Doing School
by Denise Clark Pope
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List Price: $24.95
Our Price: $12.00
Your Save: $ 12.95 ( 52% )
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Manufacturer: Yale University Press
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Average Customer Rating:  
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Binding: Hardcover
Dewey Decimal Number: 373.18
EAN: 9780300090130
ISBN: 0300090137
Label: Yale University Press
Number Of Items: 1
Number Of Pages: 240
Publication Date: 2001-10-01
Publisher: Yale University Press
Studio: Yale University Press
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Spotlight customer reviews:
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Customer Rating:
Summary: "Food for Thought"
Comment: I'm not much for long winded paragraphs so I will just quote Albert Einstein "The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has fogotten the gift." With this said, are we creating a society lacking in compassion, insight, and understanding and less capable of DEEP thought and CRITICAL thinking? We as parents, teachers, and administrators should give this some DEEP THOUGHT.
Customer Rating:
Summary: Great read
Comment: Nice study, but very limited for the conclusions she draws.
Good read, pretty informative.
Customer Rating:
Summary: Worthwhile Reading
Comment: While it has been a year or so since I've read this book, during this time I have recommended this book to several parents with high school aged children. As a student who attends a supposedly "elite" university, I often wondered where, or from whom, my classmates developed their misplaced sense of ethics when it comes to achieving academic success....and then I began tutoring students in the very competitive high schools that surround this university. I witnessed students who were more interested in getting A's in all of their classes - by whatever means necessary - than in actually understanding the material at hand. As a result much of their time was spent devising ways in which to "work the system", which, it seems, are good skills to acquire if one wishes to attend the top universities. God forbid that any of these students should attend a "second tier" university, for their parents would have to hide their faces in shame when among their peers.
It no longer surprises me when the students around me resort to the methods outlined in Ms. Pope's book. True, not all of these methods are "technically" prohibited and (fortunately) not all students approach their studies in this way, but enough of them do that it is time to reevaluate just what is most important when approaching our children's education. Ms. Pope's book attempts to redirect this focus so that American students do not continue to fall further behind the rest of the world.
Customer Rating:
Summary: A Good Book for Pesonal Reflection
Comment: Ms. Pope superbly examines the question - can the pursuit of high grades to lead to unhealthy consequences in a child's mental, emotional, physical, and spiritual health? As a parent (and I think most parents would agree), the answer is yes. This book encourages parents to reflect on whether their children are involved with such an unbalanced lifestyle, and most importantly, whether I as a parent am encouraging (usually unwittingly!) such an unbalanced lifestyle.
Ms. Pope falls short when she tries to generalize her conclusions about the five students she followed over the course of a school year to an indictment of the state of education in that particular high school (and ultimately, the state of education in America as a whole). These students suffered from multiple problems such as probable sleep deprivation, to possible mental illness and personality disorder, to family dysfunction. Just to examine whether the high school itself was a prime culprit in fostering an unhealthy emphasis on grades, Ms. Pope would have needed a much larger study including psychiatric, social work, and medical evaluation of the students, but also the families, teachers, administration, and even of the characteristics of the surrounding community.
Even then, generalizing her conclusions to other school districts would have been impossible, since the problems facing any given school system are unique. For example, poverty, racism, and drugs didn't seem to be prominent problems for the students in her study, but I am sure teachers and administrators in other districts might say that such problems are of paramount importance to them.
As a result, as a scientific investigation of the state of education in the high school Ms Pope studied (and in America as a whole), Ms. Pope's book is useless.
Forget the inflammatory title. I highly recommend this book as it was written - a call for parents to reflect on the lives of their children.
Customer Rating:
Summary: required for class
Comment: I bought this book as a requirement for a teaching class, and its not too bad. Not a book I would snuggle up and read for fun of course, but as far as required reading goes, its a nice read. Has a good flow and doesn't dull you to tears like most required books.
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Editorial Reviews:
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Customer Rating:
Summary: "Food for Thought"
Comment: I'm not much for long winded paragraphs so I will just quote Albert Einstein "The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has fogotten the gift." With this said, are we creating a society lacking in compassion, insight, and understanding and less capable of DEEP thought and CRITICAL thinking? We as parents, teachers, and administrators should give this some DEEP THOUGHT.
