506 matches found for How People Learn Brain,Mind,Experience,and School Expanded Edition. in 9. Summary of Findings and Recommendations
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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...Summary of Finclings and...
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...Engaging adolescents cognitively and emotionally in school and aca-...
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...students or the location of their schools. Adolescents are too old and too...
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...independent to follow teachers' demands mindlessly, and many are too...
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...young, inexperienced, or uninformed to fully appreciate the value of suc-...
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...ceeding in school. Academic motivation decreases steadily from the early...
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...grades of elementary school into high school, and disengagement from...
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...coursework is common at the high school level....
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...than enthusiastic about schoolwork. But when students from advantaged...
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...backgrounds become disengaged, even though they learn less than they...
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...graduate and move on to other opportunities. In contrast, students from...
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...sources for them, such as those in high-poverty, urban high schools, are less...
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...likely to graduate and face severely limited opportunities. In addition to...
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...having greater burdens and distractions, the consequences of being...
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...unengaged or dropping out of school are more serious for youth who do...
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...not have the social and other resources available to cushion the effects of...
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...in adult society, whether or not they complete high school, dramatically...
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...increases their risks of unemployment, poverty, poor health, and involve-...
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...Urban high schools are not all alike, and a few, usually small and...
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...ENGAGING SCHOOLS...
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...needed to succeed in postsecondary education and in the workplace. But...
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...taken as a whole, urban high schools fail to meet the needs of too many of...
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...their students. In many schools with large concentrations of students living...
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...grade to leave with a high school diploma. Furthermore, dropping out of...
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...school is but the most visible indication of pervasive disengagement from...
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...the academic purposes and programs of these schools. Many of the students...
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...effort on schoolwork, and learn little....
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...Schools do not control all of the factors that influence students' engage-...
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...ment and motivation to learn. Particularly in disadvantaged urban commu-...
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...nities, academic engagement and achievement are adversely influenced by...
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...the economic and social marginalization of the students' families and com-...
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...munities. These disadvantages, however, can be mitigated and in many...
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...cases overridden by participation in an engaging school community with...
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...high academic standards, skillful instruction, and support to achieve educa-...
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...tional and career goals....
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...learned about the conditions in high schools that enhance student engage-...
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...perimental, thus falling short of the random-assignment design that permits...
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...value of education, and a sense of belonging. In brief, effective schools and...
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...teachers promote students' understanding of what it takes to learn and...
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...confidence in their capacity to succeed in school by providing challenging...
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...instruction and support for meeting high standards, and by conveying high...
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...expectations for their students' success. They provide choices and they...
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...make the curriculum and instruction relevant to adolescents' experiences,...
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...cultures, and long-term goals, so that students see some value in what they...
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...are doing in school. Finally, they promote a sense of belonging by personal-...
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...izing instruction, showing an interest in students' lives, and creating a...
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...This description of engaging schools applies to too few urban high...
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...schools in low-income communities. Instead the picture that emerges from...
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...both large-scale surveys and case studies is that most comprehensive urban...
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...high schools are places where low expectations, alienation, and low achieve-...
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...ment prevail. Resources are lacking and services are fragmented. The teach-...
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...ers are the least qualified, and the buildings are the most dilapidated. The...
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...S UMMAR Y OF FINDINGS AND RE COMMENDA TIONS...
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...curriculum and teaching often are unresponsive to the needs and interests...
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...of students especially students of color, English-language learners, or those...
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...who entered high school with weak skills in reading and mathematics....
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...result, many students experience schools as impersonal and uncaring. Be-...
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...cause few urban schools are closely connected to the communities they...
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...serve or to the educational and career opportunities potentially available to...
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...their students, many students fail to see how working hard in school will...
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...enable them to attain 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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...lowing conclusions and recommendations as a means to achieve the goals...
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...of meaningful engagement and genuine improvements in achievement in...
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...schools serving economically disadvantaged students. Because our delibera-...
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...Teaching and Learning...
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...Findings and Recommendations...
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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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...schools, most subject matter appears disconnected and unrelated to stu-...
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...dents' lives outside of school. Students spend much of their time passively...
