Item specifics
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Condition
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ISBN-13
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9781579223106
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Book Title
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Teachers As Mentors
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ISBN
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9781579223106
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Subject Area
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Education
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Publication Name
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Teachers As Mentors : Models for Promoting Achievement with Disadvantaged and Underrepresented Students by Creating Community
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Publisher
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Taylor & Francis Group
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Item Length
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9 in
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Subject
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Educational Policy & Reform / General, General, Higher, Teacher & Student Mentoring
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Publication Year
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2011
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Type
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Textbook
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Format
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Hardcover
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Language
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English
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Item Weight
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14.3 Oz
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Item Width
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6 in
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Number of Pages
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166 Pages
Teachers As Mentors: Models for Promoting Achievement with Disadvantaged and Und
About this product
Product Identifiers
Publisher
Taylor & Francis Group
ISBN-10
1579223109
ISBN-13
9781579223106
eBay Product ID (ePID)
127380045
Product Key Features
Number of Pages
166 Pages
Language
English
Publication Name
Teachers As Mentors : Models for Promoting Achievement with Disadvantaged and Underrepresented Students by Creating Community
Subject
Educational Policy & Reform / General, General, Higher, Teacher & Student Mentoring
Publication Year
2011
Type
Textbook
Subject Area
Education
Format
Hardcover
Dimensions
Item Weight
14.3 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
College Audience
LCCN
2010-046669
Dewey Edition
22
Reviews
We ignore what Ayalon has to say at our peril. This is a book that takes us step-by-step through schools that were carefully designed to make it as easy as possible for teachers and students to learn from each other and from their shared world. Following the spirit of the examples presented here, specifically tailored to individual settings, might transform schools into places not only of achievement in scholastics, but also settings where students and teachers enjoy their work together., Teachers not only teach. They are also advocates, coaches, allies, supporters, and as Aram Ayalon reminds us in this thoughtful book, they are mentors as well. With concrete cases and useful suggestions from two cases – one in Boston and the other in Jerusalem – Teachers as Mentors provides inspiring examples of how promoting nurturing teacher-student relationships can help even the most underserved and marginalized students succeed., Ayalon’s book in an important reminder that schools need to do more than teach curriculum and assess students — they need to care and build relationships. In the current environment of high-stakes testing and accountability, it is easily forgotten that student success, both social and academic, is greatly influenced by student-teacher relationships. Ayalon looks at two schools, Fenway High School in Boston and Kedma School in Jerusalem, that successfully mentor at-risk students. The book is divided into five parts and he provides a summary and synthesis at the end of each part, as well as an appendix with examples of mentoring activities used at each school that may impact practice if implemented. Summing Up: Recommended., Teachers as Mentors is an invaluable resource for schools, especially those serving students who are urban, minority, and at-risk. Culture-building through mentoring capitalizes on relationships between teachers and students within democratic learning environments. Teachers who want to become mentors are given specific suggestions for creating close, nurturing relationships through a range of structure, strategies, and resources. The book is accessible, descriptive, and liberatory–giving hope through grassroots examples that teachers who commit to student-centered discourse and action can create the conditions needed for sustainable mentoring environments.
