Beyond Benchmarks

Mae Chaplin

ISBN 10: 3838321561 / ISBN 13: 9783838321561

Published by LAP LAMBERT Academic Publishing Okt 2009, 2009

About this Item

This item is printed on demand - it takes 3-4 days longer - Neuware -The loss of academic engagement within marginalized student populations shows the pressing need for curriculum grounded in multicultural pedagogy, social justice, and equity. For this work, a multicultural curriculum was created for a group of 8th grade students typically labeled as being at- risk by their school district. This group included English-Language Learners, students from lower socioeconomic backgrounds, and students who did not score well on previous standardized tests. Throughout the course of a unit of study in American History, these students were asked to determine the influences this new curriculum had on their behavior, academic performance, and attitudes. This book details how students not only became more engaged with the curriculum but more connected to school as well due to this process. Their reflections call for systemic change in American education that moves beyond the current climate of high-stakes testing and accountability. Educators, administrators, and anyone interested in changing our educational institutions can apply these findings and their implications within individual schools and classrooms. 136 pp. Englisch.

Seller Inventory # 9783838321561

Bibliographic Details

• Title: Beyond Benchmarks
• Publisher: LAP LAMBERT Academic Publishing Okt 2009
• Publication Date: 2009
• Language: English
• ISBN 10: 3838321561
• ISBN 13: 9783838321561
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 9D millimeters 220 millimeters width by 150 millimeters height by 9 millimeters depth
• Weight: 221 grams

About this title

Synopsis

The loss of academic engagement within marginalized student populations shows the pressing need for curriculum grounded in multicultural pedagogy, social justice, and equity. For this work, a multicultural curriculum was created for a group of 8th grade students typically labeled as being ?at- risk? by their school district. This group included English-Language Learners, students from lower socioeconomic backgrounds, and students who did not score well on previous standardized tests. Throughout the course of a unit of study in American History, these students were asked to determine the influences this new curriculum had on their behavior, academic performance, and attitudes. This book details how students not only became more engaged with the curriculum but more connected to school as well due to this process. Their reflections call for systemic change in American education that moves beyond the current climate of high-stakes testing and accountability. Educators, administrators, and anyone interested in changing our educational institutions can apply these findings and their implications within individual schools and classrooms.

About the Author

Mae S. Chaplin, MA in Education: Mae is currently a Distinguished Teacher in Residence at California State University, San Marcos. When not working with teacher credential candidates or attending doctoral seminars, Mae teaches 7th and 8th grade Humanities for a large school district in Southern California.