Praise for the First Edition:
’Barr and Parrett have provided educators, policy makers, and parents with an outstanding resource. If you′re serious about leaving no child behind, this is the one book you need to read.’
—Bill Scott, Executive Director
Kentucky School Boards Association
Praise for the Second Edition:
’We now have the tools to ensure that all our students are successful—what a glorious time for schools, thanks to Robert Barr and William Parrett!’
—Nancy Golden, Superintendent
Springfield Public Schools, OR
Improve achievement for all students with winning strategies that respond to NCLB requirements!
Demonstrating that both struggling students and low-performing schools can show dramatic improvement, the authors provide lessons learned from experienced teachers to help educators effectively instruct students who are disadvantaged, culturally diverse, or who may be at risk. Featuring the voices of students, teachers, and administrators, this field-tested guide reviews NCLB mandates and encourages educators to:
- Establish priorities that focus on student learning
- Create a school and classroom climate of respect
- Maintain high expectations for academic performance
- Rely on results-driven instructional and assessment practices
- Collaborate with parents and families
Saving Our Students, Saving Our Schools, Second Edition , is a valuable resource for educators who want to ensure positive school change and support academic success for their students.
Innehållsförteckning
Preface
Acknowledgments
About the Authors
Part I. Accept the Challenge to Teach All Students
1. Confront the Challenges
Our Schools Have Changed
Who Are the At-Risk Students?
Compelling Conclusions
2. How Schools Fail Students and Manufacture Low Performance
Destructive School Policies, Programs, and Practices
The Myths That Perpetuate Ineffective Practices
3. Establish the Commitment to Educate Children and Youth at Risk
Take a Stand
Lessons Learned
Low-Performing Schools Can Improve
Part II. 50 Proven Strategies for Schools and Classrooms
4. Understand the At-Risk Student
Unconventional Wisdom: What Works for Experienced Teachers
Strategy #1: Recognize That Any Student May Become At Risk
Strategy #2: Predict Youth Behavior Based on Developmental Assets
Strategy #3: Appreciate the Resilient Student
Strategy #4: Address the Differences Between Boys and Girls
5. Educate Poor and Culturally Diverse Students
Unconventional Wisdom: What Works for Experienced Teachers
Strategy #5: Connect Culturally for Effective Teaching and Learning
Strategy #6: Work With the Externally Centered Student
Strategy #7: Understand the Problems of Low-Income Students
Strategy #8: Eliminate Ineffective and Destructive Interventions
Strategy #9: Use Effective Programs for Teaching Low-Income Students
6. Establish Priorities That Focus on Student Learning
Unconventional Wisdom: What Works for Experienced Teachers
Strategy #10: Develop a Comprehensive Plan
Strategy #11: Build a Profile by Collecting and Using Data
Strategy #12: Set Goals, Targets, and Timelines
Strategy #13: Create Time for Collaboration, Planning, and Development
Strategy #14: Facilitate Continuous Improvement: The Critical Importance of Results-Driven Leadership
7. Collaborate With Parents and Families
Unconventional Wisdom: What Works for Experienced Teachers
Strategy #15: Encourage Parent and Family Engagement
Strategy #16: Build Effective Partnerships Among Families, Schools, and the Community
8. Create Caring Classrooms, Schools, and Communities of Support
Unconventional Wisdom: What Works for Experienced Teachers
Strategy #17: Create a Community of Support
Strategy #18: Create a Common Vision
Strategy #19: Establish Alternative Schools
Strategy #20: Develop Small Schools and Schools-Within-Schools
Strategy #21: Provide Effective Transitions
9. Create a Climate of Respect in Schools and Classrooms
Unconventional Wisdom: What Works for Experienced Teachers
Strategy #22: Recognize Early Warning Signs
Strategy #23: Bully-Proof Classrooms and Schools
Strategy #24: Create Reentry Opportunities for Expelled Students
10. Expect High Academic Performance
Unconventional Wisdom: What Works for Experienced Teachers
Strategy #25: Motivate Students
Strategy #26: Teach to Multiple Intelligences
Strategy #27: Confront Tracking and Retention Practices
Strategy #28: Initiate Targeted Professional Development
Strategy #29: Create Career-Theme Schools and High School Academic Majors
Strategy #30: Help At-Risk Students Pass High-Stakes Tests
11. Teach All Students to Read
Unconventional Wisdom: What Works for Experienced Teachers
Strategy #31: Guarantee That Every Child Learns to Read
Strategy #32: Implement Effective Literacy Practices and Programs K-12
Strategy #33: Employ One-on-One Tutoring
Strategy #34: Start Early
Strategy #35: Redesign Grades K-3
Strategy #36: Continuously Assess Reading Progress
