The book describes Mr. Reidar's experiences as an instructional coach at an underperforming high school, with a graduation rate of 30 %. The book discusses the reasons why students are failing at this high school, and offers suggestions for improving the school. It includes "hard to believe but true" anecdotes of events he witnessed during his year at the school. This book challenges the status quo of US education systems, and calls for a re-tooling of curriculum and instructional practices.
EDUCATION MALPRACTICE: A Year in a Dropout Factory
and over one million other books are available for Amazon Kindle. Learn more
| |||||||||||||||
Browse our Bookshelf Favorites store for big savings on popular fiction, nonfiction, children's books, and more. |
Book Description
Editorial Reviews
About the Author
Nelson R. Reidar's career in education has spanned 41 years, from teaching at the elementary and high school levels, serving as a middle school assistant principal, an elementary principal, a director of curriculum and instruction, and an assistant superintendent.
Product Details
Would you like to update product info or give feedback on images? |
Customer Reviews
Share your thoughts with other customers
Most Helpful Customer Reviews
5 of 6 people found the following review helpful
Format:Paperback
Given that the author retired in lieu of termination, and then was subsequently terminated as an elementary principal before he was placed on the staff of the high school he "exposes," I find that his veracity is quite suspect. In addition, the fact that he does not use his real name is problematic.
2 of 4 people found the following review helpful
By bobkirk47
Format:Paperback
I taught at this school for many years and I am familiar with the teachers and administrators the author has found necessary to criticize. I do not know the author because I retired in 2010, and this was before he was assigned there.
I saw virtually no comparative analysis of concerns that the author puts forth. For example, I did not see a comparison of graduation rates with other similar schools. Also, his examples of administrators and teachers that he apparently believes are not doing so well are the best that I have ever worked with. The principal is exceptional. She has done an extraordinary job, and neither the author nor I could come close to her dedication, ability, and performance. There is a vice principal the author describes in uncomplimentary terms that ought to be nominated for sainthood. She gives all she has to the school every day. There is also a teacher that the author describes feeding students because they use marijuana and are hungry. A lot of teachers have food in their room because many of these students do not get enough to eat. I have had students stuff food in their pockets to take home for the rest of the family. This has nothing to do with marijuana. The principal has a program to give students food for the weekend because they would otherwise go without. She does this, and more, because she cares deeply about these young people and their education. Many teachers spend a lot of their own money on food and other necessities, because the students need these things. It is hard to learn when you are hungry.
Frankly, I see a lot of complaining by the author and not very much as far as insight into where the problems actually lie. Did he just want to write a book to vent? Further, his inability to appreciate some of the best educators one could find anywhere is troubling. I would take the people he complains about over the author in a heartbeat. Forty-one years of experience should have produced more analysis, evaluation, and direction than I was able to see in this work.
I saw virtually no comparative analysis of concerns that the author puts forth. For example, I did not see a comparison of graduation rates with other similar schools. Also, his examples of administrators and teachers that he apparently believes are not doing so well are the best that I have ever worked with. The principal is exceptional. She has done an extraordinary job, and neither the author nor I could come close to her dedication, ability, and performance. There is a vice principal the author describes in uncomplimentary terms that ought to be nominated for sainthood. She gives all she has to the school every day. There is also a teacher that the author describes feeding students because they use marijuana and are hungry. A lot of teachers have food in their room because many of these students do not get enough to eat. I have had students stuff food in their pockets to take home for the rest of the family. This has nothing to do with marijuana. The principal has a program to give students food for the weekend because they would otherwise go without. She does this, and more, because she cares deeply about these young people and their education. Many teachers spend a lot of their own money on food and other necessities, because the students need these things. It is hard to learn when you are hungry.
Frankly, I see a lot of complaining by the author and not very much as far as insight into where the problems actually lie. Did he just want to write a book to vent? Further, his inability to appreciate some of the best educators one could find anywhere is troubling. I would take the people he complains about over the author in a heartbeat. Forty-one years of experience should have produced more analysis, evaluation, and direction than I was able to see in this work.
