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Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning Paperback – July 1, 2006

ISBN-13: 978-1416603580 ISBN-10: 1416603581 Edition: 1st

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Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning + Revisiting Professional Learning Communities at Work: New Insights for Improving Schools + Change Leader: Learning to Do What Matters Most
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Product Details

  • Paperback: 196 pages
  • Publisher: Association for Supervision & Curriculum Development; 1st edition (July 1, 2006)
  • Language: English
  • ISBN-10: 1416603581
  • ISBN-13: 978-1416603580
  • Product Dimensions: 0.5 x 6 x 9 inches
  • Shipping Weight: 8.8 ounces (View shipping rates and policies)
  • Average Customer Review: 4.2 out of 5 stars  See all reviews (27 customer reviews)
  • Amazon Best Sellers Rank: #134,633 in Books (See Top 100 in Books)

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Customer Reviews

Overall, I found this book to be very helpful.
Ami K. Hervert
"Results Now" is a great jumpstart on how to tie your curriculum achievement goals in with your school improvement.
Martaluz R. Pozo
Great for teachers, administrators, or district leaders looking to improve classroom instruction and performance.
kiayam

Most Helpful Customer Reviews

42 of 45 people found the following review helpful By Timothy Haugh TOP 1000 REVIEWERVINE VOICE on November 22, 2006
Format: Paperback
In Results Now, Michael Schmoker explains what he believes to be the route to achieving unprecedented gains in student achievement. His conclusions center around two main points: literacy and professional learning communities (PLCs). He believes that the key to success in all areas is the ability to read. In addition, he believes that teachers already have the knowledge they need to make great strides in aiding student achievement if they would only create the structures that would allow them to share their knowledge effectively.

Like many educational pundits, Schmoker has some great ideas. Certainly, there is much to be said for the importance of literacy across the curriculum. There is also a lot of truth to his assertions that many language arts classes, particularly at the younger ages when literacy is beginning to form, have become only incidentally about reading and writing. The overabundance of "artistic expression" (i.e. drawing pictures) in the place of actively engaging in literary activities is a problem, as is the reliance on skill/drill activities (read "worksheets"). Instead, Schmoker pushes for dominance of activities that have the students actively reading and writing.

Some of his commentary on professional development was interesting as well. As an educational consultant, I too have seen first hand how the "educational initiative of the moment" has had nothing but negative impact on school districts. There is something to be said for Schmoker's belief that, if teachers could just be pulled together in an effective way to share their expertise and best lessons, they could have a huge impact on student achievement.
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5 of 5 people found the following review helpful By Peter Geraghty on October 1, 2012
Format: Paperback Verified Purchase
I'm not a teacher. I'm not a school administrator. I'm a father and I read this book because I wanted to see where academic theory was taking education these days. The book has a huge central flaw; it takes the position that skills in reading and writing are absolutely essential for success, to the exclusion of all else, except perhaps a little math. There is no room in this book for people who are good at drawing and painting who might become architects or graphic designers or structural engineers. Kids who have talent with music, composing, improvising, learning different instruments are nowhere mentioned. The ability to think abstractly, and to express ideas mathematically is almost entirely ignored. Dancers and sculptors, kids who want to sing, by the author's lights, seem to be wasting their time. Drama, acting, film making, theater seem to be irrelevant to Schmoker's proposals.

Don't get me wrong; I think reading and writing are great, but we will do our children a huge disservice if we adopt Schmoker's dismissal of ways of thinking that don't include words. Didn't educational theory make clear years and years ago that different kids learn different stuff in different ways?

So, go ahead and read the book but ask yourself where we would be if Charlie Chaplin, Mother Teresa, John Lennon, Serena Williams, Frank Sinatra, Alice Waters, Coco Chanel, Pablo Picasso, Frank Lloyd Wright, Billie Holliday, the Dalai Lama, Lech Walesa and many, many others had had for their teacher Mike Schmoker, smartly striking the blackboard with his pointer to bring our attention to "deep reading,' "strategic reading," "authentic reading," and "purposeful reading."
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43 of 57 people found the following review helpful By Rural SpEd Teacher on January 11, 2008
Format: Paperback
Mr. Schmoker tends to write "tongue in cheek" and make several broad generalizations about the current state of the educational system. While he does make one or two worthwhile points, overall, his book is distasteful and offensive to the majority of teachers across America who are "doing it right."

I find it interesting that the author, while portraying himself as an "expert" at educational reform, has not had his book peer reviewed by competent and recognized educational authorities...instead he relies upon endorsements from educational consultants who may or may not have ever taught in public school and high level administrators who have left the teaching arena to pursue management. It is interesting that his book calls for a "top-down" leadership approach, and is endorsed only by high level administrators. Perhaps the author should study the works of Peter Northouse who is a respected authority on both the theory and practice of leadership.

This book is dangerous to the lay reader...not because it promotes educational ideology, but because it portrays an ideology that directly conflicts with the standards of best practice that is taught to the best teachers in our country. When lay readers like school board members or parents read this book, they react negatively and feel that their school is in a dire circumstance...because they do not know the difference between effective, time honored practices and educational fads the change every ten years or so.

Finally, this book is a death warrant to special educators because it totally speaks against differentiating curriculum and using multi-modality approaches to teaching children who aren't able to learn from standard curricula in the mainstream classroom.
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