A01=Joey Feldman
Author_Joey Feldman
Category=JN
Central Park East Secondary School
Chicago's Initiative
comprehensive
Comprehensive High School
educational equity strategies
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Fellow Teaching Professionals
high
High Track Classes
High Track Students
Home Work
Inevitable Interdependency
instructional leadership
large
Large Comprehensive High School
Large High Schools
Large Schools
Low Track Classes
Magnet Program
National School Reform Faculty
peter
Professional Development
qualitative case studies
school
school organization reform
School's Magnet Program
schools
Schoolwide Decisions
School’s Magnet Program
secondary education research
Shopping Mall High School
small
small high school teaching practices
Small High Schools
Small Schools
Student Load
student-teacher relationships
successful
teacher
Teacher Outlier
Theodore Sizer
Under-served Students
Vice Versa
year
Product details
- ISBN 9781594518416
- Weight: 317g
- Dimensions: 152 x 229mm
- Publication Date: 30 Aug 2010
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Paperback
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Small schools have the potential to fundamentally change the conditions of teaching and learning when practitioners deliberately exploit smallness and recognize relationships as a powerful mechanism for improving student achievement. Feldman explains the dynamics of teaching in a small high school--what having fewer students in a school affords teachers, as well as the challenges for teaching that exist alongside the opportunities--based on research, teacher interviews, and the author's own experiences as a practitioner in both small and large schools. This book is for any educator or researcher who wants to better understand the kind of promising practices and professional norms that have been nurtured under conditions of smallness. Being informed about what is possible and often facilitated in small schools will enable educators to better reflect on their own practice, consider certain pedagogical strategies against the organizational characteristics of schools, and make educated career choices. Armed with this information, educators and researchers can become more focused in their advocacy efforts and more empowered to improve our public high schools whether by redesigning them into small schools or by transplanting and translating small school practices and strategies."
