Lexington Books
Pages: 146
•
Trim: 6¼ x 9¾
978-1-4985-7302-3 • Hardback • September 2018 • $104.00 • (£80.00)
978-1-4985-7304-7 • Paperback • June 2021 • $44.99 • (£35.00)
978-1-4985-7303-0 • eBook • September 2018 • $42.50 • (£35.00)
Renée Thompson, EdD, is high school curriculum & instruction coordinator and assistant principal in Waco, TX
Preface
Chapter 1: Change the Mindset, Not the Setting
Chapter 2: Barriers That Impede Student Success
Chapter 3: Growing Effective Teachers
Chapter 4: Meeting the Socio-Emotional Needs of Students
Chapter 5: Creating the Environment and Culture for Student Success
Chapter 6: What Can Administrators Do?
Chapter 7: Acquiring School Wide Efficacy
Chapter 8: Conclusion
Appendix A: Teachers Sense of Self-Efficacy Scale
Appendix B: Collective Teacher Beliefs
Appendix C: Positive Climate
Works Cited
In Creating Conditions for Growth: Teacher Efficacy for Student Success, Dr. Thompson reaffirms that quality teaching is the lifeblood of our educational system, and she examines the myriad of issues teachers and schools face on a daily basis which can present barriers to all students having access to quality teaching. Through examining effective strategies across these complex issues, Dr. Thompson articulates a set of practices that increase the likelihood of all students having access to effective teachers.
— Denise Collier, Texas State University
Education is failing both students and teachers. This fact is not hidden as we see schools failing and teachers protesting nightly on the news. Dr. Thompson poignantly outlines the educational practices which cause and continue this failure specifically among the most marginalized students—at-risk students—who are least likely to have their needs met elsewhere. Thompson’s discussion of student failure and its relationship to standardized testing and lack of teacher retention are both accurate and timely; the solutions she offers focus on the thoughtful development of teachers and school culture in order to create a space where students can make mistakes and grow into their learning. Dr. Thompson argues that teachers are education’s greatest resource and they need support and intentional development, a voice and access to colleague collaboration. Administrators and school officials would be wise to take her sage advice and implement the strategies she outlines, especially when it comes to alternative education, in order to run schools with greater care to create environments that foster learning—for both teachers and students.
— Danielle MacDonald, Columbia University