Abstract
PART ONE: LESSONS LEARNED Formation of the American High School 1635-1890 Development of the Comprehensive High School 1890-1920 Institutionalization of the Comprehensive High School 1920-1980 PART TWO: THE CLASSROOM DYNAMICS OF ENGAGED LEARNING AND TEACHING High Expectations Personal Support Academic Autonomy PART THREE: WEAVING SUPPORT FOR A PERSONALIZED, ACADEMIC HIGH SCHOOL Anchoring Schools on a Clearly Defined Learning Imperative Building Schools on Humanized, Intellectual Relationships for Learning Nesting Schools in a Dynamic, Adaptive Local Culture for Change Linking Schools with Home and Family PART FOUR: CONCLUSION Explanation and Integration Exploring the Theoretical Underpinnings of Research on the Productive High School
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