Battling the Student Engagement Front
Fresh Tactics in a Tortured Turnaround Struggle
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform
| Author: | Justin A. Collins | ISBN: | 9781610487559 |
| Publisher: | Rowman & Littlefield Publishers | Publication: | June 4, 2014 |
| Imprint: | Rowman & Littlefield Publishers | Language: | English |
| Author: | Justin A. Collins |
| ISBN: | 9781610487559 |
| Publisher: | Rowman & Littlefield Publishers |
| Publication: | June 4, 2014 |
| Imprint: | Rowman & Littlefield Publishers |
| Language: | English |
The school finance debate has profoundly shaped the educational reform landscape over the past four decades. Most conspicuously, judges level billion dollar decrees based on scant and conflicting findings. This book sought to explore whether school funding practices satisfy the equity and adequacy standards delineated by policymakers and judges, and demanded by the broader public. A funding formula myopia, the book argues, has left student engagement largely overlooked. It comes as no surprise, therefore, that vast funding enhancements have introduced disappointing outcomes results. The book argues the front of the classroom must become and remain the epicenter of reform activity: and that transforming instructional and engagement behaviors are effort-intensive endeavors that very little in pecuniary terms. In the end, an eye on the student engagement/pedagogical ball over the long run will deliver the results that cash infusions simply cannot. The book concludes by documenting how educational leaders can go about driving such desirable learning/instructional behaviors, and the quantified test score gains that can be expected to follow.
The school finance debate has profoundly shaped the educational reform landscape over the past four decades. Most conspicuously, judges level billion dollar decrees based on scant and conflicting findings. This book sought to explore whether school funding practices satisfy the equity and adequacy standards delineated by policymakers and judges, and demanded by the broader public. A funding formula myopia, the book argues, has left student engagement largely overlooked. It comes as no surprise, therefore, that vast funding enhancements have introduced disappointing outcomes results. The book argues the front of the classroom must become and remain the epicenter of reform activity: and that transforming instructional and engagement behaviors are effort-intensive endeavors that very little in pecuniary terms. In the end, an eye on the student engagement/pedagogical ball over the long run will deliver the results that cash infusions simply cannot. The book concludes by documenting how educational leaders can go about driving such desirable learning/instructional behaviors, and the quantified test score gains that can be expected to follow.
