Only when students feel engaged both socially and academically can schools and teachers lay the groundwork to motivate achievement. This volume, the fifth in the Harvard Education Letter Spotlight series, brings together fifteen seminal articles that examine research and practice on these complex and interrelated issues.
Foreword by Sam M. Intrator, associate professor of education and of the Program in Urban Studies at Smith College and codirector of Smiths Urban Education Initiative.
Contributors include: Michael Bitz, James Paul Gee, Pedro A. Noguera, Laura Pappano, George Sugai, and Richard Weissbourd
Spotlight on Student Engagement, Motivation, and Achievement outlines innovative teaching strategies educators can use to motivate students to achieve in social settings and become academically engaged.
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vii | |
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| Introduction |
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1 | (8) |
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PART I: CONNECTING ENGAGEMENT, MOTIVATION, AND ACHIEVEMENT |
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9 | (10) |
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Schools turn to ``asset development'' to build on students' strengths |
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19 | (10) |
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Schools survey their students---and grapple with the results |
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29 | (10) |
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Focus and commitment are keys to connecting with youth |
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How Racial Identity Affects School Performance |
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39 | (8) |
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A Harvard professor connects research on race and schooling to his experiences as a student and father |
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Educators As ``Applied Developmentalists'' |
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47 | (8) |
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PART II: TEACHING FOR ENGAGEMENT |
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Developmentally Appropriate Practice in the Age of Testing |
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55 | (10) |
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New reports outline key principles for preK-3rd grade |
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Teaching 21st Century Skills |
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65 | (10) |
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What does it look like in practice? |
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Better Teaching with Web Tools |
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75 | (10) |
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How blogs, wikis, and podcasts are changing the classroom |
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The Classroom of Popular Culture |
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85 | (8) |
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What video games can teach us about making students want to learn |
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93 | (10) |
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New initiatives rekindle debate over the link between rewards and student achivement |
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103 | (10) |
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Opportunities (and opportunities missed) for literacy development |
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PART III: REACHING BEYOND THE CLASSROOM |
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The ``Quiet'' Troubles of Low-Income Children |
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113 | (10) |
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Beyond the Discipline Handbook |
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123 | (8) |
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Reinforcement, Richness, and Relationships: The Three R's of One Model Afterschool Program |
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131 | (10) |
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A Boston program looks beyond tutoring and homework help to build student success |
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141 | (10) |
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The parent-teacher conference is the cornerstone of school-home relations. How can it work for all families? |
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| About the Contributors |
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151 | |
Nancy Walser is editor of the Harvard Education Letter and coeditor of Spotlight on Leadership and School Change. She is a former member of the Cambridge, Massachusetts school board. Caroline Chauncey is the editor of the Harvard Education Letter and assistant director of Harvard Education Publishing Group.
