Educational strategies and policy Books

Book SynopsisInclusive Practices and Social Justice Leadership for Special Populations in Urban Settings: A Moral Imperative is comprised of a collection of chapters written by educators who refuse to let the voices of dissent remain marginalized in our discussion of education in the 21st century education. Drawing from the authors’ extensive experience in educational research and practice, coupled with their commitment to inclusion of special populations and social justice they urge readers to examine how educational policies are produced for the least advantaged in our schools. Effective inclusionary practices most certainly benefit all students, including English language learners, those who face gender discrimination, those who are in the foster care system, and those who are Gay, Lesbian, Bisexual, or Transgendered.This collection presents a broader theoretical inclusive framework rooted in social justice: which we assert, offers the best practices for a greater number of students who are at risk of minimal academic success. This broader conceptualization of inclusive schools adds to extant discourses about students with exceptional needs and provides effective strategies school leaders operating from a social justice framework can implement to create more inclusive school environments for all students, especially those in urban centers. It is hoped that lessons learned will improve the preparation and practice of school leaders, thus improve educational outcomes for students from special populations.

Read more less

Book SynopsisKilling the Model Minority Stereotype comprehensively explores the complex permutations of the Asian model minority myth, exposing the ways in which stereotypes of Asian/Americans operate in the service of racism. Chapters include counter-narratives, critical analyses, and transnational perspectives. This volume connects to overarching projects of decolonization, which social justice educators and practitioners will find useful for understanding how the model minority myth functions to uphold white supremacy and how complicity has a damaging impact in its perpetuation. The book adds a timely contribution to the model minority discourse.

Read more less

Book SynopsisKilling the Model Minority Stereotype comprehensively explores the complex permutations of the Asian model minority myth, exposing the ways in which stereotypes of Asian/Americans operate in the service of racism. Chapters include counter-narratives, critical analyses, and transnational perspectives. This volume connects to overarching projects of decolonization, which social justice educators and practitioners will find useful for understanding how the model minority myth functions to uphold white supremacy and how complicity has a damaging impact in its perpetuation. The book adds a timely contribution to the model minority discourse.

Read more less

Book SynopsisIn 1978, V. P. Franklin and James D. Anderson co-edited New Perspectives on Black Educational History. For Franklin, Anderson, and their contributors, there were glaring gaps in the historiography of Black education that each of the essays began to fill with new information or fresh perspectives. There have been a number of important studies on the history of African American education in the more than three decades since Franklin and Anderson published their volume that has pushed the field forward.Scholars have redefined the views of Black southern schools as simply inferior, demonstrated the active role Blacks had in creating and sustaining their schools, sharpened our understanding of Black teachers’ and educational leaders’ role in educating Black students and themselves with professional development, provided a better understanding and recognition of the struggles in the North (particularly in urban and metropolitan areas), expanded our thinking about school desegregation and community control, and broadened our understanding of Black experiences and activism in higher education and private schools.Our volume will highlight and expand upon the changes to the field over the last three and a half decades. In the shadow of 60th anniversary of Brown v. Board of Education and the 50th anniversary of the 1964 Civil Rights Act, contributors expand on the way African Americans viewed and experienced a variety of educational policies including segregation and desegregation, and the varied options they chose beyond desegregation. The volume covers both the North and South in the 19th and 20th centuries. Contributors explore how educators, administrators, students, and communities responded to educational policies in various settings including K-12 public and private schooling and higher education. A significant contribution of the book is showcasing the growing and concentrated work in the era immediately following the Brown decision. Finally, scholars consider the historian’s engagement with recenthistory, contemporary issues, future directions, methodology, and teaching.

Read more less

Book SynopsisIn 1978, V. P. Franklin and James D. Anderson co-edited New Perspectives on Black Educational History. For Franklin, Anderson, and their contributors, there were glaring gaps in the historiography of Black education that each of the essays began to fill with new information or fresh perspectives. There have been a number of important studies on the history of African American education in the more than three decades since Franklin and Anderson published their volume that has pushed the field forward.Scholars have redefined the views of Black southern schools as simply inferior, demonstrated the active role Blacks had in creating and sustaining their schools, sharpened our understanding of Black teachers’ and educational leaders’ role in educating Black students and themselves with professional development, provided a better understanding and recognition of the struggles in the North (particularly in urban and metropolitan areas), expanded our thinking about school desegregation and community control, and broadened our understanding of Black experiences and activism in higher education and private schools.Our volume will highlight and expand upon the changes to the field over the last three and a half decades. In the shadow of 60th anniversary of Brown v. Board of Education and the 50th anniversary of the 1964 Civil Rights Act, contributors expand on the way African Americans viewed and experienced a variety of educational policies including segregation and desegregation, and the varied options they chose beyond desegregation. The volume covers both the North and South in the 19th and 20th centuries. Contributors explore how educators, administrators, students, and communities responded to educational policies in various settings including K-12 public and private schooling and higher education. A significant contribution of the book is showcasing the growing and concentrated work in the era immediately following the Brown decision. Finally, scholars consider the historian’s engagement with recenthistory, contemporary issues, future directions, methodology, and teaching.

