MARC Record from marc_nuls

LEADER: 02788cam 22003734a 4500
001 9921191470001661
005 20150423133618.0
008 020530s2002 mau b 001 0 eng
010 $a 2002069084
015 $aGBA3-06069
019 $a50715810
020 $a0674009193 (alk. paper)
029 1 $aUKM$bbA306069
029 1 $aUKM$bbA2U8240
035 $a(CSdNU)u204521-01national_inst
035 $a(OCoLC)49925252
040 $aDLC$cDLC$dC#P$dUKM$dWSL$dCFU
042 $apcc
049 $aCNUM
050 00 $aLB1062.6$b.W45 2002
082 00 $a370.15/4$221
100 1 $aWeinstein, Rhona S.
245 10 $aReaching higher :$bthe power of expectations in schooling /$cRhona S. Weinstein.
260 $aCambridge, Mass. :$bHarvard University Press,$cc2002.
300 $ax, 345 p. ;$c25 cm.
504 $aIncludes bibliographical references (p. 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.
650 0 $aAcademic achievement.
650 0 $aExpectation (Psychology)
650 0 $aMotivation in education.
949 $aLB 1062.6 .W45 2002$i31786101815873
994 $a92$bCNU
999 $aLB 1062.6 .W45 2002$wLC$c1$i31786101815873$d8/27/2010$e8/4/2010 $f9/7/2004$g2$lCIRCSTACKS$mNULS$n5$rY$sY$tBOOK$u6/14/2004