9781617351198-1617351199-Leading Schools of Excellence and Equity: Closing Achievement Gaps Via Academic Optimism (NA)

Leading Schools of Excellence and Equity: Closing Achievement Gaps Via Academic Optimism (NA)

ISBN-13: 9781617351198
ISBN-10: 1617351199
Author: Kathleen M. Brown, Jennifer L. Benkovitz, Anthony J. Muttillo, Thad Urban
Publication date: 2010
Publisher: Information Age Publishing
Format: Paperback 128 pages
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ISBN-13: 9781617351198
ISBN-10: 1617351199
Author: Kathleen M. Brown, Jennifer L. Benkovitz, Anthony J. Muttillo, Thad Urban
Publication date: 2010
Publisher: Information Age Publishing
Format: Paperback 128 pages

Summary

Leading Schools of Excellence and Equity: Closing Achievement Gaps Via Academic Optimism (NA) (ISBN-13: 9781617351198 and ISBN-10: 1617351199), written by authors Kathleen M. Brown, Jennifer L. Benkovitz, Anthony J. Muttillo, Thad Urban, was published by Information Age Publishing in 2010. With an overall rating of 4.2 stars, it's a notable title among other books. You can easily purchase or rent Leading Schools of Excellence and Equity: Closing Achievement Gaps Via Academic Optimism (NA) (Paperback) from BooksRun, along with many other new and used books and textbooks. And, if you're looking to sell your copy, our current buyback offer is $0.3.

Description

The purpose of this empirical inquiry of state-recognized “Honor Schools of Excellence” was to explore how these schools of distinction are (or are not) promoting and supporting both academic excellence and systemic equity for all students. In Phase One, quantitative data were collected through equity audits to scan for and then document systemic patterns of equity and inequity across multiple domains of student learning and activities within 24 schools. In Phase Two, the 24 schools were ranked, based solely on minority achievement, and then separated into two types of schools, small gap (Sg) schools and large gap (Lg) schools. Through site visits (n=16) and the use of semi-structured interviews with principals, assistant principals, teachers, and parent leaders (n=80), qualitative data were then collected to document best practices and effective strategies that principals use to confront and change past practices anchored in open and residual racism and class discrimination. The data were analyzed through the theoretical framework of academic optimism. Three differences between the Sg schools and the Lg schools were found (encouraging academic achievement, offering instructional feedback, and expecting excellence). To truly honor excellence, we need to embrace equity. As such, in schools where principals support, model, and monitor a teamwork approach, a balanced approach, a strong sense of purpose, and an insistent disposition to assure that all students are served well and that all are encouraged to perform at their highest level, the outcomes of interest are better.
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