Read more less

Book SynopsisPolicies intended to shape student achievement and access at schools and colleges have changed significantly over the past decade. No Child Left Behind, Common Core, Race to the Top, data mining initiatives, Title IX gender equity, Individuals with Disabilities Education Act, Americans with Disabilities Act, and executive actions on immigration illustrate key federal initiatives that have redefined standards, priorities, and practices within educational institutions. Similarly, state policies in terms of school funding, school choice, teacher qualifications, student bullying, and other measures have added another layer of complexity to the education law and policy dialogue particularly when addressing matters of education inequality. These emergent policies beget the question: how have these policies contributed to easing the effects of educational inequality?The purpose of this book is to examine the role of law as potentially countering or impeding desirable education reforms, and it calls on readers to consider how policymakers, lawyers, social scientists, and educators might best alter the course in an effort to advance a more just and less unequal educational system.

Read more less

Book SynopsisPolicies intended to shape student achievement and access at schools and colleges have changed significantly over the past decade. No Child Left Behind, Common Core, Race to the Top, data mining initiatives, Title IX gender equity, Individuals with Disabilities Education Act, Americans with Disabilities Act, and executive actions on immigration illustrate key federal initiatives that have redefined standards, priorities, and practices within educational institutions. Similarly, state policies in terms of school funding, school choice, teacher qualifications, student bullying, and other measures have added another layer of complexity to the education law and policy dialogue particularly when addressing matters of education inequality. These emergent policies beget the question: how have these policies contributed to easing the effects of educational inequality?The purpose of this book is to examine the role of law as potentially countering or impeding desirable education reforms, and it calls on readers to consider how policymakers, lawyers, social scientists, and educators might best alter the course in an effort to advance a more just and less unequal educational system.

Read more less

Book SynopsisThis book is written by a diverse cohort of American educators, including professors, teachers, and school administrators from pre-K to college levels. They come from disciplinary areas of child development, special education, English as a second language, counseling, technology, school administration, educational psychology, educational measurement and testing, as well as mathematics education. The chapters explore various topics, ranging from standardized testing, roles of central office, teacher evaluation, teacher professional development, gender differences, diversity, student engagement and parental involvement, student services provided at school, use of technology with teacher and students’ perspectives of technology use, self-efficacy beliefs, to teacher’s perspectives of play in early childhood settings. While the chapters reflect diverse conceptual and theoretical orientation, disciplinary focus, methodological emphasis, writing styles, and educational implications, they add together to present a more holistic picture of Chinese education across disciplinary areas.Taken together, these chapters reveal salient similarities and differences in theoretical underpinnings, pedagogical principles and classroom practices in China and in the United States. They also shed light on some of the larger conceptual/theoretical orientations between learning and learners in the two countries. They debunk some common misconceptions of education in the two countries as well. Since many chapters are written by American authors that reflect directly on their study abroad experiences in China, this allows fresh insight that helps to transform the view that these countries learning from one another would be a challenge into the realization that learning from one another is not only invaluable but also essential.Trade ReviewChinese Education from the Perspectives of American Educators, edited by Chuang Wang, Wen Ma, and Christie L. Martin, is poised to make a unique contribution to the field of comparative education studies. ... We recommend this volume to students and scholars who are interested in taking a comparative perspective to acquire some fundamental knowledge about educational similarities and differences between the United States and China."" - Chen Li & Wayne E. Wright in Teachers College RecordTable of Contents Acknowledgments. Introduction to Chinese and American Education: History and Current Challenges PART I: SCHOOL ADMINISTRATION. Roles of the Central Office in American and Chinese School Systems Unionized Dogma of Education: China Versus America Comparison of Chinese and American Higher Education in a Global Context Student Perceptions of the Chinese National College Entrance Examination System PART II: PEDAGOGICAL PRACTICES. An Exploration of One Aspiring Teacher’s Journey to Multicultural Understanding An American Educator’s Exploration of the Early Childhood Education System in China China and the United States: A Comparative Review of Educational Technology Comparing Mathematics Teaching in the United States, China, and Germany/li> PART III: STUDENTS IN CHINA AND THE UNITED STATES. Preparing Students With 21st-Century Life Skills in an Age of Globalization: In Search of the Middle Ground Between East and West Self-Efficacy Beliefs and Self-Regulated Learning Strategies of Chinese Students Learning English as a Second Language and as a Foreign Language Paparazzi Communism: The Inner Conflict of Beauty and Externalized Racism for an African American Woman in China One Institution’s Response to the Rapid Rise of Chinese Undergraduates Conclusion: Implications for Chinese and American Educational Thinking and Practices About the Editors. About the Contributors.

