The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools
Yvette Jackson shows educators how to focus on students' strengths to inspire learning and high intellectual performance. Jackson asserts that the myth that the route to increasing achievement by focusing on weaknesses (promoted by policies such as NCLB) has blinded us to the strengths and intellectual potential of urban students--devaluing the motivation, initiative, and confidence of dedicated educators to search for and optimize this potential. The Pedagogy of Confidence dispels this myth and provides practical approaches for rekindling educators' belief in their ability to inspire the vast capacity of their urban students.
- Describes practical approaches and examples of how inspirational educators implement High Operational Practices, offering strategies for dealing with cultural disconnects, the influence of new technologies, and language preferences of students.
- Illustrates how educators empower student investment in the "mediative learning community" to foster positive relationships.
- Presents historical, cognitive, and neuroscience research, providing educators the rationale and benefits of changing old policies and practices to new ones that will guide students to intellectual development, self-directed learning, and self-actualization.
- Explores the theory and methodology of cognitive psychologist Reuven Feuerstein, upon which The Pedagogy of Confidence is based.
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About the Author
Yvette Jackson is the Chief Executive Officer of the National Urban Alliance for Effective Education, founded at the College Board and Teachers College, Columbia University. She is internationally recognized for her work in assessing the learning potential of disenfranchised urban students. Yvette Jackson is available for select readings and lectures. To inquire about a possible appearance, please contact: [email protected]
"What Dr. Jackson proposes here is truly a remedy to ensure that students, no matter where they come from, and no matter where they go to school, have the ability to attain their innate intellectual potential."