High school instructors need to focus on engagement, not just motivation to inspire student learning. Based on Lois Easton’s experience working with the toughest students, at-risk kids, struggling students, and drop outs – Engaging the Disengaged offers teachers strategies that work to harness students’ interests and creativity. This book includes techniques and ideas that can be adapted for any type of environment and at both the classroom and school level. |
Testimonials
“Principals – particularly secondary principals – should find this book and Easton’s earlier work to be all the basic resources required. It is comprehensive and deals with the critical issues of the day.”
- Richard W. Clark, Executive Vice President, Institute for Educational Inquiry
“An inspiring book! Easton’s clear, compelling writing is made more vivid by the wonderful real-life examples.”
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Dennis Sparks, Emeritus Executive Director, National Staff Development Council
“The teacher who knows how to re-engage a child in his or her own learning is a treasure indeed, as is the school that supports such a teacher.
Easton tells the stories of these teachers in one such school. They are stories from which all teachers – and principals, school boards, parents, and students – can learn.”
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Ted and Nancy Sizer, Coalition of Essential Schools
“Easton’s book shares realistic and inspiring examples of the kind of engagement that transforms kids’ lives.”
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Horace: The Journal of the Coalition of Essential Schools, Winter 2007
“This insightful and invaluable resource is about changing the culture of schools to be more humane for struggling learners. Filled with real examples, it inspires teachers to create an integrated system of support that can make a significant change in their school’s culture to engage developing minds and champion all learners, regardless of socioeconomic factors.”
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Sirreadalot.org, November 2007
“Should be required reading for any teacher.”
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California Bookwatch, December 2007 Midwest Book Review
“This is a very practical text strongly anchored in theory. By looking at the ‘so what’ and ‘what now’ sections at the end of each chapter, teachers have an opportunity to practice some of these lessons. Easton presents an excellent analysis of self-directed learners, and looks at constructivist and traditional classrooms as well as project-based and experiential learning.”
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Education Libraries, Spring 2008, Vol. 30(3)
“The author defines engagement as what happens when students ‘want to learn and keep learning’. She strongly believes that it is central to the purpose of education and can occur for all students when ‘challenge and skill are well-matched’. Easton’s book provides a road map for change in school culture, curriculum, and instruction for all grade levels.”
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Curriculum Connections, Spring 2008 School Library Journal |