Read more less

Book SynopsisDiscussions and research related to the salience of Black male student needs and development in relation to their general success and well?being is well?documented in many fields. Indeed, many studies have found that healthy masculine identity development is associated with a number of positive outcomes for males in general, including Black males. In school counseling literature, however, this discussion has been relatively absent—particularly regarding those students living in urban contexts. Indeed, research devoted to the study of Black males in the school counseling literature focuses almost exclusively on race and issues associated with its social construction with only cursory, if any, attention given to their masculine identity development as a function of living in urban communities and attending urban schools. Based on this lack of information, it is probably a safe assumption that intentional, systematic, culturally relevant efforts to assist Black males in developing healthy achievement and masculine identities based on their unique personal, social, academic experiences and future career goals are not being applied by school counselors concerned with meeting students’ needs.School counselors are in a unique position, nonetheless, to lend their considerable expertise—insights, training and skills—to improving life outcomes among Black males—a population who are consistently in positions of risk according to a number of quality of life indicators. Without knowledge and awareness of Black males’ masculine identity development in urban areas, coupled with the requisite skills to influence the myriad factors that enhance and impede healthy development in such environments, they are missing out on tremendous opportunities which other professions appear to understand and, quite frankly, seem to take more seriously. As such, this book proposes to accomplish two specific goals:1. Highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends.2. Encourage school counselors to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.The first rationale for this book, then, is to highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends (e.g., standards?based accountability practices) in urban environments. However, I recognize the role of school counselors has never been fully integrated into educational reform programs. As such, their positions are often unregulated and determined by people in positions of power who do not understand their training, job?specific standards and, thus, potential impact on the lives of Black male students. As a result, their vast potential to develop strong interventions designed to address the myriad racial and masculine factors that serve to enhance and impede Black males’ academic achievement is often unrealized. Therefore, the second reason for this special issue is to include the scholarship of professional school counselors and counselor educators with policy change in mind. Scholars will be invited to contribute manuscripts that explore race, masculinity and academic achievement in relation to the role of school counselors. This is designed to encourage school counselors and counselor educators to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.

Read more less

Book SynopsisDiscussions and research related to the salience of Black male student needs and development in relation to their general success and well?being is well?documented in many fields. Indeed, many studies have found that healthy masculine identity development is associated with a number of positive outcomes for males in general, including Black males. In school counseling literature, however, this discussion has been relatively absent—particularly regarding those students living in urban contexts. Indeed, research devoted to the study of Black males in the school counseling literature focuses almost exclusively on race and issues associated with its social construction with only cursory, if any, attention given to their masculine identity development as a function of living in urban communities and attending urban schools. Based on this lack of information, it is probably a safe assumption that intentional, systematic, culturally relevant efforts to assist Black males in developing healthy achievement and masculine identities based on their unique personal, social, academic experiences and future career goals are not being applied by school counselors concerned with meeting students’ needs.School counselors are in a unique position, nonetheless, to lend their considerable expertise—insights, training and skills—to improving life outcomes among Black males—a population who are consistently in positions of risk according to a number of quality of life indicators. Without knowledge and awareness of Black males’ masculine identity development in urban areas, coupled with the requisite skills to influence the myriad factors that enhance and impede healthy development in such environments, they are missing out on tremendous opportunities which other professions appear to understand and, quite frankly, seem to take more seriously. As such, this book proposes to accomplish two specific goals:1. Highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends.2. Encourage school counselors to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.The first rationale for this book, then, is to highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends (e.g., standards?based accountability practices) in urban environments. However, I recognize the role of school counselors has never been fully integrated into educational reform programs. As such, their positions are often unregulated and determined by people in positions of power who do not understand their training, job?specific standards and, thus, potential impact on the lives of Black male students. As a result, their vast potential to develop strong interventions designed to address the myriad racial and masculine factors that serve to enhance and impede Black males’ academic achievement is often unrealized. Therefore, the second reason for this special issue is to include the scholarship of professional school counselors and counselor educators with policy change in mind. Scholars will be invited to contribute manuscripts that explore race, masculinity and academic achievement in relation to the role of school counselors. This is designed to encourage school counselors and counselor educators to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.

Read more less

Book SynopsisThis volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high?school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics.Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth?grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.

Read more less

Book SynopsisThis volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high?school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics.Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth?grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.