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...listening to lectures or doing repetitive, formulaic tasks. Instruction and...
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...and getting right answers is stressed over understanding....
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...preexisting understandings, interests, culture, and real-worId experiences...
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...motivated when they are actively engaged in problem solving and applying...
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...ENGAGING SCHOOLS...
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...and worksheets form the core of instruction. Engagement is relatively high...
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...when instruction is varied and appropriately challenging for all students...
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...and when teachers allow students to use their native language abilities and...
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...other resources to master the material and complete tasks. Research also...
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...stand and critically analyze, not just memorize, discipline-based knowI-...
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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 increase...
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...adolescent engagement and learning. This recommendation has many im-...
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...plications, such as for teacher training and accountability practices (dis-...
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...school instruction:...
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...� creating schools or small learning communities (clusters or "ma-...
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...jors") that have particular academic (e.g., the performing arts, science and...
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...ness, biotechnology) foci that capitalize on students' personal interests and...
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...connect to the world outside the school while maintaining high academic...
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...standards;...
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...� providing service learning and internship opportunities in the com-...
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...munity that are directly linked to the academic curriculum; and...
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...considerable knowledge of each student's understanding and skills. Instruc-...
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...tional decisions about tasks and next steps also need to be informed by data...
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...on student learning. Standardized testing done annually does not provide...
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...based assessment of students' understanding and skills. We suggest that...
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...teachers monitor continually the effectiveness of curriculum and instruc-...
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...tional practices, not only in terms of learning, but also in terms of keeping...
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...cognitively (e.g., efforts to understand and apply new concepts), and emo-...
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...tionally (e.g., enthusiasm for learning activities). Regular assessments that...
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...include daily classroom interactions and analyses of student work, prefer-...
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...ments about the meaning of students' work and its implications for curricu-...
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...lum and instruction for those students. Development of these assessments...
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...S UMMAR Y OF FINDINGS AND RE COMMENDA TIONS...
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...and of engaging instructional strategies in response to their results, are...
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...critically important for engaging instruction and a necessary complement to...
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...large-scale standardized tests....
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...Teaching that involves active student learning and problem solving...
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...requires considerable teacher knowledge about teaching and adolescent...
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...learning as well as a deep understanding of the discipline. Implementing...
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...engaging instruction and effective assessment also require recruiting and...
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...retaining high-quality teachers and strengthening the repertoire of current...
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...strategies to use with their students and who are skilled at adapting instruc-...
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...teacher preparation programs provide high school teachers deep content...
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...knowledge 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 con-...
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...that is focused on understanding, and teach them strategies for involving...
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...students in active learning. Explicit preparation is also important to prepare...
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...school students, 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 if their own needs for professional development and support...
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...are not met. District- and state-level administrators need to provide re-...
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...sources, experts, and opportunities for teachers to continue to develop their...
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...teaching skills and school administrators need to provide time for teachers...
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...to collaborate with their colleagues and to take advantage of opportunities...
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...Far more research on teaching and learning has focused on elementary...
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...and middle school than on high school. The committee recommends that...
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...including how curriculum and instructional practices can achieve the twin...
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...goals of meaningful engagement and authentic achievement. Also recom-...
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...mended is attention to the needs of high school-aged, English-language...
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...learners and students who have poor reading skills. There is a serious need...
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...ENGAGING SCHOOLS...
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...and assess strategies for teaching reacting skills to adolescents who reach...
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...high school reacting at the elementary school level, and for embecicling...
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...clent learning, especially for English-language learners....
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...different strategies for teacher clevelopment and collaboration and state and...
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...district requirements related to assessment, curriculum, and curriculum...
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...Standards and Accountability...
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...Findings and Recommendations...
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...Stanciarcis and high expectations are critical, but they must be genu-...
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...clemancling 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 stanciarcis and hoicling students accountable for reaching them can...
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...the assistance and support they need is more likely to discourage than to...
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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 meet...
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...challenging standards. Thus, for example, we urge districts and school...
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...administrators to provide summer programs and tutoring when feasible to...
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...ers need to give students more immediate and proximal incliviclualizeci...
