Selected Product:
| Results: The Key to Continuous School Improvement, Second Edition
Paperback
Edition: 2nd
Author: Mike Schmoker
Publisher: Association for Supervision & Curriculum Dev
Release Date: 1999-08-01
ISBN-10: 0871203561
ISBN-13: 9780871203564
List Price: $20.95
Average Customer Rating:
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Results Now: How We Can Achieve Unprecedented Improvements in Teaching And Learning
ISBN-10: 1416603581
ISBN-13: 9781416603580
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The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom
ISBN-10: 0684852748
ISBN-13: 9780684852744
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Results Fieldbook: Practical Strategies from Dramatically Improved Schools
ISBN-10: 0871205211
ISBN-13: 9780871205216
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The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry
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Shadows of the Neanderthal: Illuminating the Beliefs that Limit Our Organizations
ISBN-10: 1883823307
ISBN-13: 9781883823306
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Summaries and Customer Reviews are supplied by Amazon.com
How do you know if your school is improving? Do you know what really works in reading programs . . . in writing . . . in math . . . in science? How do we measure what works? What about teaching to the test--or to the vast array of standards being mandated? How do we effectively use cooperative learning--and direct instruction--and alternative assessment? How do we sustain school reform? How do we get results--and measure them in terms of student achievement? In this expanded 2nd edition, Mike Schmoker answers these and other questions by focusing on student learning. By (1) setting goals, (2) working collaboratively, and (3) keeping track of student-achievement data from many sources, teachers and administrators can surpass the community's expectations and facilitate great improvements in student learning. Through hundreds of up-to-date examples from real schools and districts, Schmoker shows how to achieve--and celebrate--both short- and long-term success. Here's one example: Bessemer Elementary school in Pueblo, Colorado, has an 80-percent minority population. Between 1997 and 1998, the number of students performing at or above standard in reading rose from 12 to 64 percent; in writing, they went from 2 to 48 percent. Weekly, standards-focused, team meetings made the difference. As Schmoker says, "We cannot afford to overlook the rich opportunity that schools have to make a difference." This second edition of Results: The Key to Continuous School Improvement includes the following: - a Foreword by Michael Fullan; - a new Preface to the 2nd Edition by the author; - new information about cooperative learning, direct instruction,standards and assessments, and research and development; - new examples of successful schools; - new educational research by Michael Fullan, Robert Marzano, LindaDarling-Hammond, Bruce Joyce, Dennis Sparks, Linda Lambert, and Richard Dufour, among others; - new information on action research--by teachers as well as administrators--and other effective staff development initiatives; and - a new emphasis on cultivating teacher leaders--and how to do it.
Why did you leave teaching since you have the answers?
| Customer Rating:  | | Great book. I did not see addresssed the WHY ARE KIDS SCORING LOW in schools of low sociaeconomic students. How do you account for this besides blaming teachers for using "regrograde and ineffective methods of teaching in urban and rural areas?" I thought that was very weak. Also, what you suggest looks doable but why don't schools from high socioeconocimic areas have the same testing problems as those you sight in your book? WHY don't these kids learn? Why don't we look for some of these answers? It feel punative for teachers of schools that score poorly. It's not the kids. It's the lack of life esperiences that hold them back. This is totally test driven. I doubt that these kids who will have better test scores from Result will be better educated. It's just a political move, at best. |
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