Read more less

Book SynopsisDemocratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long?term effects of educational policies that have been forced on them.Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity?building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (M?ori, Canada’s First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries’ and Indigenous peoples in developed countries’ efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean?Marie, Normore & Brooks,

Read more less

Book SynopsisDemocratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long?term effects of educational policies that have been forced on them.Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity?building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (M?ori, Canada’s First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries’ and Indigenous peoples in developed countries’ efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean?Marie, Normore & Brooks,

Read more less

Book SynopsisThere is a story going around about the public schools and the people who teach in them—a story about how awful our nation’s teachers are and why we should blame teachers for the poor state of our public schools. But is the story about teachers right or fair? Why do so many people point fingers at teachers and seem to resent them so much?Blame Teachers: The Emotional Reasons for Educational Reform examines why many people blame teachers for what they understand to be the poor state of our schools. Blame comes easily to many people when they read about poor student performance and how “protected” teachers are by teachers’ unions and tenure policies. And with blame comes resentment, and with resentment comes demands for all kinds of educational reform—calls for more standardized testing, merit pay, charter schools, and all the rest. And we expect teachers to like and accept all the reforms being proposed.Conceiving educational reform out of blame and resentment aimed at teachers does no good for teachers, students, or schools. Blame Teachers outlines many of the strange and unacceptable assumptions about teaching and the purposes of education contained in these educational reforms. Intended for teachers, teacher education students, policymakers and the larger public, Blame Teachers suggests much better and more productive conversations we can have with teachers—conversations much more likely to improve teaching and learning in classrooms. The book argues for conversations with teachers that don’t begin or end with blame and resentment.

Read more less

Book SynopsisThere is a story going around about the public schools and the people who teach in them—a story about how awful our nation’s teachers are and why we should blame teachers for the poor state of our public schools. But is the story about teachers right or fair? Why do so many people point fingers at teachers and seem to resent them so much?Blame Teachers: The Emotional Reasons for Educational Reform examines why many people blame teachers for what they understand to be the poor state of our schools. Blame comes easily to many people when they read about poor student performance and how “protected” teachers are by teachers’ unions and tenure policies. And with blame comes resentment, and with resentment comes demands for all kinds of educational reform—calls for more standardized testing, merit pay, charter schools, and all the rest. And we expect teachers to like and accept all the reforms being proposed.Conceiving educational reform out of blame and resentment aimed at teachers does no good for teachers, students, or schools. Blame Teachers outlines many of the strange and unacceptable assumptions about teaching and the purposes of education contained in these educational reforms. Intended for teachers, teacher education students, policymakers and the larger public, Blame Teachers suggests much better and more productive conversations we can have with teachers—conversations much more likely to improve teaching and learning in classrooms. The book argues for conversations with teachers that don’t begin or end with blame and resentment.

Read more less

Book SynopsisThere is little doubt that the Common Core State Standards (CCSS) are a controversial entity. They are provocative for the way in which they have been developed, for the ways they are being implemented and evaluated, for their content, and for their failure to explicitly consider the needs, interests, and histories of diverse populations. While the CCSS continue to be problematized by critics around the country—including the editors of this volume—it is evident our nation is moving toward (some would argue we have arrived at) a national set of standards and/or a national curriculum. This text will be an important volume for multiple audiences, in large part because it will bring together critical perspectives on the CCSS and the notion of national standards/curricula. It will simultaneously provide a social justice orientation as a way to interpret the CCSS and respond to their limits, while presenting practical examples of social justice?oriented, CCSS?focused curricula that empower diverse learners and their teachers.Social Justice, the Common Core, and Closing the Instructional Gap will consist of chapters by classroom teachers and university scholars who portray honest, engaging, first?person accounts of their successes and challenges connecting a social justice pedagogical orientation to the Common Core State Standards. These authors candidly and passionately share the challenges of navigating between a social justice curriculum and high stakes standards? and test?driven environments. They highlight their accomplishments that include effectively supporting students to consider social injustices and devise plans to work toward a more equitable world.

Read more less

Book SynopsisThere is little doubt that the Common Core State Standards (CCSS) are a controversial entity. They are provocative for the way in which they have been developed, for the ways they are being implemented and evaluated, for their content, and for their failure to explicitly consider the needs, interests, and histories of diverse populations. While the CCSS continue to be problematized by critics around the country—including the editors of this volume—it is evident our nation is moving toward (some would argue we have arrived at) a national set of standards and/or a national curriculum. This text will be an important volume for multiple audiences, in large part because it will bring together critical perspectives on the CCSS and the notion of national standards/curricula. It will simultaneously provide a social justice orientation as a way to interpret the CCSS and respond to their limits, while presenting practical examples of social justice?oriented, CCSS?focused curricula that empower diverse learners and their teachers.Social Justice, the Common Core, and Closing the Instructional Gap will consist of chapters by classroom teachers and university scholars who portray honest, engaging, first?person accounts of their successes and challenges connecting a social justice pedagogical orientation to the Common Core State Standards. These authors candidly and passionately share the challenges of navigating between a social justice curriculum and high stakes standards? and test?driven environments. They highlight their accomplishments that include effectively supporting students to consider social injustices and devise plans to work toward a more equitable world.

