A Brain-Based Approach To Closing The Achievement Gap

A Brain-Based Approach To Closing The Achievement Gap

by Horacio Sanchez
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A Brain-Based Approach to Closing the Achievement Gap 5 out of 5 based on 0 ratings. 2 reviews.
GMG-Jr More than 1 year ago
This new book, A Brain-Based Approach to Closing the Achievement Gap, by Horacio Sanchez is a must read for every educator and parent. This is one of those books that are so chock-full of useful and practical information, you will want to read it again and again.

This book can help anyone to have a better understanding of why children (or people) act the way they do. The material is presented in a logical and easy to understand fashion. Each paragraph is so enlightening, you will not want to put the book down.

Horacio helps the reader to grasp what steps can be taken to assist students to learn and to be successful. Chapters include topics such as Understaning the Mind of a Bully, Using What We Know about Relationships to Improve Education, A Brain-Based Appproach to Curriculum Implementation, and The Role of Belief in Education.

I thoroughly enjoyed Horacio's first book, A Mentor's Guide to Promoting Resiliency. This book incorporates the scientific brain-based research with practical practice to take the reader to the next step in working with students who are at risk.

I recommend this book to anyone who desires to have a better understanding of how to help children to maximize their potential.

George M. Graham Jr.
Director of Exceptional Children's Services
Dare County Schools
marz1 More than 1 year ago
After many educational reform initiatives, the achievement gap has continued to widen. The way educational institutions and policy makers have addressed this problem has yielded disappointing results. A Brain-based Approach to Closing the Achievement Gap by Horacio Sanchez moves away from failed efforts and toward the kind of brain-based understanding that offers real ways to make change in teaching processes and practices. This book also offers the perspective that it may be differences in brain development, rather than in behavioral performance, that ultimately predict a student¿s response to intervention.

As an educator, this book has provided me with revolutionary ways to apply and transform factual information about brain functions into usable knowledge that I believe will significantly raise the level of learning, particularly for underperforming students who are experiencing academic, emotional, and behavioral challenges.

Maria Zancanaro
Charlotte, NC