High-Expectation Curricula

Despite growing evidence that all students will benefit from engaging and challenging instruction, many struggling students continue to experience a circumscribed curriculum that emphasizes low-level skills. Featuring contributions from emerging and well-known researchers, this important volume is about the enactment of high-expectation curricula in everyday practice. Chapters document specific classroom strategies that make a difference in the learning of students from low socioeconomic backgrounds and cultural and linguistic minority communities. While the book focuses on language and literacy instruction, key chapters on math and science also demonstrate high-expectation teaching across the curriculum.

Book Features:

• A broad framework for creating high-expectation curricula in underperforming K12 schools.
• Clear illustrations of what alternative literacy practices look like.
• Powerful examples of rich math and science instruction.
• Research-based strategies for second language learners, students with disabilities, and struggling readers.
• An incisive critique of the “deficit-driven” curricula that dominates in underachieving schools and classrooms.

Contributors: Richard L. Allington, Subini Annamma, Alison Boardman, Suzanne H. Chapin, Eric DeMeulenaere, Debra Goodman, Sophie Haroutunian-Gordon, Chris Kliewer, Janette Klingner, Hugh Mehan, Anne McGill-Franzen, Catherine O’Connor, Nadeen T. Ruiz, Marty Rutherford, Richard Sohmer, Jennifer Urbach

“High-Expectation Curricula features work by some of this generation’s leading researchers on classroom talk. But it also provides an accessible entry into a century-long conversation on what works in the education of those students whose socioeconomic and cultural backgrounds have led to educational marginalization, lower achievement and, in instances, systematically engineered failure.” 
From the Foreword by Allan Luke, Queensland University of Technology, Brisbane, Australia

“In an age of ever increasing inequality and proliferating equity gaps in school, it is not our children that are broken, but our schools and our relationships in them with our children. High-Expectation Curricula is a virtual field guide on how to fix both.” 

James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University

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