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LEADER: 04779cam 2200769Ia 4500
001 ocn433574349
003 OCoLC
005 20191212185458.0
008 090826s2002 mau ob 001 0 eng d
006 m o d
007 cr cnu---unuuu
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050 4 $aLB1062.6$b.W45 2002eb
072 7 $aEDU$x009000$2bisacsh
082 04 $a370.15/4$222
100 1 $aWeinstein, Rhona S.
245 10 $aReaching higher :$bthe power of expectations in schooling /$cRhona S. Weinstein.
260 $aCambridge, Mass. :$bHarvard University Press,$c℗♭2002.
300 $a1 online resource (x, 345 pages)
336 $atext$btxt$2rdacontent
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504 $aIncludes bibliographical references (pages 305-329) and index.
505 0 $aReframing the debate: what children can become -- Colliding expectations of family and school -- Turning points in research on expectations: toward an ecological paradigm -- Revisiting educational self-fulfilling prophecies -- Expectations in classrooms: through the eyes of students -- Children talk about expectations for achievement -- Differences among classroom achievement cultures -- Children's lives in contrasting classrooms -- Achievement histories of vulnerability and resilience -- Expectations in systems: through the eyes of educators -- Changing a stratified school culture -- A school culture for the fullest development -- Achievement cultures for university faculty.
520 $aDrawing upon a generation of research on self-fulfilling prophecies in education Reaching higher argues that our expectations of children are often too low. With compelling case studies, Weinstein shows that children typed early as "not very smart" can go on to accomplish far more than is expected of them by an educational system with too narrow a definition of ability and the way abilities should be nurtured. Weinstein faults the system, pointing out that teachers themselves are harnessed by policies that do not enable them to reach higher for all children. Her analysis takes us beyond current reforms that focus on accountability for test results. With rich descriptions of effective classrooms and schools, Weinstein makes a case for a changed system that will make the most of every child and enable students and teachers to engage more meaningfully in learning.
588 0 $aPrint version record.
650 0 $aAcademic achievement.
650 0 $aExpectation (Psychology)
650 0 $aMotivation in education.
650 6 $aSucce s scolaire.
650 6 $aExpectation (Psychologie)
650 6 $aMotivation en e ducation.
650 7 $aEDUCATION$xEducational Psychology.$2bisacsh
650 7 $aAcademic achievement.$2fast$0(OCoLC)fst00794949
650 7 $aExpectation (Psychology)$2fast$0(OCoLC)fst00918330
650 7 $aMotivation in education.$2fast$0(OCoLC)fst01027541
650 17 $aOnderwijs.$2gtt
650 17 $aVerwachtingen.$2gtt
650 17 $aSelf-fulfilling prophecies.$2gtt
650 17 $aPrestatiemotivatie.$2gtt
650 17 $aLeerkrachten.$2gtt
650 17 $aSociale stratificatie.$2gtt
655 4 $aElectronic books.
776 08 $iPrint version:$aWeinstein, Rhona S.$tReaching higher.$dCambridge, Mass. : Harvard University Press, ℗♭2002$z0674009193$z9780674009196$w(DLC) 2002069084$w(OCoLC)49925252
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