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

Engaged Teaching

Engaged Teaching

Engaged Teaching

It would be useful if schools were able to review the reasonableness of pupils’ comments on teachers and teaching and monitor practice across lessons to check out whether, for a good deal of each day and week, approaches reflect what pupils would identify as “good practice” in helping them learn. (Rudduck & Flutter, 2004, p. 86)

Students’ perceptions of their teachers’ academic support and expectations were the most consistent and strongest predictors of both engagement in school and school compliance. (Davis, 2003, p. 216)

One of the central themes that students reiterated throughout the study was the myriad of ways in which their academic achievement improved based on their teachers’ pedagogy. (Howard, 2001, p. 146)

While the focus of our attention in this section ...

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