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...goals, calibrated to students' preexisting knowledge and skills....
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...curriculum and instruction. It is unrealistic to expect teachers to exert effort...
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...to provide a coherent and integrated curriculum and focus on unclerstanci-...
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...S UMMAR Y OF FINDINGS AND RE COMMENDA TIONS...
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...ing and critical thinking and writing if the tools used to evaluate them and...
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...evaluate schools, teachers, and students assess high-level, critical thinking...
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...and that they incorporate a broad and multidimensional conception of...
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...subject matter that includes fluency, conceptual understanding, analysis,...
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...and application. The committee recognizes the difficulty of creating and the...
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...nature of curriculum and instruction, and thus the level of student engage-...
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...stakes are attached to test results, policy makers monitor both intended and...
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...and standards are conveyed to students is needed. For example, what kinds...
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...of school policies and classroom practices make students fee! that they are...
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...expected to learn and that they are being held accountable for their learn-...
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...ing? How do parents convey high expectations for their adolescents with-...
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...out undermining their sense of autonomy and control?...
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...policies, including high-stakes testing, on student engagement in high school,...
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...Research on students' perceptions of the standards and their ability to meet...
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...them would be valuable. Studies should also examine how the effects of...
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...testing on teaching and on parents' perceptions of their adolescents' future...
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...eration for deep understanding of the subject, and does it prompt some...
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...parents to give up their hope of their child graduating from high school? Or...
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...does it engender stronger commitment in teachers and parents to support...
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...student learning?...
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...Creating High School Communities Conducive to Learning...
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...Supportive personal relationships are a critical factor in promoting and...
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...maintaining student engagement. Motivation to learn depends on the...
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...ENGAGING SCHOOLS...
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...student's involvement in a web of social relationships that support learning....
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...Most urban high schools are too large and fail to promote close personal...
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...relationships and a sense of community between adults and students. As...
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...much as possible, high schools should be structured to promote supportive...
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...high schools to create smaller learning communities that foster personalized...
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...and continuous relationships between teachers and students. Restructuring...
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...should focus on allowing teachers to see fewer students and students to see...
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...fewer teachers than is currently typical in urban high schools. Restructuring...
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...can be achieved by starting new schools, by breaking up large schools into...
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...new and completely autonomous schools, or by creating smaller connected...
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...but somewhat autonomous units in large schools. Block scheduling and...
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...years) are promising strategies for promoting deeper and more continuous...
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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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...in addition to the quality of instruction, are critical variables. Principals and...
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...and respect of each other and of students. They need to mode! these...
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...behaviors and refuse to tolerate disrespectful behavior against peers or...
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...adults. A school climate of trust, caring and discipline requires policies that...
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...take place should provide learning opportunities for students and teachers....
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...context centered on learning in which all administrative decisions are...
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...made with their effects on student learning in mind and teachers leverage...
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...themselves and develop deep understanding. This focus can be conveyed...
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...through school policies such as recognizing students who step up to aca-...
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...demic challenges and intervening quickly and preemptively when problems...
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...of poor attendance, failure to complete homework, and poor performance...
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...Currently, students who are most at risk of disengaging from school...
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...tion and high expectations for success. Groups of students with similar...
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...ferent courses, thus isolating relatively low-performing and disengaged stu-...
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...S UMMAR Y OF FINDINGS AND RE COMMENDA TIONS...
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...ment levels, can also reinforce lower standards and engender in students the...
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...Recommendation 7: The committee recommends that both formal and...
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...getting on to rigorous grade-level work should be eliminated, and challeng-...
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...to students in urban schools serving low-income students as they are in...
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...schools serving more affluent students....
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...needs. Preservice teacher preparation programs and district and school...
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...in their skill levels. We suggest, in particular, training in individualized and...
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...peer group learning strategies that have been shown to be effective in...
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...promoting learning in a heterogeneous class. Another strategy, used previ-...
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...schools, is connecting tutoring and small-group learning with a reading or...
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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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...ships with more academically successful peers and promote a climate in...
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...which students fee! comfortable venturing beyond familiar peer and in-...
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...create activities that will attract diverse students and make all students fee!...
