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Importance of Average : Playing the Game of School to Increase Success and Achievement by Bonnie Johnson, Stephen Farenga, Daniel Ness and Dale D. Johnson (2011, Trade Paperback)
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About this product
Product Identifiers
PublisherRowman & Littlefield Publishers, Incorporated
ISBN-100742570134
ISBN-139780742570139
eBay Product ID (ePID)109149081
Product Key Features
Educational LevelHigh School, Elementary School
Number of Pages224 Pages
Publication NameImportance of Average : Playing the Game of School to Increase Success and Achievement
LanguageEnglish
Publication Year2011
SubjectEducational Policy & Reform / General, Educational Policy & Reform / Federal Legislation, General, Counseling / Academic Development, Philosophy, Theory & Social Aspects, Testing & Measurement
TypeStudy Guide
Subject AreaEducation
AuthorBonnie Johnson, Stephen Farenga, Daniel Ness, Dale D. Johnson
FormatTrade Paperback
Dimensions
Item Height0.7 in
Item Weight12.7 Oz
Item Length9.1 in
Item Width6.2 in
Additional Product Features
Intended AudienceElementary/High School
ReviewsFarenga, Ness, Johnson, and Johnson (all, Dowling College) present a powerful argument on behalf of the 'average' learner who is either ignored or overlooked in the US educational system of the late-20th and early-21st century. Deficit (crisis) model educational fix-it programs associated with No Child Left Behind, Gifted and Talented Education, and the Individuals with Disabilities Education Act focus money and attention on learners who are either at risk of failure or in need of challenge. The reliance upon psychometric bubble testing to determine success or failure of the educational system is taken to task. This book picks up where Stephen Jay Gould's Mismeasure of Man (CH, Dec'96, 34-2458) leaves off and offers ideas for challenging and enhancing the education of all students (especially the vast majority of "average" learners) in US schools. It offers chapters on the development of core skills in mathematics, science, and the social sciences. The authors conclude by arguing that 'average' intelligence is a myth, a social construct that testing creates rather than measures. Recommended., The Importance of Average is a counter-intuitive and compelling analysis of the unintended consequences, for the vast majority of America's public school students, of such attempts at reform as No Child Left Behind. What Farenga, Ness, Johnson, andJohnson have accomplished with this eye-opening account is of considerable importance and anything but average., Are schools established to create mediocrity? Are we preparing students to become empowered citizens? Do students find meaning in what they are asked to do? Are average students at risk? This provocative book tackles these critical questions and raises others. It reminds us that, whether intended or not, an entire group of students is being ignored and it highlights the collateral damages caused to average students through legislation, school policies, teacher practices and parenting beliefs. Through cogent discussions of intelligence, motivation, and success in schools, the authors rouse readers to consider a new conception of intelligence and act on behalf of children considered average by our schools., The Importance of Average by Farenga, Ness, Johnson, and Johnson builds a sensible argument for paying more attention to the large group of nearly invisible learners in our schools. The authors' readable summaries of intelligence, motivation, and learning theories provide just enough background for adults to infuse a renewed sense of awe and wonder into learning experiences with children. A rich variety of practices celebrate creativity and discovery in areas of literacy, mathematics, science, and social studies/citizenship. This book is a must read for those who want to encourage meaningful learning among their children rather than simple bubble answer skills., The Importance of Average is a counter-intuitive and compelling analysis of the unintended consequences, for the vast majority of America's public school students, of such attempts at reform as No Child Left Behind. What Farenga, Ness, Johnson, andJohnson have accomplished with this eye-opening account is of considerable importance and anything but average.>>>
TitleLeadingThe
Grade FromKindergarten
Grade ToSecond Grade
Table Of ContentChapter 1: Average Anyone? Chapter 2: The Invisible Majority: Making Average Exceptional Chapter 3: Intelligence: The Beguiling Phenomenon Chapter 4: Success for the Average: Effort, Ability, or Luck? Chapter 5: The Right Start in Reading and Writing: The Development of Language Literacy Chapter 6: The Right Start in Mathematics: The Development of Mathematical Thinking Chapter 7: The Right Start in Science: The Development of Scientific Thinking Chapter 8: The Right Start in Social Studies: Building a Foundation for an Informed Citizenry Chapter 9: The Myth of Average Intelligence
SynopsisThe Importance of Average drives home the reality that average intellectual ability is not synonymous with mediocrity. Under the right conditions, average ability can potentially lead to professional excellence and exceptionalism. Archaic psychological and social constructs are examined as they are shown to limit student achievement. Ability, effort, and luck are discussed as possible motivational predictors that contribute to average student success. Education policy must change in order to serve as a corrective against indifference toward average students., The Importance of Average calls attention to the policies and practices that discriminate against the silent majority of students in the American educational system. Arguments presented emphasize the collateral damage caused to average students by legislative mandates, administrative policies, teaching practices, parenting beliefs, and adherence to strict psychological constructs. Each of these factors has created a pervasive psycho-educational belief of average ability. The authors challenge what they consider as a pseudo-definition of 'average' that was brought about as an attempt by policymakers to test their way out of addressing the true inequities found in society. Further, the authors identify how educational policymakers have sacrificed the education of an entire class of students by creating the illusion that underachievement can be eliminated simply through lowering standards and examination pass rates. In chronicling the plight of average students, the authors capture the emotions and attitudes of teachers, parents, and students whose frustrations have been set aside in order to meet other special interests. The authors explore methods that provide students of average knowledge in any given area with the appropriate tools necessary for succeeding in school. Finally, the authors argue that there is no such thing as 'average' intelligence.
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