Overview

"In today's urban schools, a new approach to teaching math and science is being developed. Teachers are learning that by tending to students' social and emotional well being, they have greater success teaching. Edited by a stellar group, which includes both psychologists and teachers, this vital resource shares proven strategies for improving academic performance among school age children such as: Discussions of the effect of ""tracking"" in schools on the students; The particular needs of minority students; Preparing students for a technology driven world in the classroom; The recent findings of the Third International Math and Science Study"

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9780807743072

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Reviews

This resource demonstrates the importance of focusing on both academic achievement and creating the conditions for student success. As policymakers, education leaders, teachers and other stakeholders reform K-12 education, they should consider the framework used in this book. - Terry Pickeral, Executive Director, National Center for Learning and Citizenship, Education Commission of the States; Math and Science educators and their colleagues 'on the social and emotional side' are beginning to systematically share their knowledge, skills, and attitudes. In doing so, they balance and invigorate the educational culture of their schools. - James P. Comer, MD; This volume offers insights into emotional and social issues connected with students' mathematics learning and problem solving. - Joe Garofalo, Co-Director of the Center for Technology and Teacher Education and Associate Professor of Mathematics Education, University of Virginia; If we are serious about improving academic achievement, particularly in science and mathematics, then we cannot ignore students' developmental needs. - Jerry D. Weast, Ed. D., Superintendent of Schools, Montgomery County Public Schools, Guilford County, North Carolina

Author Information

Norris M. Haynes is Professor of Counseling and School Psychology at Southern Connecticut State University. Michael Ben-Avie is at the Yale Child Study Center and the Center for Community and School Action Research and has coedited Rallying the Whole Village and Child by Child with James P. Comer and colleagues. Jacque Ensign is Associate Professor of Teacher Education at Seattle University.

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