and Anderson, 1997; Parrish, Hikido, and...
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...Fowler, 1998; Schwartz, 1999), which explains in part why urban schools...
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...Hammond, 2002; Ferguson, 1998; Oakes, 1990) and the highest teacher...
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...absenteeism and turnover (Lippman et al., 1996, pp. 88-97~. Inequities...
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...exist even within urban districts, with the schools serving relatively more...
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...affluent students spending more per student than schools serving very low-...
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...STUDENT ENGA GEMENT AND DISENGA GEMENT...
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...income students (Roza and Miles, 20021. Conditions in some urban schools...
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...to learn (see Fine, 1994; Kozol, 1992; Meier, 2002; Valenzuela, 19991. It is...
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...commonplace for the weakest and least experienced teachers to be assigned...
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...to the neediest students and for course offerings to preclude most students...
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...from meeting college entry requirements. School buildings are frequently...
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...dilapidated and nonfunctioning, and provide no opportunities for recre-...
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...ity, and the kinds of relationships in the school community among students,...
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...teachers, staff, and parents that are needed for students to develop and...
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...achieve their potential (Comer, 1980; Comer, Haynes, and Toyner, 19961....
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...It is not surprising that students in urban high schools claim to fee! less...
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...socially connected to their schools than do students attending suburban...
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...high schools (Anderman, 20021. Thus, students with the greatest needs...
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...The exact statistical profile of urban students depends on how "urban"...
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...schools when urban is defined to include all cities with a population of at...
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...percent of all students attend urban schools using a more restrictive defini-...
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...cation Statistics, 1998a). However "urban" is defined, urban students dis-...
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...attend schools where a high percentage of students are poor, live in socially...
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...and economically distressed neighborhoods, and are from a racial or ethnic...
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...13.3 percentin suburbs, and 19.3 percentin towns end ruralareas (Council...
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...of Great City Schools, 20001. The concentration of poverty in urban areas...
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...is growing. Between 1970 and 1990, the percent of U.S. children who...
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...attend schools with substantial concentrations of economically disadvan-...
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...taged students. One national sample of elementary, middle, and high school...
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...students showed that 40 percent of urban students attend high-poverty...
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...ENGAGING SCHOOLS...
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...TABLE 1-1 Percentage of Urban Elementary and Secondary Students by...
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... White Islander Black Hispanic Total...
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...All schools 61.4 4.0 16.9 16.0 98.3...
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...schools (defined as schools where the poverty concentration is at least 40...
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...percent), compared to only 10 percent of suburban students and 26 percent...
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...Black and Hispanic students are far more likely than Asian and white...
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...students to attend urban schools in general, and high-poverty urban schools...
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...in particular (Lippman et al., 1996, p. lo).2 Furthermore, urban schools...
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...students of color in poorly performing urban schools, Orfield (2002) has...
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...found that in schools where 50 to 60 percent of the students are Black or...
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...Hispanic, on average at least 60 percent of the students are poor. In schools...
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...All of the demographic characteristics of urban school students are...
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...et al., 1997; Tencks and Phillips, 1998; National Research Council, 2002c),...
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...understood (Cornell, Halpern-Felsher, and Brooks-Gunn, 1997~. Concen-...
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...with lower school achievement (Abt Associates, 1993; Catsambis and...
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...achievement in school than poverty earlier in life. Schellenberg (1999, p.l30)...
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...St. Paul, MN, public schools " . . . the degree to which poor children are...
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...STUDENT ENGA GEMENT AND DISENGA GEMENT...
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...surrounded by other poor children both in their neighborhood and at...
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...school has as strong an effect on their achievement as their own poverty....
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...Concentration of poverty in the neighborhood and the school affects all...
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...children, poor and non-poor." Lippman et al. (1996) examined whether...
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...differences in measures of engagement and achievement persisted after con-...
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...trolling for the effects of school poverty concentration. They found that...
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...after the greater concentration of poverty in urban schools was statistically...
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...tors of engagement and achievement either disappeared or were greatly...
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...parent households, poverty and the stress associated with family disruption...
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...children's educational attainment (i.e., dropping out from high school); for...
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...for learning stimulation and spent less time with their parents, especially...
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...their fathers (Bradley, Corwyn, McAdoo, and Coll, 20011....
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...Research by Brooks-Gunn and Duncan (1997) explores the ways in...
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...These indicators include school achievement (e.g., grade repetition, expul-...
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...sion or suspension, dropping out of school), cognitive outcomes (e.g., diffi-...
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...culty in learning to read), emotional outcomes (e.g., being treated for an...
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...emotional problem), and physical health outcomes (e.g., lead poisoning,...
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...chronic asthma). The mechanisms are complex, and there is still much to...
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...learn. What is clear is that the deck is stacked against children who live in...
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...Making matters worse, as the percentage of students at a school who...
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...are living in poverty rises, the school conditions needed to enable those...
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...stability, small school size) decline (see Darling-Hammond, 1990; Lippman...
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...The very students who need the most resources receive the fewest, and in...
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...the end, pay the biggest price in terms of school performance and nonschoo!...