Read more less

Book SynopsisThe impetus behind this volume stems from reflections on commemorations of the historic Brown v. Board of Education decision. Brown turned 60 in May of 2014, and many special issues of peer?reviewed journals were dedicated to that anniversary. Unlike most special issues and volumes, we sought to highlight a smaller part of Brown, though no less significant. More specifically, we thought to develop a volume that focused on rural education in the aftermath of the decision. Most of the education policy and education reform literature caters to urban and suburban contexts, and very few academic books and journal articles—with the exception of research conducted by Craig, Amy, and Caitlin Howley and the Journal for Research on Rural Education—focus on rural education in the US. Thus, we wanted this volume to focus on the politics of educational opportunity in rural contexts.There is a paucity of rigorous research that examines how education policy affects the conditions of rural education. More specifically, research is scarce in examining the ways in which students in rural schools and districts have access to educational opportunities, although approximately one?third of all public schools are located in rural areas (Ayers, 2011). Educational opportunity in rural districts has been plagued by geographic isolation, loss of economic bases, and lack of capital (both financial and political) to voice the need for resources. To be clear, this volume does not present chapters that detail educational opportunity in rural districts and schools from a deficit perspective. Instead, chapters in this volume offer insight into both micro? and macro?level policies and practices that shape educational opportunities for students in rural schools and districts. As such, chapters in this volume investigate the “now” of educational opportunity for rural students and makes recommendations and suggestions for “later”. Given that, we are reminded of James Coleman’s (1975) thesis, “Education is a means to an end, and equal opportunity refers to later in life rather than the educational process itself” (p.28).This book will be organized into two distinct sections. The first section, comprised of chapters that examine educational opportunity in rural districts from a micro?level perspective, is devoted to chapters that broadly examine the implications of state and federal policy on educational opportunity in rural schools and districts. The second section, which includes case studies of rural districts in the American South, Appalachia, and the Northeast, takes a macro?level approach to examining educational opportunity in rural districts. Combined, chapters throughout the book provide readers with both an overview and a specific snapshot of educational opportunity in rural schools. Given the breadth and scope of chapters included in this volume, we believe the book adds tremendously to the education policy literature, as this vantage point has rarely been included in larger education policy discussions.

Read more less

Book SynopsisThe impetus behind this volume stems from reflections on commemorations of the historic Brown v. Board of Education decision. Brown turned 60 in May of 2014, and many special issues of peer?reviewed journals were dedicated to that anniversary. Unlike most special issues and volumes, we sought to highlight a smaller part of Brown, though no less significant. More specifically, we thought to develop a volume that focused on rural education in the aftermath of the decision. Most of the education policy and education reform literature caters to urban and suburban contexts, and very few academic books and journal articles—with the exception of research conducted by Craig, Amy, and Caitlin Howley and the Journal for Research on Rural Education—focus on rural education in the US. Thus, we wanted this volume to focus on the politics of educational opportunity in rural contexts.There is a paucity of rigorous research that examines how education policy affects the conditions of rural education. More specifically, research is scarce in examining the ways in which students in rural schools and districts have access to educational opportunities, although approximately one?third of all public schools are located in rural areas (Ayers, 2011). Educational opportunity in rural districts has been plagued by geographic isolation, loss of economic bases, and lack of capital (both financial and political) to voice the need for resources. To be clear, this volume does not present chapters that detail educational opportunity in rural districts and schools from a deficit perspective. Instead, chapters in this volume offer insight into both micro? and macro?level policies and practices that shape educational opportunities for students in rural schools and districts. As such, chapters in this volume investigate the “now” of educational opportunity for rural students and makes recommendations and suggestions for “later”. Given that, we are reminded of James Coleman’s (1975) thesis, “Education is a means to an end, and equal opportunity refers to later in life rather than the educational process itself” (p.28).This book will be organized into two distinct sections. The first section, comprised of chapters that examine educational opportunity in rural districts from a micro?level perspective, is devoted to chapters that broadly examine the implications of state and federal policy on educational opportunity in rural schools and districts. The second section, which includes case studies of rural districts in the American South, Appalachia, and the Northeast, takes a macro?level approach to examining educational opportunity in rural districts. Combined, chapters throughout the book provide readers with both an overview and a specific snapshot of educational opportunity in rural schools. Given the breadth and scope of chapters included in this volume, we believe the book adds tremendously to the education policy literature, as this vantage point has rarely been included in larger education policy discussions.

Read more less

Book SynopsisThis volume explores early childhood education policies and practices in the Caribbean. Early childhood development has gained increasing importance as part of national agendas to achieve social and economic goals. Regional guidelines and action plans have been developed, but progress across nations varies. Chapters in the book analyze child policies and issues, critically examine progress on alignment between policies and practices, and propose recommendations for advocacy and implementation that may advance the early childhood development agenda throughout the Caribbean.The book includes the perspectives of early childhood practitioners, policymakers, caregivers, representatives from family agencies as well as other key stakeholders in the education of young children. Across these diverse viewpoints is a shared commitment to children’s well being and the necessity of an integrated response that captures the challenges and opportunities of early childhood development services and initiatives that are framed based on contextual relevance and cultural appropriateness. Part One includes chapters that advocate for national policies throughout the Caribbean to support young children. Chapters in Part Two call for quality early childhood programming that is based on the tenets of developmentally appropriate practice. Part Three considers the pedagogical dilemmas that arise in math and literacy when schools negate purposeful and engaging early childhood curriculum. Part Four presents various perspectives on child protection and the necessary infrastructure of policies and practices to ensure cognitive, social, and physical development of young children in the Caribbean. This important resource promotes critical discourse on the current status of children and efforts that have been developed to effectively advocate for the rights of the young.

