Recent decades of education policy, research, and practice have brought focus on a positive education approach as applied within tiered service delivery frameworks to meet diverse needs of varied intensities. 2Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, CT, United States.
1Collaboratory on School and Child Health, Institute for Collaboration on Health, Intervention, and Policy, University of Connecticut, Mansfield, CT, United States.Most important, he offers proof that students from all backgrounds can learn at a high level, adopt positive behavioral attitudes, and prepare for a fulfilling adult life, if they learn in schools that provide adequate support for their complete development-schools that know that leaving no child behind should be much more than just a convenient political slogan.Sandra M. Comer reignites a crucial debate as he details the evolution and many successes of his School Development Program since its inception thirty-five years ago, and he illustrates how his model for change has proven effective in public schools throughout the country. Comer's argument-drawn from his own experiences as the creator of the School Development Program-urges teachers, policymakers, and parents alike to work toward creating a new kind of school environment. Far removed from the federal government's focus on standardized testing as the panacea for our educational ills, Dr. James Comer reclaims this now-famous exhortation as a tool for positive and substantive change. Here, in a bold and engaging new book, Dr. The call-to-arms to "leave no child behind" in America has become popularly associated with the Bush administration's education plan-a plan that actually diverges greatly from the ideals of the Children's Defense Fund, which originated the concept.
0 kommentar(er)
