| This book pleads with educators and | | | | Learning Communities" is a pro-active approach to |
| administrators to assist in the immediate | | | | reforming schools and demonstrates Schmoker's |
| transformation of American schools. He describes | | | | true value of educators. |
| in detail the "buffers" that American schools have | | | | As for administrators, don't feel left out because |
| created which have led to the illusion that a high | | | | Schmoker is fully aware of your limitations, |
| percentage of American schools are actually | | | | boundaries and lack of support. Again keeping |
| effective (which he points out in detail, actually | | | | pro-activity in mind, Schmoker suggests several |
| are not). This "buffer" that Schmoker describes | | | | solutions which will change educational leadership |
| has led to teacher isolation, lack of quality | | | | and its effect on instructional quality. |
| instruction, and to the reality that administrators | | | | This is one of the very few books that doesn't |
| are virtually devoid of influence when trying to | | | | try to state the issues with a politically correct |
| effect the quality of instruction. This is a sample | | | | point of view. His writing style is blunt yet lacks |
| of some of the startling statistics Schmoker | | | | negativity. In fact, this book has the effect of |
| presents, (page 18):o "Classrooms in which there | | | | challenging educators to make some simple and |
| was evidence of a clear learning objective: 4 | | | | high effective changes TOMORROW, that can |
| percent"o "Classrooms in which there was | | | | produce immediate results. |
| evidence of higher-order thinking: 3 percent"o | | | | This ending quote from Results Now |
| "Classrooms in which non-instructional activities | | | | demonstrates why I give this book 5 stars (on a |
| were occurring" 35 percent" | | | | 5 point scale) for educators and educational |
| (Note: to get specifics on this research-based | | | | leaders and as guessed, is suggested as a MUST |
| study, visit his book) | | | | READ. |
| One of the most motivating features of this book | | | | (From Page163's CONCLUSION, "WHY NOT US |
| is that the author reminds educators of how | | | | WHY NOT NOW"): "With so much at stake, is |
| much they already know about effective teaching | | | | there any decent reason to postpone what could |
| practices, especially as a collaborative group. Often | | | | be education's greatest moment?" |
| educators are fixated on new programs, more | | | | Note from me : This book is startling when you |
| materials, more workshops and the need for | | | | first read it mainly because of the statistics he |
| more money. This quote is an example of this | | | | shares and what was found inside our American |
| idea, "We have relied far too much, with miserable | | | | classrooms, but these startling revelations are |
| results, on a failed model for improving | | | | what truly should provoke all educators, leaders, |
| instructional practice: training, in the form of | | | | and parents too, to make serious changes in the |
| workshops or staff development." | | | | American school system. |
| Chapter 8 of this book entitled, "Professional | | | | |