Lessons from High-Performing Hispanic Schools: Creating Learning Communities. Critical Issues in Educational Leadership Series.

Sonst. Personen	Reyes, Pedro (Hrsg.); Scribner, Jay D. (Hrsg.); Scribner, Alicia Paredes (Hrsg.)
Titel	Lessons from High-Performing Hispanic Schools: Creating Learning Communities. Critical Issues in Educational Leadership Series.
Quelle	(1999), (234 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8077-3831-X
Schlagwörter	Academic Achievement; Culturally Relevant Education; Economically Disadvantaged; Educational Environment; Elementary Secondary Education; Hispanic American Students; Limited English Speaking; Mexican American Education; Migrant Education; Overachievement; Parent Participation; Parent School Relationship; School Community Relationship; School Culture; Student Evaluation; Student School Relationship; Texas + Suchen Sie Ihr Suchwort? Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schulkultur; Schulleben; Schulnote; Studentische Bewertung; Schüler-Lehrer-Beziehung
Abstract	The current poor condition of education for Hispanic students need not exist. This book reports on high-performing schools along the Texas-Mexico border that have achieved schoolwide success by creating communities of learners. Three elementary, three middle, and two high schools in the border region were selected for study based on the following criteria: enrollment of 66.6 percent or more Mexican American students; well-above-average standardized test scores; and state or national recognition. The schools selected also had high numbers of students who were poor, limited-English-proficient, migrant, or newly arrived from Mexico. The schools were found to be communities of learners where students come first, learning is fun, and everything begins in the classroom. Most chapters are case studies that document "best practices" associated with key learning conditions in these schools: community and parent involvement; collaborative governance and leadership; culturally responsive pedagogy; and advocacy-oriented assessment. The final chapter presents a conceptual framework, based on Senge's learning organizations, for understanding the success of these schools. Chapters are: "High-Performing Hispanic Schools: An Introduction" (Alicia Paredes Scribner); "Establishing Collaborative Governance and Leadership" (Lonnie H. Wagstaff and Lance D. Fusarelli); "Building Collaborative Relationships with Parents" (Jay D. Scribner, Michelle D. Young, and Anna Pedroza); "Empowering the Surrounding Community" (Ann K. Brooks and Paul C. Kavanaugh); "Creating Student-Centered Classroom Environments: The Case of Mathematics" (Pedro Reyes and Barbara Pazey); "Creating Student-Centered Classroom Environments: The Case of Reading" (William Rutherford); "Using Student Advocacy Assessment Practices" (Alicia Paredes Scribner); and "Creating Learning Communities for High-Performing Hispanic Students: A Conceptual Framework" (Jay D. Scribner and Pedro Reyes). (Contains references in each chapter, an index, and contributor profiles.) (SV)
Anmerkungen	Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 (cloth: ISBN-0-8077-3831-X, $52; paper: ISBN-0-8077-3830-1, $23.95). Tel: 800-575-6566 (Toll Free); e-mail: tcp.orders@aidcvt.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC