316 matches found for How People Learn Brain,Mind,Experience,and School Expanded Edition. in Index
Select a page to see where your word(s) or phrase(s) are located in the OpenBook. Excerpts from the chapter provide context.
At the top of
page 275...
...Academic values and goals (I Want to)...
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page 275...
...culture and lives outside school, 52-...
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page 275...
...findings and recommendations, 216-217...
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page 275...
...for high school reform, public and...
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page 275...
...Adolescent engagement and learning...
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page 275...
...redesigning high school courses and...
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page 275...
...Adolescent learning strategies, teachers...
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page 275...
...being provided with training and...
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page 275...
...professional learning communities for,...
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page 275...
...After-school programs, 47, 166-167...
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page 276...
...Alcohol prevention and rehabilitation...
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page 276...
...American School Counselor Association,...
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page 276...
...Annenberg Institute for School Reform, 105...
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page 276...
...of schools, teachers, and students, 5-6,...
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page 276...
...Autonomy in selecting tasks and methods,...
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page 276...
...Aviation High School, 168, 171...
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page 276...
...Behavioral problems, and dropping out, 150...
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page 276...
...Big School, Small School: High School Size...
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page 276...
...and Student Behavior, 114...
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page 276...
...Schools, 19...
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page 276...
...with a high school, 196...
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page 276...
...Catholic schools, 45, 83, 100, 109, 123...
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page 276...
...CCSP. See Coalition Campus Schools...
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page 276...
...CELA. See Center for English Learning and...
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page 276...
...Center for English Learning and...
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page 276...
...Development and Education...
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page 276...
...Central Park East Secondary School, 107...
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page 276...
...CES. See Coalition of Essential Schools...
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page 276...
...CFL. See Community for Learning...
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page 276...
...Challenging standards, schools helping all...
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page 276...
...high school students meet, 5, 216-...
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page 276...
...agreement at federal, state, and district...
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page 276...
...level about high school reform, 203...
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page 276...
...work with a high school, 196...
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page 276...
...refine, and sustain reform, 197-198...
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page 276...
...initiation and progression of, 198...
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page 276...
...Chicago School Reform Act, 123...
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page 277...
...understanding and skills, teachers...
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page 277...
...Clear standards, 192-193...
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page 277...
...Coalition Campus Schools Project (CCSP),...
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page 277...
...Coalition for Community Schools, 127n,...
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page 277...
...Coalition of Essential Schools (CES), 195,...
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page 277...
...Cognition and Learning Technology Group,...
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page 277...
..."College and career" programs, 169...
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page 277...
...Commission on Precollege Guidance and...
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page 277...
...connecting high schools to, 127-132,...
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page 277...
...schools as, 99...
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page 277...
...Communities in Schools, 130...
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page 277...
...Community for Learning (CFL), 195n, 206...
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page 277...
...Community Learning Centers, 166n...
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page 277...
..."Community schools," 164...
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page 277...
...Comprehensive high school reform designs,...
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page 277...
...Coalition of Essential Schools, 206...
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page 277...
...Community for Learning, 206...
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page 277...
...Edison Schools, 207...
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page 277...
...Expeditionary Learning Outward...
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page 277...
...factors helping to scale up high school...
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page 277...
...High Schools That Work, 209...
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page 277...
...Modern Red Schoolhouse, 209...
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page 277...
...Talent Development High School, 210...
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page 277...
...Conceptual understanding, examining in...
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page 277...
...assessment of schools, teachers, and...
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page 277...
...Connecting schools with other resources,...
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page 277...
...El Puente Academy for Peace and...
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...findings and recommendations, 221-222...
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page 277...
...Services Learning, 131-132...
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page 277...
...difficulty of developing and sustaining,...
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...Council of Great City Schools, 21...
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...career and academic, 146-150...
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page 277...
...diffusing responsibility among all school...
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...Development and Education...
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page 277...
...of schools, teachers, and students, 5-...
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page 278...
...meaningful and engaging, 192-193...
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page 278...
...to initiate, inform, monitor, reline, and...
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page 278...
...of students in urban high schools, 13-30...
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page 278...
...restructuring high schools to create...
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page 278...
...smaller learning communities...
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page 278...
...relationships between teachers and...
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page 278...
...role of leaders and personnel in...
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page 278...
...and behavioral or emotional problems,...
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page 278...
...graduation rates for urban school...
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page 278...
...Drug prevention and rehabilitation...
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page 278...
...Edison Schools, 189, 195n, 207...
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page 278...
...Education through theme-based learning...
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page 278...
...perceptions of students and teachers,...
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page 278...
...Coalition Campus Schools Project, 72-...
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page 278...
...schools in low-income communities,...
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page 278...
...School Achievement Structure, 75...
