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ERIC Number: EJ836313
Record Type: Journal
Publication Date: 2009-Apr
Pages: 4
Abstractor: ERIC
Reference Count: 5
ISSN: ISSN-1529-8957
Increasing Rigor
Blackburn, Barbara; Williamson, Ronald
Principal Leadership, v9 n8 p28-31 Apr 2009
As educators increasingly focus on increasing the level of rigor in their schools, it is important to first agree on what rigor is. Rigor is more than just the content of the lesson or even what teachers expect students to do. Too often, teachers simply raise expectations without providing appropriate support for students to succeed. True rigor means creating an environment in which each student is expected to learn at high levels, each student is supported so that he or she can learn at high levels, and each student demonstrates learning at high levels. Only by creating a culture of high expectations and providing support so that students can truly succeed does one have a rigorous classroom. Supporting students so that they can learn at high levels is central to the definition of rigor. It is essential that teachers craft lessons that move students toward challenging work while providing scaffolding to support them as they learn. To simply increase expectations without helping students achieve at higher levels is inappropriate. This article discusses two specific ways teachers can help students succeed as they move to higher levels of learning: (1) incorporate motivational elements; and (2) use engaging instructional strategies. (Contains 1 figure.)
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A