12. Select Results-Driven Instructional and Assessment Practices
Unconventional Wisdom: What Works for Experienced Teachers
Strategy #37: Personalize Instruction
Strategy #38: Recognize the Critical Importance of an Aligned Curriculum
Strategy #39: Select Research-Based Instructional Practices
Strategy #40: Use Homework Effectively
Strategy #41: Require Student Portfolios, Projects, and Performance Exhibitions
Strategy #42: Incorporate Technology Across the Curriculum
Strategy #43: Create Assessment-Literate Classrooms
13. Support Social and Emotional Growth
Unconventional Wisdom: What Works for Experienced Teachers
Strategy #44: Create Student Mentoring Programs
Strategy #45: Establish Service Learning Programs
Strategy #46: Teach Peer Mediation
Strategy #47: Build Self-Esteem and Respect Through Student Leadership
14. Use Community Resources and Services
Unconventional Wisdom: What Works for Experienced Teachers
Strategy #48: Embrace the Community as a Classroom
Strategy #49: Develop Communitywide, Extended-Day Programs
Strategy #50: Become a Full-Service School
Part III. Summon the Will to Leave No Child Behind
15. The Inalienable Right to a Quality Education
With Liberty and Justice for Some?
The Emergent National Consensus: No Child Left Behind
Breaking Free From Ignorance
The Fifty Strategies
50 Strategies Suggested Reading
References
Index
Om författaren
William H. Parrett is the Director of the Center for School Improvement & Policy Studies and Professor of Education at Boise State University. He has received international recognition for his work in school improvement, small schools, alternative education, and for his efforts to help youth at-risk. His professional experiences include public school and university teaching, curriculum design, principalships and college leadership, media production, research, and publication.Parrett holds a Ph.D. in Secondary Education from Indiana University. Parrett has served on the faculties of Indiana University, the University of Alaska, and Boise State University. As Director of the Boise State University Center for School Improvement & Policy Studies (1996 to present), Parrett coordinates funded projects and reform initiatives which exceed $1.2 annually. His research on reducing achievement gaps and effective schooling practices for youth at risk and low performing schools has gained widespread national recognition. Parrett is the co-author of, The Kids Left Behind: Teaching the Underachieving Children of Poverty, , Saving Our Students, Saving Our Schools (2003), Hope Fulfilled for At-Risk & Violent Youth (2001), How to Create Alternative, Magnet, and Charter Schools that Work (1997), Hope at Last for At-Risk Youth (1995), Inventive Teaching: Heart of the Small School (1993), The Inventive Mind: Portraits of Effective Teaching (1991), and numerous contributions to national journals and international and national conferences.Parrett’s media production, Heart of the Country (1998), is a documentary of an extraordinary principal of a village elementary school in Hokkaido, Japan, and the collective passion of the community to educate the heart as well as the mind. Since its release, the production was nominated for the Pare Lorentz Award at the 1999 International Documentary Awards (Los Angeles, CA); has won the Award of Commendation from the American Anthropological Association, a Gold Apple Award for best of category at the National Education Media Network Festival (Oakland, CA), a National CINE Golden Eagle Award (Washington, D.C.), and a Judges’ Award at the 24th Northwest Film Festival (Portland, OR). In addition, Heart of the Country was an invited feature and screened at the Cinema du Reel festival in Paris (1998) and the Margaret Mead Film Festival (1998) in New York City. This work has received critical acclaim for its cinematography and insight into the universal correlates of effective teaching and learning and the power of community participation in public schools.Parrett has also served as visiting faculty at Indiana University, the University of Manitoba, Oregon State University, Hokkaido University of Education (Japan), Nagoya Gakiun (Japan), Gifu University (Japan), and Heilongjiang University (People’s Republic of China). His consultancies include state departments, boards of education, state and regional service providers, and school districts in thirty-five states and ten nations.Throughout his career, Parrett has worked to improve the educational achievement of all children and youth, particularly those less advantaged. Toward this goal, he has authored proposals which have raised over eight million dollars in external funding to create programs and interventions designed to help educators, schools, communities, and universities benefit from research and best practices. These efforts have positively impacted the lives of thousands of young people.
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