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Reseña del editor
About half of all incoming ninth graders in urban districts will fail classes and drop out of school without a diploma. Failing at School starts with the premise that urban American high schools generate such widespread student failure not because of some fault of the students who attend them but because high schools were designed to stratify achievement and let only the top performers advance to higher levels of education. This is particularly true for low-income, racial/ethnic minority students. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of educational systems and structures would best support their learning.
Biografía del autor
Camille A. Farrington is a research associate (assistant professor) at The University of Chicago School of Social Service Administration and the Consortium on Chicago School Research and director of curriculum, instruction, and assessment for the Network for College Success.
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- VerlagTeachers' College Press
- Erscheinungsdatum2014
- ISBN 10 0807755168
- ISBN 13 9780807755167
- EinbandTapa blanda
- Anzahl der Seiten208
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Failing at School: Lessons for Redesigning Urban High Schools (the series on school reform)
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Teachers College Press (edition ), 2014
ISBN 10: 0807755168
ISBN 13: 9780807755167
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Failing at School : Lessons for Redesigning Urban High Schools
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Failing at School: Lessons for Redesigning Urban High Schools (the series on school reform)
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