Read more less

Book SynopsisThis volume explores early childhood education policies and practices in the Caribbean. Early childhood development has gained increasing importance as part of national agendas to achieve social and economic goals. Regional guidelines and action plans have been developed, but progress across nations varies. Chapters in the book analyze child policies and issues, critically examine progress on alignment between policies and practices, and propose recommendations for advocacy and implementation that may advance the early childhood development agenda throughout the Caribbean.The book includes the perspectives of early childhood practitioners, policymakers, caregivers, representatives from family agencies as well as other key stakeholders in the education of young children. Across these diverse viewpoints is a shared commitment to children’s well being and the necessity of an integrated response that captures the challenges and opportunities of early childhood development services and initiatives that are framed based on contextual relevance and cultural appropriateness. Part One includes chapters that advocate for national policies throughout the Caribbean to support young children. Chapters in Part Two call for quality early childhood programming that is based on the tenets of developmentally appropriate practice. Part Three considers the pedagogical dilemmas that arise in math and literacy when schools negate purposeful and engaging early childhood curriculum. Part Four presents various perspectives on child protection and the necessary infrastructure of policies and practices to ensure cognitive, social, and physical development of young children in the Caribbean. This important resource promotes critical discourse on the current status of children and efforts that have been developed to effectively advocate for the rights of the young.

Read more less

Book SynopsisProject?Based Learning; it’s a term that most educators have heard and probably have heard good things about, Often, though, they aren’t quite sure precisely what its defining characteristics are other than involving students in projects that are supposed to somehow result in their learning things of value.A great many teachers are reluctant to make it part of what they do with their students due to unfounded fears of unrealistic workloads and classroom management issues associated with it. This book should help change that, making the nature of PBL (Project?Based Learning) clear and illustrating how it can be a manageable, effective, and very enjoyable aspect of instruction.The book will present an exciting, alternative approach to literacy instruction that its authors call Project Based Literacy. This will principally be done through the presentation of 20 appealing projects, all of them carefully designed to engage and inspire students (grades 3 – 8) in literacy activities that are both core to the required curriculum and deeply in?synch with the Common Core Standards in English Language Arts. The book will also present support material for this, providing sufficient theory, instructional and classroom management tips, and technology and other `How To’ information to ensure that rank and file classroom teachers can adopt, adapt, and enjoyably and successfully implement the projects and maximize learning in relation to the Common Core Standards for ELA.

Read more less

Book SynopsisProject?Based Learning; it’s a term that most educators have heard and probably have heard good things about, Often, though, they aren’t quite sure precisely what its defining characteristics are other than involving students in projects that are supposed to somehow result in their learning things of value.A great many teachers are reluctant to make it part of what they do with their students due to unfounded fears of unrealistic workloads and classroom management issues associated with it. This book should help change that, making the nature of PBL (Project?Based Learning) clear and illustrating how it can be a manageable, effective, and very enjoyable aspect of instruction.The book will present an exciting, alternative approach to literacy instruction that its authors call Project Based Literacy. This will principally be done through the presentation of 20 appealing projects, all of them carefully designed to engage and inspire students (grades 3 – 8) in literacy activities that are both core to the required curriculum and deeply in?synch with the Common Core Standards in English Language Arts. The book will also present support material for this, providing sufficient theory, instructional and classroom management tips, and technology and other `How To’ information to ensure that rank and file classroom teachers can adopt, adapt, and enjoyably and successfully implement the projects and maximize learning in relation to the Common Core Standards for ELA.

Read more less

Book SynopsisWhat is a charter school? Where do they come from? Who promotes them, and why? What are they supposed to do? Are they the silver bullet to the ills plaguing the American public education system? This book provides a comprehensive and accessible overviewand analysis of charter schools and their many dimensions. It shows that charter schools as a whole lower the quality of education through the privatization and marketization of education. The final chapter provides readers with a way toward rethinking and remaking education in a way that is consistent with modern requirements. Society and its members need a fully funded high quality public education system open to all and controlled by a public authority.

Read more less

Book SynopsisWhat is a charter school? Where do they come from? Who promotes them, and why? What are they supposed to do? Are they the silver bullet to the ills plaguing the American public education system? This book provides a comprehensive and accessible overviewand analysis of charter schools and their many dimensions. It shows that charter schools as a whole lower the quality of education through the privatization and marketization of education. The final chapter provides readers with a way toward rethinking and remaking education in a way that is consistent with modern requirements. Society and its members need a fully funded high quality public education system open to all and controlled by a public authority.

