Authentic Achievement: Restructuring Schools for Intellectual Quality (Jossey Bass Education Series) - Hardcover

Über die Autorin bzw. den Autor

FRED M. NEWMANN is professor of curriculum and instruction, University of Wisconsin-Madison. He is former director of the National Center on Effective Secondary Schools and of the Center on Organization and Restructuring of Schools.

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"Fred Newmann, unlike most researchers, pays attention to the critical linkage between reorganizing schools and what happens in classrooms. In these research-based portraits of schools and classrooms, reform-minded policymakers and practitioners will find compelling evidence to never forget the connection between teaching, learning, and restructuring."
―Larry Cuban, professor of education, Stanford University

Why are some schools more successful than others? This new book presents the findings of a five-year, federally funded study that examined the connection between school restructuring and student achievement. Using a wealth of examples, the authors provide a vivid picture of the conditions under which innovations in a school's organization contribute to student achievement―extending learning beyond rote memorization of isolated facts to thinking, disciplined understanding, and complex communication. Standards for achieving student intellectual quality are recommAnded, and evidence is provided that teaching consistent with these standards greatly contributes to student achievement. The results and recommAndations offer teachers, administrators, and policymakers an important mid-course correction in the process of school restructuring.

Aus dem Klappentext

Why are some schools more successful than others? This book presents the findings of a five-year, federally funded study that examined the connection between school restructuring and student achievement. Investigating twenty-four elementary and secondary schools from twenty-two districts across the country, the researchers found that restructuring efforts fail when there is too much focus on structure and technique and not enough attention paid to the intellectual quality of student and teacher work and to the vitality of the school community. Using a wealth of examples, the authors provide a vivid picture of the conditions under which innovations in a school's organization contribute to student achievement—extAnding learning beyond rote memorization of isolated facts to thinking, disciplined understanding, and complex communication. Standards for achieving student intellectual quality are recommAnded, and evidence is provided that teaching consistent with these standards greatly contributes to student achievement. The results and recommAndations offer teachers, administrators, and policymakers an important mid-course correction in the process of school restructuring.