LEADER 04138nam 2200637Ia 450 001 9910819522803321 005 20240416151239.0 010 $a0-674-04504-1 024 7 $a10.4159/9780674045040 035 $a(CKB)1000000000786826 035 $a(StDuBDS)AH23050949 035 $a(SSID)ssj0000232855 035 $a(PQKBManifestationID)11220564 035 $a(PQKBTitleCode)TC0000232855 035 $a(PQKBWorkID)10215170 035 $a(PQKB)10823479 035 $a(Au-PeEL)EBL3300433 035 $a(CaPaEBR)ebr10318426 035 $a(OCoLC)923111286 035 $a(DE-B1597)586095 035 $a(DE-B1597)9780674045040 035 $a(MiAaPQ)EBC3300433 035 $a(OCoLC)1294425736 035 $a(EXLCZ)991000000000786826 100 $a20020530d2002 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aReaching higher $ethe power of expectations in schooling /$fRhona S. Weinstein 205 $a1st ed. 210 $aCambridge, MA $cHarvard University Press$d2002 215 $a1 online resource (366 p.) 300 $aOriginally published: 2002. 311 $a0-674-00919-3 311 $a0-674-01619-X 320 $aIncludes bibliographical references (p. 305-329) and index. 327 $aIntroduction I. Reframing the Debate: What Children Can Become 1. Colliding Expectations of Family and School 2. Turning Points in Research on Expectations: Toward an Ecological Paradigm 3. Revisiting Educational Self-Ful lling Prophecies II. Expectations in Classrooms: Through the Eyes of Students 4. Children Talk about Expectations for Achievement 5. Differences among Classroom Achievement Cultures 6. Children's Lives in Contrasting Classrooms 7. Achievement Histories of Vulnerability and Resilience III. Expectations in Systems: Through the Eyes of Educators 8. Changing a Strati ed School Culture 9. A School Culture for the Fullest Development 10. Achievement Cultures for University Faculty Conclusion References Acknowledgments Index 330 $aEven young children know what adults think of them. All too often, they live down to expectations, as well as up to them. This volume is about the context in which expectations play themselves out. 330 $b"She has a funny way of looking at you," a fourth-grader told Rhona Weinstein about his teacher. "She gets that look and says 'I am very disappointed in you.' I hate it when she does that. It makes me feel like I'm stupid. Just crazy, stupid, dumb." Even young children know what adults think of them. All too often, they live down to expectations, as well as up to them. This book is about the context in which expectations play themselves out. Drawing upon a generation of research on self-fulfilling prophecies in education, including the author's own extensive fieldwork in schools, 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. 606 $aAcademic achievement 606 $aExpectation (Psychology) 606 $aMotivation in education 615 0$aAcademic achievement. 615 0$aExpectation (Psychology) 615 0$aMotivation in education. 676 $a370.154 700 $aWeinstein$b Rhona S$01713081 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910819522803321 996 $aReaching higher$94105767 997 $aUNINA