Read more less

Book SynopsisMentoring in educational contexts has become a rapidly growing field of study, both in the United States and internationally (Fletcher & Mullen, 2012). The prevalence of mentoring has resulted in the mindset that “everyone thinks they know what mentoring is, and there is an intuitive belief that mentoring works” (Eby, Rhodes, & Allen, 2010, p. 7). How do we know that mentoring works? In this age of accountability, the time is ripe for substantiating evidence through empirical research, what mentoring processes, forms, and strategies lead to more effective teachers and administrators within P?12 contexts.This book is the sixth in the Mentoring Perspectives Series, edited by Dr. Frances Kochan former Dean of the College of Education at Auburn University. This latest book in the series, co?edited by Linda J. Searby and Susan K. Brondyk, brings together reports of recent research on mentoring in K?12 settings for new teachers and new principals. The book has already garnered accolades from mentoring experts.

Read more less

Book SynopsisWhile critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top-down approach to educational policy and practice, it is imperative that educational leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though educational leaders and leadership programs have been all but absent in this process, given their influence and power, educational leaders need to be engaged in this endeavor.The objective of this edited volume is to draw upon critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in K-12 schooling. Through the use of critical race methodology and counter-storytelling (Solórzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future educational leaders insight in recognizing how racism functions within institutions and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for educational leaders to develop a critical race praxis and anti-racist approach to leadership.

Read more less

Book SynopsisWhile critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top-down approach to educational policy and practice, it is imperative that educational leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though educational leaders and leadership programs have been all but absent in this process, given their influence and power, educational leaders need to be engaged in this endeavor.The objective of this edited volume is to draw upon critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in K-12 schooling. Through the use of critical race methodology and counter-storytelling (Solórzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future educational leaders insight in recognizing how racism functions within institutions and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for educational leaders to develop a critical race praxis and anti-racist approach to leadership.

Read more less

Book SynopsisInternational Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that focuses primarily on empowering children, adolescents, and young adults from diverse educational, socio-cultural, linguistic, religious, racial, ethnic, and socio-economic settings to become non-exploited/ non-exploitive contributing members of the global community. The series draws on the international community of investigators, academics, and community organizers that have contributed to the evidence base for developing sound educational policies, practices, and innovative programs to optimize the potential of all students. Each themed volume includes multi-disciplinary theory, research, and practice that provides an enriched understanding of the drivers of human potential via education to assist readers in exploring, adapting and replicating innovative strategies that enable ALL students to realize their full potential.Among these strategies are the integration of digital technologies (DT) and information and communication technologies (ICT) into contemporary education platforms. However, technology must be more than just a tool to deliver content and stimulate engagement; it must become a means to broaden access to learning, advance equity, promote social justice, and encourage social inclusion. Especially reaching out to address the academic and social needs of rural, impoverished, marginalized, and displaced populations. Though the digital divide continues to hinder educational attainment for underprivileged populations, ICTs are providing significant opportunities to deliver literacy and basic skills instruction to disadvantaged segments of the global population as well as engage, motivate, and customize learning to address local needs. Nonetheless, the availability of ICT is not a deterministic process. Other societal, cultural, political and contextual factors are of fundamental importance to acceptance and integration that enables people to benefit from technology. The relationship between educational access, instructional delivery, and ICT should be considered in more complex terms. In particular, digital technologies should be viewed as instructional tools that improve access to educational opportunities, strengthen cultural resources, promote social and economic equity, and provide students with the knowledge and competencies to prepare them for a future that cannot be predicted. Therefore, developing ICT and media capabilities that instill citizenship and stewardship in today’s students is crucial to gleaning the social and the cultural advantages of a contemporary global society that encourages full and equal citizenship.personality of children to the community of solidarity and shared norms. The second understanding of citizenship complements the `roots’ with `roads’, with the choices made by the individual, with the capacity to form and develop the child’s personality into the actor and author of his/her educational, professional, and life projects. The adolescent prepares to become an active, committed, and engaged citizen with the intellectual capacity for critical thinking that leads to responsible actions. Digital citizenship expresses the transformations of both belonging to and engaging in the information society and contributes to the development of generation “Y” with the aspiration to innovate and experiment, to explore the possibilities of the new digital world, to question authorities and instances of knowledge and power. Education addresses digital citzenship by opening more avenues for the intersection of Internet, imagination, and exploration.Volume 10, E-learning and Social Media: Education and Citizenship for the digital 21st century addresses the use of technology in: developing and expanding educational delivery systems to reach rural populations, providing access to equitable education opportunities for disadvantaged and marginalized populations, and encouraging student civic engagement. The volume evaluates e-learning programs (distributed through the internet, via satellite and hosted on social media) that promote equitable education for disadvantaged populations; examines the challenge and benefits of social media on student self-identity collaboration, and academic engagement; shares promising practices associated with technology in education an e-citizenship in the 21st century, and advances the discussion on blending global citizenship education and social media that raises student awareness, accountability and social justice involvement.

