Engaging Schools

When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed "I really want to learn" applied to them.What is it about the school environment—pedagogy, curriculum, climate, organization—that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learn—including new findings on students' sense of belonging—and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included. Table of ContentsFront MatterExecutive Summary1. Student Engagement and Disengagement in Urban High Schools2. The Nature and Conditions of Engagement3. Teaching and Learning4. Climate, Organization, Composition, and Size of Schools5. Family, Community, and Peers6. Meeting Students' Nonacademic Needs7. Education Through Theme-Based Learning Communities8. Comprehensive High School Reform Designs9. Summary of Findings and RecommendationsBibliography and ReferencesBiographical Sketches of Committee MembersIndex