Discusses what it means to educate Black male students in a large urban district by relating the development and implementation of the African American Male Achievement Initiative in Oakland Unified School District. Book Features: A model of a successful initiative that confronted issues of racism within schools and a curriculum that builds on the cultural history of African Americans, with a focus on family/community relationships.
Based on a case study of urban school superintendents in a leadership development program, this book offers a concrete demonstration of how adaptive leadership is applied and learned. Blending the theory of adaptive leadership with the practice of urban school superintendents, this book also utilizes the analytic lens of transformative learning as developed by Jack Mezirow.
This history of one of the most contentious educational issues in America examines bilingual instruction in the United States from the common school era to the recent federal involvement in the 1960s and 1970s. The study demonstrates clearly how the broader context - the cultural, intellectual, religious, demographic, economic, and political forces - shaped the contours of dual-language instruction in America between the 1840s and 1960s.
Centered on a case study of a mid-Atlantic charter school, this book identifies the key factors that help Black male students navigate high school in spite of traditional and historical barriers. Rather than examining their experiences through a deficit model, this book adds to the growing body of data on the importance of positive role models--including parents, peers, teachers, and administrators--in facilitating socio-emotional and academic success at the secondary and postsecondary level.
Pedro Noguera argues that higher standards and more tests, by themselves, will not make low-income urban students any smarter and the schools they attend more successful without substantial investment in the communities in which they live.
Analyzes and challenges the critical gaps and inequalities that persist in the American school system. Showing how historical biases have been inherited in current polices relating to non-dominant youth, the text calls for educational reforms that perform in the name of social justice.
This book features: an exemplary model of democratic education that shows the inner workings of a largely teacher-governed school; a rare example of an urban school implementing Dewey-influenced progressive pedagogy; in-depth descriptions of an anti-racist and culturally relevant pedagogy and curriculum; and a close examination of successful practices, including shared decision making, intensive problem solving, and looking at student work.
Dismantled is an accessible, critical look at the devolution of local power in the Detroit public school system. The author examines the rise of charter schools and other private enterprises, the eclipse of control from local actors to new players and influences, and the invaluable lessons the experience holds for urban school systems nationwide.
This open access book includes a section on Education and Opportunity, which includes:
Gates, Gaps, and Intergenerational Mobility: The Importance of an Even Start
Quality and Equality in American Education: Systemic Problems, Systemic Solutions
Restoring Opportunity by Expanding Apprenticeship
Improving Opportunity Through Better Human Capital Investments for the Labor Market
Through powerful narratives of parents of Black and Latinx students with disabilities, this book provides a unique look at the relationship between disability, race, urban space, and market-driven educational policies.
Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike--both of whom have been typecast and stymied by outdated modes of thinking about urban education.
Black communities see the closing of their schools--schools that are certainly less than perfect but that are theirs--as one more in a long line of racist policies. The fight to keep them open is yet another front in the ongoing struggle of black people in America to build successful lives and achieve true self-determination.
Through the students' in-school and out-of-school experiences, enhanced with curriculum guides and award-winning video clips from EVC, Goodman encourages educators to make a difference and demonstrates how to create safe and inclusive spaces where their teaching responds to students' culture, race, gender, sexual orientation, language, housing status, and ability.
Yvette Jackson shows educators how to focus on students' strengths to inspire learning and high intellectual performance. Jackson asserts that the myth that the route to increase achievement by focusing on weaknesses (promoted by policies such as NCLB) has blinded us to the strengths and intellectual potential of urban students, devaluing the motivation, initiative, and confidence of dedicated educators to search for and optimize this potential.
A collection of essays that examine the consequences of racial inequality on the school experience and success of students of color and other historically marginalized populations. Addressing K-12 education and higher education in historically black as well as predominantly white institutions, the work probes the impact of race and racism on education policies and reforms.
Uncovers the unintended but far-reaching effects of harsh school discipline climates. Evidence shows that current school security practices may do more harm than good by broadly affecting the entire family, encouraging less civic participation in adulthood, and garnering future financial costs in the form of high rates of arrests, incarceration, and unemployment. This text presents a blueprint for reform that emphasizes problem-solving and accountability while encouraging the need to implement smarter school policies.
Offers successful models for teaching literacy to urban student through a discussion of topics that include: (1) increasing literacy achievement and motivation, (2) multicultural literacy practices, and (3) early and elementary literacy instruction.
"built on unimpeachable evidence and rooted in decades of experience with educational testing, Koretz calls out high-stakes testing as a sham, a false idol that is ripe for manipulation and shows little evidence of leading to educational improvement. Rather than setting up incentives to divert instructional time to pointless test prep, he argues, we need to measure what matters, and measure it in multiple ways—not just via standardized tests."
In a world where the kind of things that are easy to teach and test have also become easy to digitise and automate, it will be our imagination, our awareness and our sense of responsibility that will enable us to harness the opportunities of the 21st century to shape the world for the better. Tomorrow’s schools will need to help students think for themselves and join others, with empathy, in work and citizenship. They will need to help students develop a strong sense of right and wrong, and sensitivity to the claims that others make.