By Bob Pletka
In studying the original features of the web iteration, this e-book addresses the nationwide challenge of escalating high-school dropout premiums and scholar disengagement and gives strategies as to the way to most sensible contain scholars of the millennial generation. Besides contrasting this generation’s academic wishes and expectancies to these in their Gen-X mom and dad and child Boomer grandparents, the narrative examines why many scholars face up to engaging in formalized schooling in colleges and drop out. next chapters that includes pupil interviews and pictures synthesize the views of present excessive schoolers as to their studies, ideals, and innovations on studying whereas a parallel set of dad or mum interviews, surveys, and pictures display what components mom and dad believe are very important of their child’s schooling and the way they want to work out colleges have interaction their young children in studying. ideas for alterations at school coverage and fiscal funding serious to turning the location round also are incorporated, besides an inventory/checklist for folks, academics, and college directors to figure out if their person tuition surroundings has what it takes to maintain scholars inspired and engaged.
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Extra info for Educating the Net Generation: How to Engage Students in the 21st Century
However, I empathize with this educator because teachers often feel obligated to teach more basic competencies due to pressure from current high stakes testing. In the book The Unintended Consequences of High-Stakes Testing, written by Gail Jones, Brett Jones, and Tracy Hargrove, the authors reported most high stakes testing uses a multiple-choice format that assesses mostly lower level thinking skills such as basic knowledge and comprehension. At a more intuitive level, teachers recognize this because answers on state testing can be reduced to selecting the correct answer by bubbling in from one of four choices.
Students predominately expressed that questions they answered merely required fact-based responses found in a textbook rather than higher level reasoning that would require them to synthesize what they had learned. Not one student wrote about building knowledge, integrating, analyzing, or evaluating information. These findings are supported by other studies, such as the one by Gamoran, Nystrand and Schmoker who found that the teaching of lower level thinking skills, such as knowledge and comprehension, were the dominant skills 51 52 E D U C AT I N G T H E N E T G E N E R AT I O N (and in many cases the only skills) taught through the didactic strategies such as note taking, lecturing, and answering chapter questions.
Through their words and images, they might be empowered, as Rick Smolan was in the telling of his story. By getting a voice in their education they might rediscover the shared human experience of their youth and reconnect with a community of parents, educators, policymakers, and professionals who might be able to awaken their aspirations. Furthermore, I hoped that I might get some insight into whether our students perceived schools as places of alienation or communities of support—for which students and at what times?