You are here

The Productive High School
Share

The Productive High School
Creating Personalized Academic Communities



© 2001 | 296 pages | Corwin
This book seeks to provide researched-based literature focused on high-school-level educational reform-an area not addressed very well by the current literature on school reform. The authors place the notion of "the productive high school" in a historical context, address research on productive high school classrooms, and link organizational structures and routines with enhanced learning.
 
PART ONE: LESSONS LEARNED
 
Formation of the American High School
1635-1890  
 
Development of the Comprehensive High School
1890-1920  
 
Institutionalization of the Comprehensive High School
1920-1980  
 
PART TWO: THE CLASSROOM DYNAMICS OF ENGAGED LEARNING AND TEACHING
 
High Expectations
 
Personal Support
 
Academic Autonomy
 
PART THREE: WEAVING SUPPORT FOR A PERSONALIZED, ACADEMIC HIGH SCHOOL
 
Anchoring Schools on a Clearly Defined Learning Imperative
 
Building Schools on Humanized, Intellectual Relationships for Learning
 
Nesting Schools in a Dynamic, Adaptive Local Culture for Change
 
Linking Schools with Home and Family
 
PART FOUR: CONCLUSION
 
Explanation and Integration
Exploring the Theoretical Underpinnings of Research on the Productive High School  

"Educators rarely find so many thoughts so well organized and in a single volume...the combination of theory, research, and example is a strength of this book...the authors present a compelling vision of what high schools can be."

Paul Goldman
Associate Professor of Educational Leadership, University of Oregon
NASSP Bulletin

"Highly recommended for any educator in search of tips, tricks, and techniques for self improvement on the job." 

The Midwest Book Review
December 2001 issue

"This volume suggests powerful practice helpful for teachers, prospective teachers, and anyone with a vested interest in the contemporary public high school."

B. L. Nourie, Illinois State University
CHOICE, 2002

"The book should be useful to policy makers, teacher educators, administrators, schools, and communities planning for and working toward increased success and meaningful change in high schools. Its primary contribution is its potential to help schools understand why they are being encouraged to change in particular ways and what benefits they might expect from building on solid, empirical research."

Journal of Education for Students Place At Risk
Volume 8, Number 2, 2003

Preview this book

For instructors

This book is not available as an inspection copy. For more information contact your local sales representative.

Select a Purchasing Option

ISBN: 9780761977780
£29.99
ISBN: 9780761977773
£64.00