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...This demographic profile of urban students and communities high-...
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...lights the challenges faced by urban high schools. Equally important, but...
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...less studied, are the cultural richness and strengths for teaching and learn-...
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...ENGAGING SCHOOLS...
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...language learners or new immigrants, is also an asset and a resource. Immi-...
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...to political issues, social and cultural issues, art, music, language, customs,...
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...religions, and trades that they might otherwise have to read about in text-...
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...books. The harsh realities and challenges cannot be ignored, but greater...
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page 24...
...essential to improving the schools in those communities. Engaging students...
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page 24...
...the many strengths and opportunities available in most culturally diverse...
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...Dropping out of high school is for many students the last step in a long...
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...process through which students become disengaged from school. Indeed,...
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...many urban schools plan on substantial attrition in the number of courses...
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...they offer at the 11th and 12th grade levels (Fine, 19941. Graduation rates...
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page 24...
...and for major school districts. At the national level, the graduation rate in...
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page 24...
...white students substantially more likely to graduate than Black and Latino...
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...students. Students in big city high schools were found to be substantially...
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...less likely to graduate from high school than their counterparts in suburban...
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...and rural schools. Both the overall dropout rate and the degree of disparity...
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...Although some cities have only a few problem high schools, in other...
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...cities they are the norm (Balfanz, 20011. Balfanz and Legters (2001) identi-...
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...fied approximately 250 urban U.S. high schools in which fewer than half of...
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...These failing schools enroll approximately 60 percent of all students of...
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...color in the 35 large urban school districts that were examined....
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...High dropout rates are not inevitable in urban schools, however. Even...
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...tions of graduation rates for school districts were adjusted for changes in total and racial/...
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...ethnic subgroup enrollment in those districts in the 5-year period between 1993 and 1998....
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...Greens calculations yield graduation rates that are much lower than NCES High School...
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...STUDENT ENGA GEMENT AND DISENGA GEMENT...
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...TABLE 1-2 Graduation Rates (percent) for Selected Urban School...
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... Cleveland 28 29 26 23...
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...controlling for a student's family background, the school a student attends...
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...and Thomas (2000) estimated 10th-grade dropout rates from 1990 to 1992...
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...for a sample of 247 urban and suburban high schools in 1990. Only about...
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...half of the variation in school dropout rates could be attributed to the...
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...study found that only 20 percent of the variability in mean school atten-...
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...dents (Bryk and Thum, 19891. Some of the remaining variance presumably...
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...was explained by qualities of the schools, such as school size, quality of the...
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...teachers, and the social and academic climate. The variation in dropout...
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...rates among high schools that serve predominantly low-income students of...
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...color suggests that reforms could increase schools' holding power....
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...OUTCOMES AFTER HIGH SCHOOL...
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...tion (1999) estimates show that only about 15 percent of jobs available in...
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...percent in 1950. Furthermore, the Coalition's estimates show that nearly...
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...ENGAGING SCHOOLS...
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...half of all young people ages 17 to 24 who have not completed high school...
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...annual earnings of men ages 25 to 34 who dropped out of high school...
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...average income of women ages 25 to 34 who dropped out of high school...
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...increased slightly between 1970 and 1999, the average annual income of...
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...dropouts and not a living wage (National Center for Education Statistics,...
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...During the same period, the average earnings for high school graduates...
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page 26...
...without postsecondary education decreased by 27 percent for men, and...
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...rose only slightly for women. For both men and women, obtaining the kind...
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...of solid educational foundation during high school that would prepare one...
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...Although finishing high school is indeed an asset for job security after...
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...graduation, even students who complete urban high schools in disadvan-...
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...half of entering high school students read at the sixth-grade level or below...
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...(Grosso de Leon, 2002), and many of these students make little progress...
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...while they are in high school (Campbell, Hombo, and Mazzeo, 2000;...
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...Dreeben and Gamoran, 1986; Education Trust, 1999; Guiton and Oakes,...
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...African-American and Latino 17-year-olds taking the National Assessment...
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...(suburban) and large towns, and 35 percent in rural and small towns. An...
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...ban and suburban 12th graders are not great, the picture is actually worse...
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...schools, the urban 12th graders assessed in these data can be considered the...
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...high achievers in their class "survivors" of the central city schools....
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...Attending a failing high school, and thereby being placed "at risk" of...
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...ment with the criminal justice system (Fine et al., 2001; Poe-Yamagata and...
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...STUDENT ENGA GEMENT AND DISENGA GEMENT...
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...the system as dropouts, with neither a GED nor a high school diploma...
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...(Gang), Schiraldi, and Ziedenberg, 1998; New York State Senate Demo-...
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...National Longitudinal Survey of Youth and U.S. census microleve! data on...
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page 27...
...state prisoners and local jail inmates, a recent study found evidence that...
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page 27...
...high school students attending high school in a state in which educational...
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page 27...
...jails and prisons as adults (Arum and LaFree, submitted). High student/...
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page 27...
...teacher ratios in high school also have been linked to higher adult incar-...
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...ceration rates (Arum and Beattie, 19991. Attending a poorly resourced high...
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page 27...
