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Foreword | |
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Acknowledgments | |
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About the Authors | |
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Introduction: Bringing Our Schools Into Balance | |
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Beyond Bullying, Beyond Compliance | |
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Getting Beyond Piecemeal Problem Solving | |
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The Rational for This Book: School Climate as a Key to School Safety, Student Motivation, and Academic Achievement | |
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Guideposts for School Leaders: Administrators, Teachers, and Students | |
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Organization of the Book | |
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Why Read This Book? | |
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Students and Teachers as Partners in Transforming School Climate | |
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School Climate: The Heart and Soul of a School | |
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Making Meaningful Improvement in Schools | |
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Why Is School Climate Important? | |
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School Climate and Effective Schools | |
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Essential School Climate Factors | |
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We All Want Respectful Schools | |
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What Teachers and Students Mean by Respect | |
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Beeper Studies: Our Original Research on Respectful Schools | |
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The Respect Continuum: a Practical Theory of Respect | |
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The Disrespect Side of the Continuum | |
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The Respect Side of the Continuum | |
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How Schools Use the Respect Continuum | |
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Initial Success in One District | |
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Looking Beyond Stopping Misbehavior | |
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Making It Real: a Real-Life Respectful School | |
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Conclusion | |
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Book Study Questions | |
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The SafeMeasures Process: a Student-Led, Collaborative Action Research Process | |
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Sarason's Research on School Change | |
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Balancing Adult and Student Leadership | |
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The SafeMeasures Process: An Overview | |
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Bandura's Research on Self-Efficacy | |
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Looking Deeply at Collaborative Action Research | |
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Emancipatory Research | |
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Making It Real: School Climate Improvement | |
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Conclusion | |
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Book Study Questions | |
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Stage One: Everyone Is a Leader: Empowering Students and Teachers | |
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The Dignity of Expertise | |
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Getting Started | |
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Administrative Support Is Essential | |
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The Adult Design Team: Membership and Roles | |
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National School Climate Standards as a Guide to Action | |
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Selecting a Diverse Team of Student Leaders | |
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Challenges to Choosing a Diverse Team of Student Leaders | |
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Making it Real: Student Leadership Training | |
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Conclusion | |
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Simple Summary: Stage One | |
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Book Study Questions | |
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Stage Two: Including All Voices: School Climate Data Collection | |
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The Importance of Data | |
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What Gets Measured Is What Gets Done | |
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Some Potential Problems With School Data Collection | |
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What and How to Measure | |
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What to Do With Data | |
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When Students Become School Climate Researchers | |
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The Power of Qualitative Data | |
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The Value of Quantitative Data | |
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Making It Real: Elementary School Student Researchers | |
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Conclusion | |
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Simple Summary: Stage Two | |
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Book Study Questions | |
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Stage Three: Thinking Together: Data Analysis and Goal Setting | |
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Internal or External Locus of Control: Whose Responsibility | |
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Cognitive Dissonance: Wrestling With Data to Construct Meaning | |
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No Fault, No Blame | |
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Words or Numbers? Analyzing Data With Students | |
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Using Quantitative Data Effectively | |
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Goal Setting With Student Leaders | |
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Why Students Lead the Way: Student and Teacher Data Analysis and Goal Setting | |
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Faculty Data Analysis and Goal Setting | |
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The Work of Goal-Based Action Teams | |
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Making It Real: Data Analysis and Goal Setting With Chain Reaction | |
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Conclusion | |
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Simple Summary: Stage Three | |
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Book Study Questions | |
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Stage Four: Making Change Happen: Action Planning and Project Development | |
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Action Planning: Where Change Begins | |
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No One Best System | |
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School Climate Action Teams: Working Effectively With Colleagues | |
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Action Planning Steps | |
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Using the Respect Continuum as a Guide to Action | |
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Moving Toward the Positive | |
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Respectful Teaching | |
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Balanced Leadership: Adults and Students Joining Forces for Change | |
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Making It Real: The Backpack Project | |
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Conclusion | |
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Simple Summary: Stage Four | |
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Book Study Questions | |
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Stage Four Specifics: Action Projects to Promote Respectful Teaching and Learning | |
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Changing School Climate Through Respectful Teaching | |
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Engagement Strategies That Work | |
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Providing Students With Choices | |
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Authentic, Applied, Real-World Learning | |
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Altering the Schedule to Provide Learning Opportunities | |
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Making It Real: Sugata Mitra's Hole-in-the-Wall Project | |
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Conclusion | |
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Simple Summary: Stage Four Specifics | |
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Book Study Questions | |
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Stage Five: Moving Forward Together: Sustainability and Continuous Improvement | |
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Change Is a Process, Not an Event | |
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Key Elements of Sustainable Change | |
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Closing the Gaps | |
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Dignity and Respect | |
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The Best People Working on the Problem | |
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Socially Based and Action-Oriented Change | |
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Enhance, Extend, and Empower | |
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Make a Multiyear Commitment | |
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Formative Assessment: a Critical Part of the Process | |
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Aligning School Climate and Learning: Demonstrate a Balanced Approach | |
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Guideposts for Sustainability | |
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Making It Real: Talking Walls | |
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Conclusion | |
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Simple Summary: Stage Five | |
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Book Study Questions | |
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The Road Ahead: Transforming School Climate and Learning | |
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When Will the Time Be Right? | |
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Continued Resistance, Growing Hope | |
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School Climate As a Coherent Framework for Understanding Schools | |
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Implications for School Leaders, Teachers, and Students | |
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Conclusion | |
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Book Study Questions | |
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List of Appendices | |
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From Violence to Empowerment: a Respect Continuum | |
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Sample School Climate Data Summary | |
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Example of Student Goals and Evidence of Need: Elementary School Data (Grades 3���6) | |
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References | |
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Index | |