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Underachievement is approached from a broad, integrated perspective in this insightful look at the talented adolescent who always performs below his or her optimum level of achievement. Professor Griffin examines the psychological, social, and scholastic reasons behind the phenomenon of the distracted and disengaged high school student. The result of this in-depth study: A unique volume describing effective student learning behavior, providing curricular and instructional proposals for motivating underachievers, and offering a construct that provides the basis for understanding the various factors that account for academic achievement.

Tabla de contenidos provista por Syndetics

• Preface(p. ix)
• Acknowledgments(p. xi)
• 1 Introduction(p. 1)
• 2 The Nature Of Underachievement(p. 27)
• 3 A Perspective on Achievement(p. 39)
• IN CONCLUSION(p. 122)
• 4 An Exploration of Studenting(p. 123)
• Conclusion(p. 188)
• 5 An Exploration of Teaching(p. 189)
• Conclusion(p. 233)
• 6 Curriculum for Underachievers(p. 234)
• Conclusion(p. 254)
• 7 The School Context(p. 255)
• Conclusion(p. 305)
• 8 A Student Achievement Construct(p. 306)
• In Conclusion(p. 325)
• Notes(p. 326)
• Index(p. 337)

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CHOICE Review

An excellent book dealing with the question of what can be done about the 30 of our students with potential who slide along, perhaps getting Cs, maybe pulling an occasional B or even an A. What can be done for the students with ability who plug away but still do not experience academic success? What are they like? What accounts for their being as they are? How can they be helped to become more focused, committed, and successful in school? Griffin's work, which is humanistic and personal in style, is comprehensive and is supported by impressive chapter bibliographies. The initial chapters are concerned with the nature of underachievement; the later chapters deal with suggested approaches for curriculum, teaching, and classroom management. The author draws heavily on the psychosocial theories of Roberto Assagioli, Jean Piaget, Erik Erikson, Lawrence Kohlberg, Benjamin Bloom, and others. He presents a wealth of personal experience for bridging the gap between theory and practice. More of a personal conversation than a didactic treatise, the book is both interesting and motivating. Recommended as a library resource for teachers, principals, and guidance counselors. -C. L. Smith, University of Kentucky