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For over a quarter of a century the problem of losing church members has progressively increased. Today the situation is so bad that less than one-third of the members in some churches attend worship services. Church leaders are crying for help.In an effort to help church leaders, the Billy Graham School of the Southern Baptist Theological Seminary conducted a massive research project involving nearly 287 churches. The most revealing aspect of the study was that the higher expectations placed on members, the greater the likelihood that the members would stay and be involved with the church. Using the data gathered from this project, Thom Rainer presents the first-ever comprehensive study about 'closing the back door.' Rainer looks at why people are leaving the church and how church leaders can keep the members.
How our colleges and universities can respond to the changing hopes and needs of society In recent decades, cognitive psychologists have cast new light on human development and given colleges new possibilities for helping students acquire skills and qualities that will enhance their lives and increase their contributions to society. In this landmark book, Derek Bok explores how colleges can reap the benefits of these discoveries and create a more robust undergraduate curriculum for the twenty-first century. Prior to this century, most psychologists thought that creativity, empathy, resilience, conscientiousness, and most personality traits were largely fixed by early childhood. What researchers have now discovered is that virtually all of these qualities continue to change through early adulthood and often well beyond. Such findings suggest that educators may be able to do much more than was previously thought possible to teach students to develop these important characteristics and thereby enable them to flourish in later life. How prepared are educators to cultivate these qualities of mind and behavior? What do they need to learn to capitalize on the possibilities? Will college faculties embrace these opportunities and make the necessary changes in their curricula and teaching methods? What can be done to hasten the process of innovation and application? In providing answers to these questions, Bok identifies the hurdles to institutional change, proposes sensible reforms, and demonstrates how our colleges can help students lead more successful, productive, and meaningful lives.
Calls for the integration of social emotional learning into school curricula, providing assistance for the process and including sample programs from which to model.
We constantly hear cries from politicians for teachers to have high expectations. But what this means in practical terms is never spelled out. Simply deciding that as a teacher you will expect all your students to achieve more than other classes you have taught in the same school, is not going to translate automatically into enhanced achievement for students. Becoming a High Expectation Teacher is a book that every education student, training or practising teacher, should read. It details the beliefs and practices of high expectation teachers – teachers who have high expectations for all their students – and provides practical examples for teachers of how to change classrooms into ones in which all students are expected to learn at much higher levels than teachers may previously have thought possible. It shows how student achievement can be raised by providing both research evidence and practical examples. This book is based on the first ever intervention study in the teacher expectation area, designed to change teachers’ expectations through introducing them to the beliefs and practices of high expectation teachers. A holistic view of the classroom is emphasised whereby both the instructional and socio-emotional aspects of the classroom are considered if teachers are to increase student achievement. There is a focus on high expectation teachers, those who have high expectations for all students, and a close examination of what it is that these teachers do in their classrooms that mean that their students make very large learning gains each year. Becoming a High Expectation Teacher explores three key areas in which what high expectation teachers do differs substantially from what other teachers do: the way they group students for learning, the way they create a caring classroom community, and the way in which they use goalsetting to motivate students, to promote student autonomy and to promote mastery learning. Areas covered include:- Formation of teacher expectations Teacher personality and expectation Ability grouping and goal setting Enhancing class climate Sustaining high expectations for students Becoming a High Expectation Teacher is an essential read for any researcher, student, trainee or practicing teacher who cares passionately about the teacher-student relationship and about raising expectations and student achievement.
“She has a funny way of looking at you,” a fourth-grader told Rhona Weinstein about his teacher. “She gets that look and says ‘I am very disappointed in you.’ I hate it when she does that. It makes me feel like I’m stupid. Just crazy, stupid, dumb.” Even young children know what adults think of them. All too often, they live down to expectations, as well as up to them. This book is about the context in which expectations play themselves out. Drawing upon a generation of research on self-fulfilling prophecies in education, including the author’s own extensive fieldwork in schools, Reaching Higher argues that our expectations of children are often too low. With compelling case studies, Weinstein shows that children typed early as “not very smart” can go on to accomplish far more than is expected of them by an educational system with too narrow a definition of ability and the way abilities should be nurtured. Weinstein faults the system, pointing out that teachers themselves are harnessed by policies that do not enable them to reach higher for all children. Her analysis takes us beyond current reforms that focus on accountability for test results. With rich descriptions of effective classrooms and schools, Weinstein makes a case for a changed system that will make the most of every child and enable students and teachers to engage more meaningfully in learning.
