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Overview"""Hopfenberg and Levin provide a pwerful resource for creatingschools grounded in community reflecton, inquiry, and the beliefthat all children can be smart. . .Here at last is a ?how-to' bookon school reform that helps educators confront the values, beleifs,and politics, as well as the practices, that make changing schoolsso difficult."" -- Jeannie Oaks, professor of education, UCLA This resource is the first comprehensive guide to the innovativepractices of accelerated schools. It summarizes the lessons learnedby the project staff and the family of over 300 accelerated schoolsworking together during a seven-year period. It is designed to beused by a wide variety of participants for training, discussion,and guidance in the move to transform schools nationwide." Full Product DetailsAuthor: Wendy S. Hopfenberg , Henry M. LevinPublisher: John Wiley & Sons Inc Imprint: Jossey-Bass Inc.,U.S. Dimensions: Width: 21.60cm , Height: 2.40cm , Length: 27.90cm Weight: 1.086kg ISBN: 9781555425456ISBN 10: 1555425453 Pages: 400 Publication Date: 15 October 1993 Audience: Professional and scholarly , General/trade , Professional & Vocational , General Format: Paperback Publisher's Status: Active Availability: Out of stock  The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available. Table of ContentsPrologue Introduction: A Guide to the Guide 1. Children in At-Risk Situations 2. What Are Accelerated Schools? 3. Getting Started 4. The Inquiry Process 5. Group Dynamics and Meeting Management 6. Creating Powerful Learning Experiences 7. The What of Powerful Learning: Developing Meaningful Curricula 8. The How of Powerful Learning: Instructional Innovations and Rediscoveries 9. The Context of Powerful Learning: Supportive Organizational Elements 10. Family and Community Involvement 11. How Will I Know If My School Is Accelerating? AppAndix: The Inquiry Process: A Notekeeping DeviceReviewsHopfenberg and Levin provide a powerful resource for creating schools grounded in community, reflection, inquiry, and the belief that all children can be smart. Such schools can move away from hierarchical, bureaucratic models in which only a few children are winners to become equitable and effective learning communities for all. Here, at last, is a how to book on school reform that helps educators confront the values, beliefs, and politics, as well as the practices, that make changing schools so difficult. ----Jeannie Oaks, professor of education, University of California-Los Angeles<br><br> The Accelerated Schools Project gives us an opportunity to work hard, be successful, and to fight off the temptations of mediocrity. ----Michael O'Kane, prinicpal, Burnett Academy, San Jose Unified School District<br><br> The accelerated schools philosophy takes our dreams and visions as educators, parents, and students and turns them into reality. ----Virginia Lynch, teacher, ARNONE Community Schools, Brockton, Massachusetts Hopfenberg and Levin provide a powerful resource for creating schools grounded in community, reflection, inquiry, and the belief that all children can be smart. Such schools can move away from hierarchical, bureaucratic models in which only a few children are winners to become equitable and effective learning communities for all. Here, at last, is a how to book on school reform that helps educators confront the values, beliefs, and politics, as well as the practices, that make changing schools so difficult. ----Jeannie Oaks, professor of education, University of California-Los Angeles <br> The Accelerated Schools Project gives us an opportunity to work hard, be successful, and to fight off the temptations of mediocrity. ----Michael O'Kane, prinicpal, Burnett Academy, San Jose Unified School District <br> The accelerated schools philosophy takes our dreams and visions as educators, parents, and students and turns them into reality. ----Virginia Lynch, teacher, ARNONE Commu Hopfenberg and Levin provide a powerful resource for creating schools grounded in community, reflection, inquiry, and the belief that all children can be smart. Such schools can move away from hierarchical, bureaucratic models in which only a few children are winners to become equitable and effective learning communities for all. Here, at last, is a how to book on school reform that helps educators confront the values, beliefs, and politics, as well as the practices, that make changing schools so difficult. ----Jeannie Oaks, professor of education, University of California-Los Angeles <br> The Accelerated Schools Project gives us an opportunity to work hard, be successful, and to fight off the temptations of mediocrity. ----Michael O'Kane, prinicpal, Burnett Academy, San Jose Unified School District <br> The accelerated schools philosophy takes our dreams and visions as educators, parents, and students and turns them into reality. ----Virginia Lynch, teacher, ARNONE Community Schools, Brockton, Massachusetts Hopfenberg and Levin provide a powerful resource for creating schools grounded in community, reflection, inquiry, and the belief that all children can be smart. Such schools can move away from hierarchical, bureaucratic models in which only a few children are winners to become equitable and effective learning communities for all. Here, at last, is a how to book on school reform that helps educators confront the values, beliefs, and politics, as well as the practices, that make changing schools so difficult. ----Jeannie Oaks, professor of education, University of California-Los Angeles The Accelerated Schools Project gives us an opportunity to work hard, be successful, and to fight off the temptations of mediocrity. ----Michael O'Kane, prinicpal, Burnett Academy, San Jose Unified School District The accelerated schools philosophy takes our dreams and visions as educators, parents, and students and turns them into reality. ----Virginia Lynch, teacher, ARNONE Community Schools, Brockton, Massachusetts Author InformationWENDY S. HOPFENBERG is the associate director of the National Center for the Accelerated Schools Project at Stanford University. HENRY M. LEVIN is the David Jacks Professor of Higher Education and Economics at Stanford University. He is also director of the National Center for the Accelerated Schools Project. Tab Content 6Author Website:Countries AvailableAll regions |
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