Dewey Decimal
373.18269/4
Table Of Content
Acknowledgments Foreword–Deborah W. Meier Introduction Part I. Establishing Nurturing Schools 1. Youth at Risk and Student Dropout 2. Caring Schools 3. Mentoring and Teacher-Student Relationship 4. Schools With Teachers as Youth Mentors Part II. A Mentoring classes 5. Kedma’s Mentoring Class 6. Fenway’s Advisory Class Summary and Synthesis Part III. Individual Teacher-Student Relationships 7. Mentor-Student Relationship at Kedma 8. Advisor-Student Relationship at Fenway Summary and Synthesis Part IV. Mentor Support System 9. Kedma’s Mentor Support System 10. Fenway’s Advisory Support System Summary and Synthesis Part V. Summary and Implications 11. Summary, Discussion, and Implications Appendix
Synopsis
The book describes two similar and successful models of youth mentoring used by two acclaimed urban high schools that have consistently achieved exceptional graduation rates. Providing a detailed description of their methods – based upon extensive observation, and interviews with teachers, students, administrators, and parents – this book makes a major contribution to the debate on how to reduce the achievement gap. Using similar teacher-as-youth mentor and youth advising models, these two inner city schools – Fenway High School in Boston, Massachusetts; and the Kedma School in Jerusalem – have broken the cycle of failure for the student populations they serve–children from underrepresented groups living in poverty in troubled neighborhoods with few resources. Students in both schools have excelled academically, rarely dropout, and progress to college in significant numbers (Fenway has 90% graduation rate, with 95% of graduates going on to college. Kedma outperforms comparable urban schools by a factor of four). Both schools have won numerous awards, with Fenway High School gaining Pilot School status in Massachusetts, a recognition the state only awards to a few exemplary schools; and Kedma School being declared one of the 50 most influential educational endeavors in Israel. The success of both schools is directly attributable to their highly developed teacher-as-a-youth mentor programs that embody an ideology and mission that put students at the center of their programs and structures. The models are closely integrated with the curriculum, and support the social, emotional, cultural, and academic needs of students, as well as develop close mentor-student-parent relationships. The model furthermore includes extensive support for the mentors themselves. Apart from the potential of these models to narrow the achievement gap, these two schools have a record of creating a school climate that promotes safety, and reduces the incidence of bullying and violence. At the heart of both programs is creating community–between departments and functions in the school; and between teachers, staff, students, and parents. Everyone in the school system should read this book. Research suggests that caring relationships between students and teachers significantly enhance Social Emotional Learning (SEL) — defined as the process through which children develop their ability to integrate thinking, feeling, and behaving to achieve important life tasks — which is recognized as an important factor in children’s success in school. However, caring schools are usually the exception, especially at the secondary level where relationships between students and teachers seem to deteriorate significantly. This book provides a schoolwide model for establishing caring secondary schools and enhancing SEL using a teacher-as-a youth mentor model., However, caring schools are usually the exception, especially at the secondary level where relationships between students and teachers seem to deteriorate significantly. This book provides a schoolwide model for establishing caring secondary schools and enhancing SEL using a teacher-as-a youth mentor model., The book describes two similar and successful models of youth mentoring used by two acclaimed urban high schools that have consistently achieved exceptional graduation rates. Providing a detailed description of their methods – based upon extensive observation, and interviews with teachers, students, administrators, and parents – this book makes a major contribution to the debate on how to reduce the achievement gap.Using similar teacher-as-youth mentor and youth advising models, these two inner city schools – Fenway High School in Boston, Massachusetts; and the Kedma School in Jerusalem – have broken the cycle of failure for the student populations they serve–children from underrepresented groups living in poverty in troubled neighborhoods with few resources. Students in both schools have excelled academically, rarely dropout, and progress to college in significant numbers (Fenway has 90% graduation rate, with 95% of graduates going on to college. Kedma outperforms comparable urban schools by a factor of four). Both schools have won numerous awards, with Fenway High School gaining Pilot School status in Massachusetts, a recognition the state only awards to a few exemplary schools; and Kedma School being declared one of the 50 most influential educational endeavors in Israel.The success of both schools is directly attributable to their highly developed teacher-as-a-youth mentor programs that embody an ideology and mission that put students at the center of their programs and structures. The models are closely integrated with the curriculum, and support the social, emotional, cultural, and academic needs of students, as well as develop close mentor-student-parent relationships. The model furthermore includes extensive support for the mentors themselves. Apart from the potential of these models to narrow the achievement gap, these two schools have a record of creating a school climate that promotes safety, and reduces the incidence of bullying and violence. At the heart of both programs is creating community–between departments and functions in the school; and between teachers, staff, students, and parents. Everyone in the school system should read this book.Research suggests that caring relationships between students and teachers significantly enhance Social Emotional Learning (SEL) — defined as the process through which children develop their ability to integrate thinking, feeling, and behaving to achieve important life tasks — which is recognized as an important factor in children’s success in school. However, caring schools are usually the exception, especially at the secondary level where relationships between students and teachers seem to deteriorate significantly. This book provides a schoolwide model for establishing caring secondary schools and enhancing SEL using a teacher-as-a youth mentor model.
LC Classification Number
LC4092.A93 2011
Price : 255.32
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