Becoming a Great High School: 6 Strategies and 1 Attitude That Make a Difference

By Tim R. Westerberg | Go to book overview

INDEX
Note: Page numbers followed by f indicate a figure.
academic freedom argument, 29
academic self-efficacy, 59
activities vs. learning goals, 35–37
Adams 50 School District model of rigor, 44, 45f
Advanced Placement (AP) programs, 11–16, 40
AP (Advanced Placement) programs, 11–16, 40
Applegate, Perri, 10
Aronson, Joshua, 6–7
art and science of teaching, balancing, 29–30
The Art and Science of Teaching (Marzano), 29
assessment. See formative assessment; grading
attribution theory, 6–7
autonomy, 55–56
averaging, 81–82
Baltimore Polytechnic Institute, 17–18
Bambrick-Santoyo, Paul, 28
been-there, done-that attitude, 24–25
The Bell Curve (Murray), 16
Bell Multicultural School, 12–13
benchmarks, 27–28, 43
Ben David High School, 79
Byram Hills High School, 43
capacity building, 111–112
career and technology programs, 16–18
celebrating success. See recognition and rewards
Center for Teacher Quality, 112
Classroom Assessment and Grading That Works (Marzano), 64, 83–84
Classroom Instruction That Works (Marzano et al.), 53
classroom-level learning goals, 34–37
co-enrollment programs, 14–16
collaborative work. See professional learning communities
college courses, 14–16
college-prep curriculum. See also rigorous curriculum
C&T coursework combined with, 17
open enrollment in, 11–16
quality approach, 39–40
Columbia Heights High School, 99
Columbus Alternative High School, 13
common outcomes approach, 30–31
common vision of effective instruction
collaboration vs. common practice, 55–58
frameworks for instructional development, 53–55, 55f
weak instructional core, improving, 51–53
communication networks, 57
corrective feedback, 64
curriculum anarchy vs. curriculum coherence, 22–24
Daggett, Willard, 26–27, 43
Darling-Hammond, Linda, 9
decision-making, instructional, 53–54

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