Empowered Learning in Secondary Schools : Promoting Positive Youth Development Through a Multitiered System of Supports

Cynthia Hazel

ISBN 10: 1433821915 / ISBN 13: 9781433821912

Published by American Psychological Association (APA) Apr 2016, 2016

About this Item

Neuware - Positive youth development (PYD) is a strengths-based, positive psychology approach to fostering adolescents amp rsquo educational engagement and achievement. It focuses not just on students amp rsquo academic development but also on their vocational, social, and emotional development. The PYD philosophy is at the heart of Cynthia Hazel amp rsquo s unique model of secondary school change, which is presented in this book. Hazel amp rsquo s model uses a multi-tiered system of support to challenge the status quo of widespread achievement gaps. Because students amp rsquo own voices are critical to their empowerment and strong outcomes, the model calls for students to participate alongside parents, teachers, and administrators in designing and guiding the school amp rsquo s support structures.

Seller Inventory # 9781433821912

Bibliographic Details

• Title: Empowered Learning in Secondary Schools : Promoting Positive Youth Development Through a Multitiered System of Supports
• Publisher: American Psychological Association (APA) Apr 2016
• Publication Date: 2016
• Language: English
• ISBN 10: 1433821915
• ISBN 13: 9781433821912
• Binding: Buch
• Condition: Neu
• Dimensions: 257W x 183H x 18D millimeters 257 millimeters width by 183 millimeters height by 18 millimeters depth
• Weight: 544 grams

About this title

Synopsis

Positive youth development (PYD) is a strengths-based, positive psychology approach to fostering adolescents’ educational engagement and achievement. It focuses not just on students’ academic development but also on their vocational, social, and emotional development.

The PYD philosophy is at the heart of Cynthia Hazel’s unique model of secondary school change, which is presented in this book. Hazel’s model uses a multi-tiered system of support to challenge the status quo of widespread achievement gaps. Because students’ own voices are critical to their empowerment and strong outcomes, the model calls for students to participate alongside parents, teachers, and administrators in designing and guiding the school’s support structures.
 

About the Author

Cynthia Hazel, PhD, is chair of the Teaching and Learning Sciences Department and associate professor in the Child, Family, and School Psychology Program at the University of Denver. Dr. Hazel has consulted extensively with secondary schools and districts interested in enhancing student outcomes and learning. Besides multitiered system of supports (MTSS) and systems change, her research interests include consultation, student school engagement, on-time high school graduation, and the prevention of bullying. She has published two books and numerous articles and has presented internationally to promote equity and population-wide wellness for children, families, and school communities. When not working to create equitable student outcomes and engaging learning communities, she kayaks, mountain bikes, and skis.