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page 278...
...Quantitative Understanding: Amplifying...
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page 278...
...Student Achievement and Reasoning...
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page 278...
...rigorous and challenging instruction, 68...
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page 278...
...frequent assessment and feedback, 84...
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page 278...
...rigorous and challenging instruction, 83...
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page 279...
...Effective Schools Models, 75...
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page 279...
...El Puente Academy for Peace and Justice,...
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page 279...
...ELOB. See Expeditionary Learning...
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page 279...
...Emotional problems, and dropping out, 150...
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page 279...
...beyond the school, 55-58...
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page 279...
...nature and conditions of, 31-59...
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page 279...
...of students in urban high schools, 13-30...
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page 279...
...focusing on school, 158-159...
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page 279...
...Expeditionary Learning Outward Bound...
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page 279...
...Extrinsic goals and incentives, 39-42...
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page 279...
...Federal school breakfast and lunch...
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page 279...
...Findings and recommendations...
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page 279...
...about connecting schools with other...
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page 279...
...about high school communities...
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page 279...
...conducive to learning, 217-220...
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page 279...
...about standards, 216-217...
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page 279...
...about teaching and learning, 213-215...
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page 279...
..."Flagship" schools, 199...
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page 279...
..."Full-service schools, " 164...
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page 279...
...See also Values and goals...
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page 279...
...Guidance duties, diffusing among all school...
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page 279...
...in Schools, 158n...
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page 279...
...High-performing schools, 27n, 71...
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page 279...
...High School and Beyond Longitudinal...
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page 279...
...High school communities conducive to...
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page 279...
...learning, 217-221...
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page 280...
...findings and recommendations, 217-220...
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page 280...
...High School of the Performing Arts, 171...
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page 280...
...High schools...
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page 280...
...student engagement and disengagement...
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page 280...
...See also Comprehensive high school...
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page 280...
...reform designs; Urban high school...
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page 280...
...High Schools That Work (HSTW), 195n,...
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page 280...
...High standards, 17n, 192-193...
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page 280...
...and democratic values in urban high...
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page 280...
...schools, 16-17...
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page 280...
...developers and schools, 201...
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page 280...
...few competing demands on time from...
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page 280...
...high levels of support and commitment...
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page 280...
...school focus on instructional change, 201...
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page 280...
...HSTW. See High Schools That Work...
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page 280...
...I Can, perceptions of competence and...
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page 280...
...I Want to, values and goals, 37-42...
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page 280...
...a clear conception of high school reform,...
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page 280...
...high and clear standards, 192-193...
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page 280...
...meaningful and engaging pedagogy and...
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page 280...
...personalization of school experience,...
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page 280...
...professional learning communities for...
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page 280...
...Institute for Research and Reform in...
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page 280...
...rigorous and challenging, 68, 83...
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page 280...
...Instructional change, school focus on, 201...
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page 280...
...International High School, 107...
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page 280...
...James Monroe High School, 107...
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page 280...
...Jeff Davis High School, 129-131...
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page 280...
...John F. Kennedy School of Government,...
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page 280...
...Julia Richman High School, 107...
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page 280...
...Learning contexts...
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page 280...
...promoting academic values and goals,...
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page 280...
...and control, 44-47...
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page 280...
...See also Teaching and learning...
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page 281...
...literacy tracking and student...
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page 281...
...teaching and learning about, 61-75...
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page 281...
...effect on learning, 15, 46, 125, 145,...
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page 281...
...schools in, 71-72...
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page 281...
...Magnet schools, 183-184, 186...
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page 281...
...Maryland State Functional Exams, 182...
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page 281...
...teaching and learning about, 75-88...
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page 281...
...and lives outside school, 52-53...
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page 281...
...with schools, 201...
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page 281...
...Modern Red Schoolhouse, 209...
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page 281...
...Motivation and engagement, 13-14, 31n,...
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page 281...
...developing education and career...
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page 281...
...tasks and methods, 173-174...
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page 281...
...expectations, and emphasis on...
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page 281...
...Secondary School Principals...
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...National Association of Secondary School...
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...National Center on Education and the...
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page 282...
...National Commission on Teaching and...
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page 282...
...National Network of Partnership Schools,...
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page 282...
...National Panel on High School and...
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page 282...
...National School Counselor Training...
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page 282...
...NCES High School Completion Rates, 24n...
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page 282...
...New American High Schools, 171, 205-209...
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page 282...
...Patterson High School, 182, 210...
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...meaningful and engaging, 192-193...
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page 282...
...Perceptions of competence and control (I...
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page 282...
...Personalization, of school experience, 192-...
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page 282...
...Problems (in math), using authentic and...
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page 282...
...Professional learning communities, for...
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page 282...
...school reform, 204...