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...welcome and comfortable....
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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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...youth, where there are limited resources to address students' social and...
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...A climate of learning is also undermined by students' lack of under-...
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...standing of the consequences of disengagement from school. Many urban...
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...high school students are poorly informed about postsecondary educational...
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...and career options. In particular, they have only a vague understanding of...
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...what they need to learn during high school to have a realistic chance of...
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...achieving the ambitious educational and career goals to which many aspire....
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...gage in purposeful and challenging academic activities. In most schools,...
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...counselors who oversee large numbers of students and have little opportu-...
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...Recommendation 8: The committee recommends that school guidance...
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...and counseling responsibilities be diffused among school staff, including...
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...provide every student and family with a member of the school staff who can...
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...act as an adult advocate and who has an expert to consult and to whom...
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...achieve a realistic understanding of how their high school learning experi-...
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...ences and mastery of learning objectives are related to their educational and...
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...career options after high school, we suggest also providing students with...
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...experiences in work settings, teachers with curriculum materials and in-...
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...structional supports to integrate rigor and relevance into the core curricu-...
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...which more respectful and mutually accountable relationships that focus...
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...on learning can be infused into a school community. What, for example, do...
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...principals do in schools that have achieved this climate? What kinds of...
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...opportunities do teachers have to connect with each other, and how are...
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...parents involved? How is teaching organized and how are classes scheduled...
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...in schools that have been successful in creating a socially supportive climate...
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...focused on students' learning? The committee also recommends research...
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...that examines different approaches to financing schools that will allow...
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...and increasing the amount of funding that goes directly to schools....
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...alone, and the conditions (personal relationships, individualized instruc-...
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...S UMMAR Y OF FINDINGS AND RE COMMENDA TIONS...
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...tion, close monitoring of student progress and efforts to address nonaca-...
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...tive strategies for transitioning large high schools into small learning com-...
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...school size that include appropriate control groups....
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...The development and assessment of alternatives to tracking are seri-...
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...ers, and they need guidance regarding effective strategies for meeting the...
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...strategies for providing tutoring, small-group learning, and other supports...
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...class, and ethnic differences, and it needs to assess the effects that contex-...
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...tual variables (e.g., whether norms of respect and support for cultural and...
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...form friendships, and influence each other's values and behavior. The com-...
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...school choice on the dispersion or concentration of economically disadvan-...
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...guidance and counseling needs and, more generally, on curricular reform...
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...designed to provide students with a better understanding of the relationship...
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...between learning in high school and postsecondary futures....
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...Connecting Schools with Other Resources...
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...High schools cannot, by themselves, achieve the high levels of engage-...
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...ment and standards for learning currently asked of them. Most urban high...
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...schools function quite independently of the other adults in adolescents'...
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...lives, such as parents, health care providers, and those involved in extracur-...
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...ricular or religious activities. Many efforts to improve schools are too...
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..."school-centric" in the sense that they focus exclusively on school resources...
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...and programs and fail to take advantage of the resources in the larger...
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...to improve communication, coordination, and trust among the adults in the...
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...homes, religious institutions, and organized extracurricular activities spon-...
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...sored by schools and community groups....
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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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...ENGAGING SCHOOLS...
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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. They should also...
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...provide students with opportunities to engage in service learning and in-...
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...The committee also finds that most urban schools are unable to deal...
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...with the many problems (e.g., poor physical and mental health, instability...
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...cents face and that 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 economic and social inequalities and the lack of effective policies to...
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...address them. However, such problems cannot be ignored by schools in...
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...alized, supportive high school communities can help protect adolescents...
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...additional specialized services are needed by some high school students....
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...interfere with their ability to learn, and school administrators can make...
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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 in...
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...the community, and that policy makers revise policies to facilitate students'...
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...access to the services they need. School administrators often encounter...
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...barriers to partnerships and collaborations with community service provid-...
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...ers. Federal, state, and local policy makers should revise policies so that...
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...they facilitate greater coordination. Administrators in social service and...
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...health agencies and schools should seek ways to improve communication...
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...among school personnel and service providers who see the same adoles-...
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...to communication and coordination among the various settings in which...