Higher Expectations is a practical guide to navigating academia for people who want to improve their own day-to-day work lives and create better conditions for everyone. Universities are broken: they’re built on systems that are discriminatory, hierarchical, and individualistic. This hurts the people that work and learn in them and limits the potential for universities to contribute to a better world. But we can raise our expectations. Hawkins and Kern envision a university transformed by collaboration, care, equity, justice, and multiple knowledges. Drawing on real-world, international examples where people and institutions are already doing things in new ways, Higher Expectations offers concrete advice on how to make these transformations real. It covers many areas of academic life including course design, conferencing, administration, research teams, managing workloads and more. Designed for faculty, graduate students, postdoctoral researchers, and other scholars, Higher Expectations delivers hope and practical actions you can take to start making change now. It is a must-have for everyone working in academia today.
The myth of fixed intelligence debunked For all the productive conversation around “mindsets,” what’s missing are the details of how to convince our discouraged and underperforming students that “smart is something you can get.” Until now. With the publication of High-Expectations Teaching, Jon Saphier reveals once and for all evidence that the bell curve of ability is plain wrong—that ability is something that can be grown significantly if we can first help students to believe in themselves. In drill-down detail, Saphier provides an instructional playbook for increasing student confidence and agency in the daily flow of classroom life: Powerful strategies for attribution retraining, organized around 50 Ways to Get Students to Believe in Themselves Concrete examples, scripts, and classroom structures and routines for empowering student agency and choice Dozens of accompanying videos showing high-expectations strategies in action All children in all schools, regardless of income or social class, will benefit from the strategies in this book. But for children of poverty and children of color, our proficiency with these skills is essential . . . in many ways life saving. Jon Saphier challenges us all—educators, students, and parents—to get started today. About Jon Saphier The author of nine books, including The Skillful Teacher, Jon Saphier is founder and president of Research for Better Teaching, Inc. (RBT), a professional development organization dedicated since 1979 to improving classroom teaching and school leadership throughout the United States and internationally.
Greater Expectations is the book that exposed the low standards that children are confronted with in our homes, our schools, and throughout our culture. It exploded many of the misconceptions about children and how to raise them, including the cult of self-esteem, "child-centered" learning, and other overly indulgent practices that have been watering down the education and guidance that we are providing our young people. It disclosed how the self-centered ethic is damaging our youth. Greater Expectations started America talking about these issues and about how young people need to be provided with challenges and a sense of purpose if we want them to survive and thrive in life. Provocative and challenging, Greater Expectations was a wake-up call, a must-read for anyone concerned about the growing youth crisis in America and what we can do about it.
High Expectations Are The Key To Everything "This book isn't about how to bring out the best in others; It's about how to bring out the best in YOU!" Each and every one of us deals with challenges in our lives that interfere with the achievement of our goals. Why is it that some people always seem to land on their feet, while others fall down crippled under the weight of life's obstacles? Why do you think one average person experiences great success in life, while another average person doesn't? In almost all cases both individuals started out with similar capabilities, talent, and resources. So what is the difference? I believe those who succeed expect nothing less than success; they approach problems as opportunities, they have high expectations, and they triumph! They are driven by a can-do attitude. They begin every challenge they face with the belief they will succeed in the end. In this inspirational book, Michael Bergdahl will explain how he and his wife Sheryl overcame adversity and achieved their goals in life; he'll explain how they did it and how others can do it too. This Book Is About Self-Motivation: How YOU Can Overcome Life's Challenges How YOU Can Control Your Own Destiny How YOU Can Reach Your Full Potential
During the late nineteenth and early twentieth centuries, the divorce rate in the United States rose by a staggering 2,000 percent. To understand this dramatic rise, Elaine Tyler May studied over one thousand detailed divorce cases. She found that contrary to common assumptions, divorce was not simply a by-product of women's increasing economic and sexual independence, or a rebellion against marriage. Rather, thwarted hopes for fulfillment in the public sphere drove both men and women to wed at a greater rate and to bring higher expectations to their marriages.