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page 283...
...of academic values and goals (I Want...
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page 283...
...of perceptions of competence and...
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page 283...
...perceptions of competence and control (I...
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page 283...
...values and goals (I Want to), 37-42...
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page 283...
...Quantitative Understanding: Amplifying...
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page 283...
...Student Achievement and Reasoning...
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page 283...
...QUASAR. See Quantitative Understanding:...
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page 283...
...Amplifying Student Achievement and...
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page 283...
...graduation rates for urban school...
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page 283...
...urban high school student percentages...
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page 283...
...Racism, effect on learning, 15...
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page 283...
...that assessment of schools, teachers, and...
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page 283...
...and conceptual understanding, 5-6,...
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page 283...
...that communication, coordination, and...
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page 283...
...that districts restructure high schools to...
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page 283...
...create smaller learning communities...
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page 283...
...relationships between teachers and...
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page 283...
...that guidance and counseling duties be...
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page 283...
...diffused among all school staff,...
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page 283...
...that high school courses and...
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page 283...
...and learning, 4,214...
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page 283...
...that schools coordinate more with...
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page 283...
...community social and health services,...
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page 283...
...that schools help all high school students...
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page 283...
...meet challenging standards, 5,216-...
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page 283...
...that teachers be provided training and...
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page 283...
...adolescent learning strategies, 4-5,...
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page 283...
...understanding and skills, 4,214-215...
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page 283...
...Reforming schools...
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page 283...
...See also Comprehensive high school...
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page 283...
...school reform...
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page 283...
...for connecting schools with other...
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page 283...
...for high school communities conducive...
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page 283...
...to learning, 220-221...
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...for standards, 217...
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page 283...
...for teaching and learning, 215-216...
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page 284...
...Resources for high school reform...
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page 284...
...Restructuring roles and responsibilities,...
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page 284...
...SAS. See School Achievement Structure...
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page 284...
...Scaling up high school reform, 201-204...
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page 284...
...agreement at federal, state, and district...
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page 284...
...a clear conception of how change is to...
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page 284...
...common indicators of how success is to...
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page 284...
...public and visible accountability, 204...
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page 284...
...School Achievement Structure (SAS), 75...
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page 284...
...School administrators, role in...
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page 284...
...School-based clinics, 163...
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page 284...
...School breakfast and lunch programs,...
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page 284...
..."School-centric" reform initiatives, 121...
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page 284...
...School climate, 97-107...
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page 284...
...effect on engagement and learning, 100-...
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page 284...
...School Development Program, 205...
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page 284...
...School-family-community connections, 121-...
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page 284...
...difficulty of developing and sustaining...
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page 284...
...School size, 113-118...
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page 284...
...what really matters within small schools,...
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page 284...
...School-to-Work Opportunities Act, 168...
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page 284...
...School-to-work programs, 176...
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page 284...
...Schools...
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page 284...
...social and health services, better...
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page 284...
...helping all high school students meet...
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page 284...
...challenging standards, 5, 216-217...
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page 284...
...Schools-within-a-school (SWAS), 115-116...
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page 284...
...Services Learning, 131-132, 165...
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...Smaller learning communities, offering...
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page 284...
...between teachers and students,...
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page 284...
...districts restructuring high schools to...
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page 284...
...importance of in urban high schools,...
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...district leaders and personnel, 199-200...
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...school administrator, 199...
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...Standards...
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...findings and recommendations, 216-217...
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page 285...
...having high and clear, 192-193...
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page 285...
...Student access, to community social and...
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page 285...
...health services, schools better...
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page 285...
...Student engagement and disengagement,...
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page 285...
...high standards and democratic values,...
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page 285...
...potential of school reform, 27-29...
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page 285...
...and their mental health condition, 151...
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page 285...
...high school students...
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page 285...
...common indicators of how it is to be...
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page 285...
...Summer school, 47...
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page 285...
...SWAS. See Schools-within-a-school...
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page 285...
...Talent Development High School (TDHS),...
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page 285...
...School...
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page 285...
...understanding and skills, 4, 214-215...
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page 285...
...high levels of support and commitment...
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page 285...
...provided training and continued practice...
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page 285...
...in implementing adolescent learning...
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page 285...
...Teaching and learning, 60-96, 213-216...
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page 285...
...findings and recommendations, 213-215...
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page 285...
...Timeline, for high school reform, spelled-...
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...and student engagement, 64...
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...Urban high school students, 21-24...
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...engagement and disengagement in, 13-...
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page 286...
...and lives outside school, 52-53...
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...outcomes after school, 25-27...
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page 286...
...Values and goals (I Want to), 37-42...
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page 286...
...extrinsic goals and incentives, 39-42...
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page 286...
...Vanderbilt University, 131...
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.