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003    OCoLC 
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008    000808s2001    nyu      b    001 0 eng   
010       00063577 
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042    pcc 
043    n-us-pa 
049    STJJ 
050 00 LC5133.P5|bW55 2001 
082 00 370/.9748/11|221 
084    DK 1022|2rvk 
084    5,3|2ssgn 
100 1  Wilson, Bruce L.,|d1949- 
245 10 Listening to urban kids :|bschool reform and the teachers 
       they want /|cBruce L. Wilson and H. Dickson Corbett. 
260    Albany :|bState University of New York Press,|c©2001. 
300    vii, 144 pages ;|c24 cm. 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
490 1  SUNY series, restructuring and school change 
504    Includes bibliographical references (pages 129-133) and 
       index. 
505 0  1. The reform context : Students as useful windows through
       which to view reform ; Overview of the study and Its 
       participants ; The student sample and interview strategy ;
       The school sites ; Other considerations in reading this 
       book -- 2. Changes in students' school lives over three 
       years : Changes in plans for the future -- Changes in the 
       schools ; More and/or harder work ; Different student 
       behavior ; Small learning communities ; Changes in 
       classroom experiences ; Multiple or long-term replacement 
       teachers ; Disruptive classrooms ; "Support scarce" 
       classrooms ; A need to scale up within schools -- 3. 
       Pedagogical, content, and classroom environment 
       differences within and across five schools : Pedagogical 
       differences: the case of science ; Content differences: 
       the case of English ; Classroom environment differences: 
       two examples ; School #1: Two teachers on the same team ; 
       School #4: A comparison between students' initial teacher 
       and a replacement ; Students focused on instructional, 
       rather than personal, style -- 4. The teachers students 
       wanted : Three teachers students praised ; Qualities 
       students wanted their teachers to have ; Valued teachers 
       pushed students to complete their assignments ; Valued 
       teachers maintained order in the classroom ; Valued 
       teachers were willing to help ; Valued teachers went to 
       great lengths to explain a topic until everyone understood
       it ; Valued teachers varied classroom activities ; Valued 
       teachers respected students, related to them, and tried to
       understand their worlds ; Behind the actions: the student-
       teacher relationship. 
505 0  5. Spreading the pockets of success : a brief description 
       of school #6 ; Students' aspirations and teachers' 
       preferences ; Pedagogical differences: the case of science
       ; Content differences: the case of writing and English ; A
       note on mathematics ; Classroom environment differences ; 
       Evidence of school effects ; Students' perspectives on 
       school #6 ; Student performance data ; Student comparisons
       of school #6 with the other study schools ; Student talk 
       and school differences -- 6. Students and reform : Making 
       reform noticeable ; Focus professional development on 
       adults' underlying beliefs about a school's role in 
       supporting student learning rather than discrete "best 
       practices" ; Emphasize the quality of the relationships 
       between teachers and students ; Changes in student 
       performance standards must be accompanied by the creation 
       of standards for pedagogy, content, and classroom 
       environment, and the professional development necessary to
       implement them ; Connect changes in standards to grades, 
       not just to performance on large-scale assessments ; 
       Create "extra help" situations that encompass all students
       who need it, not just those students who avail themselves 
       of it ; Extend extra help beyond school work to how to 
       succeed in the future ; Reforming with, not for, students 
       -- Appendix : Student interview protocols. 
520 1  "According to the many student voices in this book, urban 
       middle school students want teachers who "stay on them" to
       complete their work, maintain orderly classrooms, give 
       them the extra help they need to succeed, explain their 
       work clearly, draw on a variety of teaching strategies, 
       and make their work relevant and meaningful. This book, 
       rich in detail, brings these inner-city students' 
       perspectives to life and issues a compelling call for 
       urban school reform that actually touches students' daily 
       lives."--Jacket. 
650  0 Education, Urban|zPennsylvania|zPhiladelphia|vCase 
       studies. 
650  0 Middle school students|zPennsylvania|zPhiladelphia
       |vInterviews. 
650  0 Educational change|zPennsylvania|zPhiladelphia. 
650  7 Education, Urban.|2fast|0(OCoLC)fst00903310 
650  7 Educational change.|2fast|0(OCoLC)fst00903371 
650  7 Middle school students.|2fast|0(OCoLC)fst01020531 
650  7 Aufsatzsammlung|2gnd|0(DE-588)4143413-4 
650  7 Schulreform|2gnd|0(DE-588)4053539-3 
650  7 Stadt|2gnd|0(DE-588)4056723-0 
650 07 Aufsatzsammlung.|2swd 
650 07 Schulreform.|2swd 
650 07 Stadt.|2swd 
651  7 Pennsylvania|zPhiladelphia.|2fast|0(OCoLC)fst01204170 
651  7 United States.|2swd 
655  0 Interviews. 
655  4 Case studies. 
655  7 Case studies.|2fast|0(OCoLC)fst01423765 
655  7 Interviews.|2fast|0(OCoLC)fst01423832 
655  7 Interviews.|2lcgft 
700 1  Corbett, H. Dickson,|d1950- 
830  0 SUNY series, restructuring and school change. 
994    C0|bSTJ