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...adolescents spend their time, and effective strategies for breaking down...
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...productively in high schools, especially in urban contexts in which there are...
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...cultural and language differences between parents and school personnel,...
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...and other factors, such as neighborhood safety issues and work schedules,...
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...S UMMAR Y OF FINDINGS AND RE COMMENDA TIONS...
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...that can impede meaningful connections. Models for connecting schools...
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...and community organizations also need to be developed and evaluated. The...
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...development and assessment of technological tools for improving commu-...
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...Continued research is needed to identify essential resources and the...
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...principles underlying the effective mobilization and organization of services...
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...circumstances or problems into needs for specific supports that schools can...
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...the development and evaluation of strategies for providing teachers with...
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...the support they need to identify students' nonacademic needs and respond...
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...Although a few schools and districts have made substantial progress...
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...toward improving urban students' engagement and learning, most efforts...
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...show modest progress at best, and none has been successful on a large scale....
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...Strategies for getting new and effective instructional practices in place at...
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...high schools). Guidance for implementing effective curriculum and instruc-...
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...enough to be adapted to local contexts. Guidance for implementation and...
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...tices to a particular school or district are a critical part of any school reform...
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...Although much is known about how certain environmental conditions...
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...and educational practices affect student engagement, documentation of...
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...strategies for change and the contextual factors that either inhibit or facili-...
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...tate productive reforms is rare. There is still much more to learn about the...
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...necessary and sufficient conditions for reform as they exist in various com-...
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...munities with different sets of opportunities, resources, and challenges....
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...More research is needed on the process of school reform: what schools need...
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...that student engagement and learning are directly affected by a confluence...
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...of instructional practices in particular schools, by family and community...
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...influences, and by a wide range of national, state, and local policies. No...
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...ENGAGING SCHOOLS...
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...single educational policy or practice, no matter how well grounded in...
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...policies and practices in which they are embedded are ignored. For ex-...
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...ample, small, personalized schools may not enhance meaningful cognitive...
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...engagement and learning if there is not a strong press for achieving high...
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...academic standards and effective teaching; the most engaging teaching prac-...
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...students to choose among different small, thematic learning communities...
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...can recreate tracking based on social class, ethnicity, and achievement lev-...
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...els if policies and special efforts are not taken to prevent this from occur-...
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...ring. Furthermore, teachers cannot be expected to provide meaningful and...
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...As this volume has demonstrated, student engagement and learning are...
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...schools, while others stem from broad policies at the federal or state level...
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...that may affect a large number of very diverse high schools that fall under...
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...its jurisdiction. The array of policies and practices that affect student moti-...
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...vation and learning must be aligned so that efforts in one domain (e.g., the...
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...(e.g., broader educational and social policies). Although it is neither neces-...
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...students can engage productively in learning, educators and policy makers...
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...should, at the very least, consider how their policies and practices interact...
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...to affect student engagement and learning....
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...Although the promise of comprehensive school reform models is still...
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...unknown, the committee believes there is value in an approach to school...
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...change that involves consideration of many aspects of district and school...
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...policies and practices including financing, community involvement, school...
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...accountability, and assessment. Whether school improvements are based...
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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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...S UMMAR Y OF FINDINGS AND RE COMMENDA TIONS...
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...The consequences of inaction are severe for the society and for youth...
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...in our urban schools. Ascribing fault and complaining about the larger...
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...social-economic and cultural context, government and social institutions,...
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...nation's youth a realistic chance to succeed in school and in life....
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...High schools cannot redress all of the problems and inequities of our...
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...society. But schools can do better, and a fair amount is known about what...
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...they need to do to engage students cognitively and emotionally in learning....
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...For most urban high schools, improvement requires a fundamental rethink-...
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...ing of how they go about their work. Piecemeal reforms will not work....
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...policies and practices at one level reinforce policies and practices at other...
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...As a society, we should not fail our youth by failing to hold them, and...
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...ourselves, to high expectations. There is more to learn, but, as this volume...
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...the engagement of high school students. What is needed now is the will to...
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...expect and support the application of this knowledge where it is most...
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...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.