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ERIC Number: ED522874
Record Type: Non-Journal
Publication Date: 2011-Mar
Pages: 192
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-0-8077-5224-X
ISSN: N/A
The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools
Jackson, Yvette
Teachers College Press
In her new book, Yvette Jackson shows educators how to focus on students' strengths to inspire learning and high intellectual performance. Jackson asserts that the myth that the route to increasing achievement by focusing on weaknesses (promoted by policies such as NCLB) has blinded us to the strengths and intellectual potential of urban students--devaluing the motivation, initiative, and confidence of dedicated educators to search for and optimize this potential. "The Pedagogy of Confidence" dispels this myth and provides practical approaches to rekindle educators' belief in their ability to inspire the vast capacity of their urban students. This book features: (1) Describes practical approaches and examples of how inspirational educators implement High Operational Practices, offering strategies for dealing with cultural disconnects, the influence of new technologies, and language preferences of students; (2) Illustrates how educators empower student investment in the "mediative learning community" to foster positive relationships; (3) Presents historical, cognitive, and neuroscience research, providing educators the rationale and benefits of changing old policies and practices to new ones that will guide students to intellectual development, self-directed learning, and self-actualization; and (4) Explores the theory and methodology of cognitive psychologist Reuven Feuerstein, upon which "The Pedagogy of Confidence" is based.
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Publication Type: Books; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A