Reaching Higher: The Power of Expectations in Schooling

Drawing upon a generation of research on self-fulfilling prophecies in education, Weinstein argues that our expectations of children are often too low. She 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.

Table of Contents:
Contents Introduction I Reframing the Debate:What Children Can Become 1 Colliding Expectations of Family and School 2 Turning Points in Research on Expectations:Toward an Ecological Paradigm 3 Revisiting Educational Self-Fulfilling Prophecies II Expectations in Classrooms:Through the Eyes of Students 4 Children Talk about Expectations for Achievement 5 Differences among Classroom Achievement Cultures 6 Children’s Lives in Contrasting Classrooms 7 Achievement Histories of Vulnerability and Resilience III Expectations in Systems:Through the Eyes of Educators 8 Changing a Stratified School Culture 9 A School Culture for the Fullest Development 10 Achievement Cultures for University Faculty Conclusion References Acknowledgments Index

About the Author :
Rhona S. Weinstein is Professor of Psychology at the University of California, Berkeley.

Review :
Undaunted by the complexities involved, Weinstein offers a systems approach that demands changes at every point of interaction: students, teachers, parents, administrators, teacher training faculty, and researchers. Implemented systematically across our nation's schools, her approach would move the next generation's educational experience into a new level of excellence, lift multiple barriers to learning, and thus change many of our existing, limiting social norms. -- Jean Caspers Library Journal 20021015 Thinking ecologically about this issue is a tall order, but Weinstein addresses in painstaking detail just what it entails. This is an important book for everyone who believes in the historic promise of equal educational opportunity, and in the possibility that all children can reach their full learning potential. Publishers Weekly 20021104 Weinstein has undertaken another extension of the discussion [of student achievement expectations] with greater success, and that is to ask what adjustments ought to occur to capitalize on the effect that communicating positive expectations can have on student progress. Those issues are addressed thoroughly and convincingly. -- D. E. Tanner Choice 20030901 I recommend the book unreservedly to anyone with an interest in education. Some readers will find their assumptions challenged. Others will find moral and intellectual support for their pursuance of an educational system that is just, humane, and not wasteful of human potential. -- Joanna Swann British Journal of Educational Studies This powerful book reaffirms the democratic ideals of public education... highly recommended for teacher preparation programs. -- Meredith E. Kiger Childhood Education