Meet the Authors
Foreword
Introduction
1. Understanding Those Who Dare Us
2. Identifying Why The Dare Is Made
3. Motivating Those Who Dare Us
4. Connecting With Those Who Dare Us
5. Minimizing the Dare: Teaching For Success
6. Intervening with Those Who Dare Us
7. Evaluating Change
Appendix and Index
Dr. Judith Allen Brough is Chair and Professor of Education at
Gettysburg College in Pennsylvania. She has served as a constultant
for agencies that are building programs to engage students in their
learning. She has interviewed thousands of students and their
teachers in various states and countries regarding student
interests, motivations, and challenges. She has been recognized for
her efforts as a student advocate through several organizations,
including the Gruhn/Long/Melton Award from the National Association
of Secondary School Principals and the William Alexander Award from
the Pennsylvania Middle School Association.,
Dr. Sherrel Bergmann has been teaching, counseling, and researching
at-risk students and their teachers for over thirty years. As a
professor at National Louis University, she taught teachers who
face these students in their classrooms everyday. Two of her
earlier books, Discipline and Guidance: The Thin Line in the Middle
School, published by National Association of Secondary School
Principals; and Decision Making Skills for Middle School Students,
published by the National Education Association, have relayed both
research results and programmatic suggestions to teachers and
administrators. She has consulted with hundreds of school
districts, parent groups, and educational associations about
students who dare us to teach them. Her work has been recognized
with the Lounsbury Award from the National Middle School
Association and the Gruhn/Long/Melton Award from the National
Association of Secondary School Principals. She is currently
writing, consulting, and teaching in northern Michigan.,
Dr. Larry C. Holt is an Associate Professor at the University of
Central Florida in the Department of Educational Studies. His
research interests include general methods, student learning,
middle level education, and technology. He has authored two books:
Cooperative Learning in Action, published by the National Middle
School Association and Instructional Patterns: Strategies for
Maximizing Student Learning, published by Sage. He was a Fulbright
scholar to the country of Lithuania 1997 to 1998.
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