The Great Expectations School

Traces the author's turbulent first year working as a teacher of disadvantaged students in the Bronx, describing his difficulties with such challenges as unruly students, absent parents, and a failing administration, obstacles that placed his career choice in question and revealed formidable flaws in the educational system.

Greater Expectations is the book that exposed the low standards that children are confronted with in our homes, our schools, and throughout our culture. It exploded many of the misconceptions about children and how to raise them, including the cult of self-esteem, "child-centered" learning, and other overly indulgent practices that have been watering down the education and guidance that we are providing our young people. It disclosed how the self-centered ethic is damaging our youth. Greater Expectations started America talking about these issues and about how young people need to be provided with challenges and a sense of purpose if we want them to survive and thrive in life. Provocative and challenging, Greater Expectations was a wake-up call, a must-read for anyone concerned about the growing youth crisis in America and what we can do about it.

Lloyd Jones' new novel is set mainly in a small village on Bougainville, a country torn apart by civil war. Matilda attends the school set up by Mr Watts, the only white man on the island. By his own admission he's not much of a teacher and proceeds to educate the children by reading them Great Expectations. Matilda falls in love with the novel, strongly identifying with Pip. The promise of the next chapter is what keeps her going; Pip's story protects her from the horror of what is happening around her - helicopters menacing the skies above the village and rebel raids on the ground. When the rebels visit the village searching for any remaining men to join their cause, they discover the name Pip written in the sand and instigate a search for him. When Pip can't be found the soldiers destroy the book. Mr Watts then encourages the children to retell the story from their memories. Then when the rebels invade the village, the teacher tells them a story which lasts seven nights, about a boy named Pip, and a convict . . .

One of the finest novels by iconic British author Charles Dickens, this Victorian tale follows the good-natured orphan Pip as he makes his way through life. As a boy, Pip crosses paths with a convict named Magwitch, a man who will heavily influence Pip’s adulthood. Meanwhile, the earnest young man falls for the beautiful Estella, the adoptive daughter of the affluent and eccentric Miss Havisham. Widely considered to be Dickens's last great book, the story is steeped in romance and features the writer's familiar themes of crime, punishment, and societal struggle.

This book explores meaningful and effective use of student voice in urban school renewal efforts through strategies that include: surveys, interviews, focus groups, visual and video projects, social media, and student participation in governance. Chapters provide a definition of student voice, context for public schooling in the United States, and introduce a framework for including student voice in school renewal processes. Examples guide readers to implementation of the framework to include student voices in diverse educational settings. Authentic voices of approximately 175 students interviewed by the authors express what it is that they really want from public schools and how pre K-12 educators can provide a structure for ongoing student participation in governance and the work of the school. The existing literature explores student characteristics such as poverty, cultural diversity, and what the experts believe students need public schools to provide. Within the research, urban public schools and technical reform are often explored and examined separately from conversations about what students want from schools, excluding opportunities for their voices and diverse perspectives to be heard. Listening to students describe instances of bullying or teachers’ low academic expectations provides educators with opportunities to address issues that impede student learning. The uniqueness of this framework for including student voice is that it provides multiple opportunities for students in any grade level to tell us what it is they want from public schools, and to make meaningful and lasting contributions to school renewal efforts.

The teacher professional development program called Great Expectations has grown into an influential force in schools and communities where it is implemented. The founder, Charlie Hollar, always wished for a book to tell about Great Expectations; however, the many aspects of the powerful, multifaceted philosophy, training, and implementation have been difficult to capture effectively. This book introduces Great Expectations (GE) through the eyes of a fictional family who have moved to a community where all levels of the school system have adopted the philosophy and practices of this school transformation plan. So the GE story is told in an engaging and entertaining manner. Though all the characters that readers encounter are invented for the purposes of the story, the events - told with humor and sympathy -are all based on interviews with GE practitioners, students, and parents. The episodes in the book came from various real-life settings where Great Expectations is a part of the school experience. In the appendices, readers are given some specific information about Great Expectations and are directed to sources for training options.

Great Expectations is a novel by Charles Dickens first serialised in All the Year Round from 1 December 1860 to August 1861. It is regarded as one of his greatest and most sophisticated novels, and is one of his most enduringly popular, having been adapted for stage and screen over 250 times. Great Expectations is written in a semi-autobiographical style, and is the story of the orphan Pip, writing his life from his early days of childhood until adulthood. The story can also be considered semi-autobiographical of Dickens, like much of his work, drawing on his experiences of life and people. The action of the story takes place from Christmas Eve, 1812, when the protagonist is about seven years old, to the winter of 1840.

This memoir is unflinching, raw, sometimes hilarious, sometimes painful-the self-portrait of a woman unafraid to scream to the universe: I survived this! Dog tails Boyden from childhood to adult heartbreak, from a devastating rape as a young woman to the crushing end of her marriage, destroyed by infidelity and another woman's pregnancy.