Peer through the eyes of students. See school their way. When we act on what students show us, valued outcomes follow. Students know best what engages and bores them and can offer dynamic insight into how to pique their best. When we know how to listen, we learn to increase interest, motivation, and overall achievement through academic press and a supportive culture. This book shows readers how to tap into student insight and adjust thinking to see education and learning through their eyes. Experience new levels of engagement and growth as you learn to:  •Build a culture of support, safety, and membership through academic excellence  •Nurture the growth of engaged teaching See things their way and transform your learning environment into a challenging, cohesive, and satisfying model for growth and outcome. “Missing far too long from the school improvement literature is the students’ perspective. Joe Murphy demands that leaders learn to look through students’ eyes to better understand the gaps and opportunities for school improvement and creating positive relationships in which students can flourish. This book lays out the theory and research that undergirds developing a student perspective, and provides strategies and approaches for leaders that should become essential to their preparation and practice.” Terry Orr, Director of Future School Leaders Academy Bank Street College of Education “For 40 years educators have sought answers to the question: how do school leaders ‘make a difference’? This quest has taken us in many directions, but few scholars thought to look through the ‘eyes of students’. In this book Murphy provides a missing piece to this important puzzle.” Philip Hallinger, Professor Chulalongkorn University

Student Views of the Academic Program
Student Views of the Academic Program

A Good School #2

  • A voyage of understanding
  • shared by youthful teams of sage tutors
  • Guides carefully unfoiling coils of support
  • providing cloaks of protection
  • Nurturing bonds of trust,
  • weaving webs of community
  • Sharpening lenses of possibility,
  • mediating hope

Students’ descriptions of the teachers they wanted to have collectively painted a portrait of teachers who become deeply involved with student learning. (Wilson & Corbett, 3001, p. 122)

Teachers set the stage and climate for learning that either facilitates or hampers cognitive engagement. (Shade, Kelly, & Oberg, 1997, p. 41)

In this part of the book, we continue our journey into the specifics of understanding schooling through the eyes of students. In Part 2, we examined student insights about learning climate. Here we ...

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