Turning High-Poverty Schools into High-Performing Schools
(eBook)

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Published
ASCD, 2020.
Status
Available Online
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Format
eBook
Language
English
ISBN
9781416629030
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APA Citation (style guide)

William H. Parrett., William H. Parrett|AUTHOR., & Kathleen M. Budge|AUTHOR. (2020). Turning High-Poverty Schools into High-Performing Schools. ASCD.

Chicago / Turabian - Author Date Citation (style guide)

William H. Parrett, William H. Parrett|AUTHOR and Kathleen M. Budge|AUTHOR. 2020. Turning High-Poverty Schools Into High-Performing Schools. ASCD.

Chicago / Turabian - Humanities Citation (style guide)

William H. Parrett, William H. Parrett|AUTHOR and Kathleen M. Budge|AUTHOR, Turning High-Poverty Schools Into High-Performing Schools. ASCD, 2020.

MLA Citation (style guide)

William H. Parrett, William H. Parrett|AUTHOR, and Kathleen M. Budge|AUTHOR. Turning High-Poverty Schools Into High-Performing Schools. ASCD, 2020. Web.

Note! Citation formats are based on standards as of July 2010. Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy.
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Grouped Work ID5efe5cd2-2a38-3daf-76cd-f8913644cc82
Full titleturning high poverty schools into high performing schools
Authorparrett william h
Grouping Categorybook
Last Update2020-08-31 12:25:28PM
Last Indexed2020-10-17 03:18:30AM

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    [synopsis] => Schools across the United States and Canada are disrupting the adverse effects of poverty and supporting students in ways that enable them to succeed in school and in life.
	In this second edition, Parrett and Budge show you how your school can achieve similar results. Expanding on their original framework's still-critical concepts of actions and school culture, they incorporate new insights for addressing equity, trauma, and social-emotional learning. These fresh perspectives combine with lessons learned from 12 additional high-poverty, high-performing schools to form the updated and enhanced Framework for Collective Action.
	Emphasizing students' social, emotional, and academic learning as the hub for all action in high-performing, high-poverty schools, the authors describe how educators can work within the expanded Framework to address the needs of all students, but particularly those who live in poverty.
	Equipped with the Framework and a plethora of tools to build collective efficacy (self-assessments, high-leverage questions, action advice, and more), school and district leaders-as well as teachers, teacher leaders, instructional coaches, and other staff-can close persistent opportunity gaps and reverse longstanding patterns of low achievement.
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