...school or leaving high school without graduating does not necessarily lead...
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page 27...
...volume. For the sake of the youth involved and for the sake of society, we...
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page 27...
...necessary to make high schools more inviting and engaging for their stu-...
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page 27...
...THE POTENTIAL OF SCHOOL REFORM...
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page 27...
...Nearly all cities have at least some high-performing high schools that...
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page 27...
...performing schools that serve primarily low-income students or students...
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...the great majority of these schools were at the elementary level, the pres-...
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...ence of even a smattering of urban high schools on the list gives reason to...
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...high schools....
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...School reform efforts to date, however, have not improved outcomes...
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...for urban high school students on a large scale (National Research Council,...
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...2002a; Puma et al., 19971. Evaluations of whole-school reform efforts over...
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...56`High-performing,, schools were those serving students with reading and/or math perfor-...
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...mance in the top third among all schools in the state at the same grade level; schools ``serving...
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...disadvantaged students" were those with at least 50 percent low-income students and at least...
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...50 percent African-American and Hispanic students....
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...ENGAGING SCHOOLS...
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...Stockly, and Briggs, 2002; Berends, Heilbrunn, McKelvey, and Sullivan,...
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page 28...
...of teachers and administrators and more resources than are available to...
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...most schools do not give us total confidence that large-scale improvement...
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...is within our grasp. But now we also have promising models for high school...
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...Forum, 2000; George and McEwin, 1999; see Chapters 7 and 8, this vol-...
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page 28...
...ume) and a fair amount of knowledge about educational policies and prac-...
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...tices that produce high levels of engagement and learning for even the most...
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page 28...
...demographic and social circumstances on their educational attainment and...
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...2001a), educational policies and support services can mitigate the effects of...
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page 28...
...and their engagement in learning? After a thorough review of the evidence,...
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page 28...
...Wehlage, and Lamborn (1992, p. 191: "If students are to invest themselves...
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page 28...
...in the forms of mastery required by schools, they must perceive the general...
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...enterprise of schooling as legitimate, deserving of their committed effort,...
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...and honoring them as respected members." High schools must make stu-...
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...dents believe and feel that they are respected and that they belong, that they...
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page 28...
...can learn what they are being required to learn, and that the lessons of...
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...school "make sense" within the context of their own lives. All this, of...
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...urban school communities....
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...general principles that we have learned about motivation and engagement...
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...can be applied and adapted to improve the way that schools carry out their...
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...core activities, and thus the engagement and investment of their students in...
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...learning....
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...improve adolescents' engagement in school. Because research at the high...
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...school level is sparse compared to that at the elementary and middle school...
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...levels, the committee was broad and flexible in its search. We examined...
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...tightly controlled experiments, program evaluations, surveys, and case stud-...
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...ies. We refer occasionally to well-informed but still untested theories and...
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...STUDENT ENGA GEMENT AND DISENGA GEMENT...
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...evidence points us clearly in a particular direction, and we are careful to be...
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page 29...
...clear about the source and nature of the evidence clescribeci to allow reaclers...
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...Again and again the evidence reveals the complexity and interconnec-...
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...circumstances of incliviclual communities and schools....
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...and summarize research on the effects of eclucational practices on stuclent...
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page 29...
...motivation and engagement. The research reviewed in this chapter inclucles...
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...how these principles of engagement can inform classroom teaching, focus-...
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page 29...
...ing on literacy and mathematics. It also discusses the importance of sup-...
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page 29...
...porting teacher learning and provides examples of strategies for promoting...
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page 29...
...teacher collaboration and clevelopment. Moving from the classroom to the...
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...school, Chapter 4 focuses on the larger school context, especially the im-...
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page 29...
...portance of an intense focus on learning within a supportive school com-...
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...munity. Research on organizational features of schools, such as tracking,...
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page 29...
...and on the stuclent population and size of schools is also reviewed....
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page 29...
...Chapter 5 moves beyond the school by discussing strategies for con-...
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page 29...
...necting schools better to their communities and to students' families. It also...
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...summarizes research on peer effects on high school stuclent engagement,...
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...and suggests strategies for maximizing positive and minimizing negative...
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...(e.g., health, mental health, family problems, pregnancy, and neighborhood...
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...work. This chapter discusses what high schools can clo to meet students'...
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...of intellectually engaging high schools by reviewing current approaches to...
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...high school reform. Chapter 7 discusses theme-baseci schools, especially...
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...students' interest and giving them instruction and experiences in the com-...
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...munity that strengthen their commitment to school. Chapter 8 reviews...
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...recent efforts at designing and implementing comprehensive reform ap-...
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...proaches in urban high schools, and the challenges of scaling up....
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...The volume ends with Chapter 9, which presents conclusions and rec-...
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...ENGAGING SCHOOLS...
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...ommendations for aspects of high school policies and practices and for...
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page 30...
...on what the evidence suggests intellectually engaging high schools should...
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page 30...
...look like and the factors that appear to support and undermine engaging...
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...educational policies and practices. Less is said about the process of school...
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...reform how these practices get implemented on a large scale although a...
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...how we get there....
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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....
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.