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Turning High-Poverty Schools into High-Performing Schools, by William H. Parrett and Kathleen M. Budge
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Is it possible for high-poverty schools to be high achieving? Of course it is! Real schools with students living in poverty do post high levels of student achievement. Learn what these schools do to help students succeed--and how you and your school can adopt the same practices--no matter what socio-economic climate students live in.
Lessons learned and practical advice from seven of these high-performing/high-poverty (HP/HP) schools, along with hundreds of others that have been the subject of intensive research, are the focus of this book. Authors William Parrett and Kathleen Budge have synthesized the research, studied the schools in depth, and show you critical components that set these institutions apart from their struggling peers.
After setting the context by examining poverty and its stunning effects on students, the authors then zero in on what HP/HP schools stopped doing or eliminated and what they started doing or improved on in three key areas of performance:
* Building leadership capacity;
* Fostering a safe, healthy, and supportive learning environment; and
* Focusing on student, professional, and system learning.
Principals, teacher-leaders, and district leaders can benefit from the real-world examples and practical guidelines, all based on research and experience. Rather than suggesting a one-size-fits-all approach, the authors acknowledge the unique context of individual schools and urge readers to engage in self-assessment, reflection, and coordinated action to learn together and lead together, with rubrics and planning templates provided to guide the process. The reality is that any school willing to refocus its efforts can become a high-performing school.
- Sales Rank: #44811 in Books
- Published on: 2012-01-05
- Original language: English
- Number of items: 1
- Dimensions: 9.80" h x .60" w x 7.90" l, 1.00 pounds
- Binding: Paperback
- 221 pages
From the Inside Flap
Is it possible for high-poverty schools to be high achieving? Of course it is! Real schools with students living in poverty do post high levels of student achievement. Learn what these schools do to help students succeed--and how you and your school can adopt the same practices--no matter what socio-economic climate students live in.
Lessons learned and practical advice from seven of these high-performing/high-poverty (HP/HP) schools, along with hundreds of others that have been the subject of intensive research, are the focus of this book. Authors William Parrett and Kathleen Budge have synthesized the research, studied the schools in depth, and show you critical components that set these institutions apart from their struggling peers.
After setting the context by examining poverty and its stunning effects on students, the authors then zero in on what HP/HP schools stopped doing or eliminated and what they started doing or improved on in three key areas of performance:
* Building leadership capacity;
* Fostering a safe, healthy, and supportive learning environment; and
* Focusing on student, professional, and system learning.
Principals, teacher-leaders, and district leaders can benefit from the real-world examples and practical guidelines, all based on research and experience. Rather than suggesting a one-size-fits-all approach, the authors acknowledge the unique context of individual schools and urge readers to engage in self-assessment, reflection, and coordinated action to learn together and lead together, with rubrics and planning templates provided to guide the process. The reality is that any school willing to refocus its efforts can become a high-performing school.
About the Author
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.
Most helpful customer reviews
6 of 9 people found the following review helpful.
same pronouncements, 0 specifics
By M. Morris
we have heard it before: students fail to achieve bcecause of low teacher expectations. this is true , i think, but the author gives no real help orr ideas. this book is for folks who need convincing of the capaability of poor kids. it is of no use to teachers who are already on board.
0 of 0 people found the following review helpful.
Three Stars
By kurtdh
some thought provoking ideas
0 of 0 people found the following review helpful.
Excellent
By King_Potatoe
Great information. Love the dedication of the educators and schools mentioned in this book.
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