Assessing what Really Matters in Schools: Creating Hope for the Future
Since the 1960s, efforts to reform education including various curricular changes, reading approaches, teacher preparation, money for the disadvantaged, and different instructional approaches have failed to bring about true systemic change because the reforms fail to deal with a different definition of learning. The Hope Study was created to discover whether a radically different learning environment would achieve different outcomes. In detailing the outcome of the Hope Study, Assessing What Really Matters in Schools gives hope to innovative and progressive schools, to new and different accountability systems, while changing the conversation from an achievement discourse to a human development discourse."
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Changing the Conversation
Chapter 01 What Is Learning?
Chapter 02 Schools of Hope
Chapter 03 The Research
Chapter 04 A Good StageEnvironment Fit for Adolescents
Chapter 05 Results of the Study
Chapter 06 Why EdVisions Schools Obtained Positive Results
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adequate yearly progress adolescent adults advisers advisory assessment authentic assessment auton behavior chapter Charter School classroom cognitive content knowledge context create critical thinking curriculum dents developmentally healthy school dispositional hope Eccles educational EdVisions schools effort encourage engagement and hope engagement in learning evaluated experience grades growth in hope Heath high school higher levels Hope Study results impact increased individual interaction lead learners learning communities learning environment levels of autonomy mastery goal orientation measured ment motivation and engagement NumYearsij outcomes peer-related belongingness perceive performance goal orientation personal support portunities POSITIVE YOUTH DEVELOPMENT practitioners problems productive learning project-based learning projects promote psychological questions reform Restorative justice rigor Roeser Sarason school culture school environment school improvement school-wide Schools of Hope self-directed skills small project-based staff members student engagement student perceptions success teacher teacher–student test scores traditional school traditional secondary schools ture understand Whole Child