This book explains how to increase the percentage of students who graduate high school as college or career ready. Strategies explain how to implement a CCR culture through promoting student ownership of their own learning, and are designed to show teachers how to support student ownership. Each chapter is prefaced by real-world scenarios.
This book explains how to increase the percentage of students who graduate high school as college or career ready. Strategies explain how to implement a CCR culture through promoting student ownership of their own learning, and are designed to show teachers how to support student ownership. Each chapter is prefaced by real-world scenarios.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Dr. Lewis Willian is an assistant professor at Asbury University. He has 33 years of experience in Kentucky as a teacher, principal, state school turnaround agent, district official and university professor. This book is based on actual events that occurred in a turnaround school. Dr. Rocky Wallace is an associate professor at Asbury University. He has 38 years of experience in Kentucky as a teacher, principal, state leadership consultant to school principals, director of instructional support at an education cooperative, and university professor. Wallace has written four books on servant leadership in the school setting for Rowman & Littlefield, and with this project co-authored three other books on school improvement for R &L.
Inhaltsangabe
Preface Acknowledgments Introduction Understanding the Author's Perspective Chapter 1: Vision for Students Chapter 2: Vision for Teachers Chapter 3: Ownership for Students Chapter 4: Ownership for Teachers Chapter 5: Monitoring for Students Chapter 6: Monitoring for Teachers Chapter 7: Intervention for Students Chapter 8: Intervention for Teachers Chapter 9: Celebration for Students Chapter 10: Celebration for Teachers Summary References and Recommendations for Further Reading About the Authors
Preface Acknowledgments Introduction Understanding the Author's Perspective Chapter 1: Vision for Students Chapter 2: Vision for Teachers Chapter 3: Ownership for Students Chapter 4: Ownership for Teachers Chapter 5: Monitoring for Students Chapter 6: Monitoring for Teachers Chapter 7: Intervention for Students Chapter 8: Intervention for Teachers Chapter 9: Celebration for Students Chapter 10: Celebration for Teachers Summary References and Recommendations for Further Reading About the Authors
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