Customer Rating:
Summary: Great read
Comment: Nice study, but very limited for the conclusions she draws.
Good read, pretty informative.
Customer Rating:
Summary: Worthwhile Reading
Comment: While it has been a year or so since I've read this book, during this time I have recommended this book to several parents with high school aged children. As a student who attends a supposedly "elite" university, I often wondered where, or from whom, my classmates developed their misplaced sense of ethics when it comes to achieving academic success....and then I began tutoring students in the very competitive high schools that surround this university. I witnessed students who were more interested in getting A's in all of their classes - by whatever means necessary - than in actually understanding the material at hand. As a result much of their time was spent devising ways in which to "work the system", which, it seems, are good skills to acquire if one wishes to attend the top universities. God forbid that any of these students should attend a "second tier" university, for their parents would have to hide their faces in shame when among their peers.
It no longer surprises me when the students around me resort to the methods outlined in Ms. Pope's book. True, not all of these methods are "technically" prohibited and (fortunately) not all students approach their studies in this way, but enough of them do that it is time to reevaluate just what is most important when approaching our children's education. Ms. Pope's book attempts to redirect this focus so that American students do not continue to fall further behind the rest of the world.
Customer Rating:
Summary: A Good Book for Pesonal Reflection
Comment: Ms. Pope superbly examines the question - can the pursuit of high grades to lead to unhealthy consequences in a child's mental, emotional, physical, and spiritual health? As a parent (and I think most parents would agree), the answer is yes. This book encourages parents to reflect on whether their children are involved with such an unbalanced lifestyle, and most importantly, whether I as a parent am encouraging (usually unwittingly!) such an unbalanced lifestyle.
Ms. Pope falls short when she tries to generalize her conclusions about the five students she followed over the course of a school year to an indictment of the state of education in that particular high school (and ultimately, the state of education in America as a whole). These students suffered from multiple problems such as probable sleep deprivation, to possible mental illness and personality disorder, to family dysfunction. Just to examine whether the high school itself was a prime culprit in fostering an unhealthy emphasis on grades, Ms. Pope would have needed a much larger study including psychiatric, social work, and medical evaluation of the students, but also the families, teachers, administration, and even of the characteristics of the surrounding community.
Even then, generalizing her conclusions to other school districts would have been impossible, since the problems facing any given school system are unique. For example, poverty, racism, and drugs didn't seem to be prominent problems for the students in her study, but I am sure teachers and administrators in other districts might say that such problems are of paramount importance to them.
As a result, as a scientific investigation of the state of education in the high school Ms Pope studied (and in America as a whole), Ms. Pope's book is useless.
Forget the inflammatory title. I highly recommend this book as it was written - a call for parents to reflect on the lives of their children.
Customer Rating:
Summary: required for class
Comment: I bought this book as a requirement for a teaching class, and its not too bad. Not a book I would snuggle up and read for fun of course, but as far as required reading goes, its a nice read. Has a good flow and doesn't dull you to tears like most required books.
This book offers a highly revealing and troubling view of today's high school students and the ways they pursue high grades and success. Denise Pope, veteran teacher and curriculum expert, follows five motivated and successful students through a school year, closely shadowing them and engaging them in lengthy reflections on their school experiences. What emerges is a double-sided picture of school success. On the one hand, these students work hard in school, participate in extracurricular activities, serve their communities, earn awards and honours, and appear to uphold school values. But on the other hand, they feel that in order to get ahead they must compromise their values and manipulate the system by scheming, lying, and cheating. In short, they "do school", that is, they are not really engaged with learning nor can they commit to such values as integrity and community. The words and actions of these five students - two boys and three girls from diverse ethnic and socioeconomic backgrounds - underscore the frustrations of being caught in a "grade trap" that pins future success to high grades and test scores. Their stories raise critical questions that are too important for parents, educators, and community leaders to ignore. Are schools cultivating an environment that promotes intellectual curiosity, cooperation, and integrity? Or are they fostering anxiety, deception, and hostility? Do today's schools inadvertently impede the very values they claim to embrace? Is the "success" that current assessment practices measure the kind of success we want for our children?
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