Spotlight on Student Engagement, Motivation, and Achievement (HEL Spotlight Series) - Softcover

9781934742266: Spotlight on Student Engagement, Motivation, and Achievement (HEL Spotlight Series)

Softcover

ISBN 10: 1934742260 ISBN 13: 9781934742266

Publisher: Harvard Education Press, 2009

Only when students feel engaged both socially and academically can schools and teachers lay the groundwork to motivate achievement. This volume, the fifth in the Harvard Education Letter Spotlight series, brings together fifteen seminal articles that examine research and practice on these complex and interrelated issues.

Foreword by Sam M. Intrator, associate professor of education and of the Program in Urban Studies at Smith College and codirector of Smith’s Urban Education Initiative.

Contributors include: Michael Bitz, James Paul Gee, Pedro A. Noguera, Laura Pappano, George Sugai, and Richard Weissbourd

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From the Back Cover:

“Nobody stays in school because of Algebra 2.” This educator’s chance remark captures an essential truth: what keeps students in school—or fails to—is rarely the content that they are taught. Only when students feel engaged both socially and academically can schools and teachers lay the groundwork to motivate achievement. This volume, the fifth in the Harvard Education Letter Spotlight series, brings together fifteen seminal articles that examine research and practice on these complex and interrelated issues.

“Here is a book that articulates that it’s going to take more than testing or one ‘right’ answer to improve our schools! Spotlight on Student Engagement, Motivation, and Achievement will help educators and policy makers understand the complex challenges involved in teaching for engagement and reaching beyond the classroom. Anyone concerned about the state of education should read this thoughtful book.”
— Marya R. Levenson, Harry S. Levitan Director of the Brandeis Education Program, Brandeis University; codirector, Public Schools for Tomorrow

“High school leaders know that motivation is a critical factor in student achievement. This collection poses challenging questions for us: Are we focusing on students’ assets, rather than deficits? Are we listening to student voices about how to improve our school? Does our curriculum support students’ quest to develop their own identities? Do we teach students how to cultivate appropriate social behaviors? Are we building supportive, caring relationships with students and their families? These questions—and our answers—can help connect student engagement with our school improvement efforts.” — Laura A. Cooper, assistant superintendent for curriculum and instruction, Evanston Township High School, Evanston, Illinois

Contributors include: Michael Bitz, James Paul Gee, Pedro A. Noguera, Laura Pappano, George Sugai, and Richard Weissbourd

Caroline T. Chauncey is the editor of the Harvard Education Letter and assistant director of Harvard Education Publishing Group. Nancy Walser is the assistant editor of the Harvard Education Letter. Sam M. Intrator is associate professor of education and of the Program in Urban Studies at Smith College and codirector of Smith’s Urban Education Initiative.

About the Author:

Caroline T. Chauncey is the editor of the Harvard Education Letter and assistant director of Harvard Education Publishing Group. Nancy Walser is the assistant editor of the Harvard Education Letter. Sam M. Intrator is associate professor of education and of the Program in Urban Studies at Smith College and codirector of Smith’s Urban Education Initiative.

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