Read more less

Book SynopsisInternational Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that focuses primarily on empowering children, adolescents, and young adults from diverse educational, socio-cultural, linguistic, religious, racial, ethnic, and socio-economic settings to become non-exploited/ non-exploitive contributing members of the global community. The series draws on the international community of investigators, academics, and community organizers that have contributed to the evidence base for developing sound educational policies, practices, and innovative programs to optimize the potential of all students. Each themed volume includes multi-disciplinary theory, research, and practice that provides an enriched understanding of the drivers of human potential via education to assist readers in exploring, adapting and replicating innovative strategies that enable ALL students to realize their full potential.Among these strategies are the integration of digital technologies (DT) and information and communication technologies (ICT) into contemporary education platforms. However, technology must be more than just a tool to deliver content and stimulate engagement; it must become a means to broaden access to learning, advance equity, promote social justice, and encourage social inclusion. Especially reaching out to address the academic and social needs of rural, impoverished, marginalized, and displaced populations. Though the digital divide continues to hinder educational attainment for underprivileged populations, ICTs are providing significant opportunities to deliver literacy and basic skills instruction to disadvantaged segments of the global population as well as engage, motivate, and customize learning to address local needs. Nonetheless, the availability of ICT is not a deterministic process. Other societal, cultural, political and contextual factors are of fundamental importance to acceptance and integration that enables people to benefit from technology. The relationship between educational access, instructional delivery, and ICT should be considered in more complex terms. In particular, digital technologies should be viewed as instructional tools that improve access to educational opportunities, strengthen cultural resources, promote social and economic equity, and provide students with the knowledge and competencies to prepare them for a future that cannot be predicted. Therefore, developing ICT and media capabilities that instill citizenship and stewardship in today’s students is crucial to gleaning the social and the cultural advantages of a contemporary global society that encourages full and equal citizenship.personality of children to the community of solidarity and shared norms. The second understanding of citizenship complements the `roots’ with `roads’, with the choices made by the individual, with the capacity to form and develop the child’s personality into the actor and author of his/her educational, professional, and life projects. The adolescent prepares to become an active, committed, and engaged citizen with the intellectual capacity for critical thinking that leads to responsible actions. Digital citizenship expresses the transformations of both belonging to and engaging in the information society and contributes to the development of generation “Y” with the aspiration to innovate and experiment, to explore the possibilities of the new digital world, to question authorities and instances of knowledge and power. Education addresses digital citzenship by opening more avenues for the intersection of Internet, imagination, and exploration.Volume 10, E-learning and Social Media: Education and Citizenship for the digital 21st century addresses the use of technology in: developing and expanding educational delivery systems to reach rural populations, providing access to equitable education opportunities for disadvantaged and marginalized populations, and encouraging student civic engagement. The volume evaluates e-learning programs (distributed through the internet, via satellite and hosted on social media) that promote equitable education for disadvantaged populations; examines the challenge and benefits of social media on student self-identity collaboration, and academic engagement; shares promising practices associated with technology in education an e-citizenship in the 21st century, and advances the discussion on blending global citizenship education and social media that raises student awareness, accountability and social justice involvement.

Read more less

Book SynopsisThis book explores meaningful and effective use of student voice in urban school renewal efforts through strategies that include: surveys, interviews, focus groups, visual and video projects, social media, and student participation in governance. Chapters provide a definition of student voice, context for public schooling in the United States, and introduce a framework for including student voice in school renewal processes. Examples guide readers to implementation of the framework to include student voices in diverse educational settings. Authentic voices of approximately 175 students interviewed by the authors express what it is that they really want from public schools and how pre K-12 educators can provide a structure for ongoing student participation in governance and the work of the school. The existing literature explores student characteristics such as poverty, cultural diversity, and what the experts believe students need public schools to provide. Within the research, urban public schools and technical reform are often explored and examined separately from conversations about what students want from schools, excluding opportunities for their voices and diverse perspectives to be heard. Listening to students describe instances of bullying or teachers’ low academic expectations provides educators with opportunities to address issues that impede student learning. The uniqueness of this framework for including student voice is that it provides multiple opportunities for students in any grade level to tell us what it is they want from public schools, and to make meaningful and lasting contributions to school renewal efforts.Table of Contents Foreword, Dr. Gloria Ladson Billings. Dedication, Introduction, Dr. Loyce Caruthers and Dr. Jennifer Friend. PART I: STUDENT VOICE AND THE CONTEXT FOR URBAN PUBLIC SCHOOLS IN THE UNITED STATES. Student Voice and Storytelling: The Value in Listening to Students, Introduction. Student Voice and Symbolic Violence. Student Voice and School Renewal. Student Voice and Storytelling. The Power of Stories. The Paradigm of the Personal: Voice. Interrogating Race, Ethnicity, Class, Gender, and Sexual Orientation. The Demonstration of the Deconstruction Process. Mike’s Story. Deconstruction of Mike’s Story. Storytelling and School Renewal. The Constructed Others: Race, Gender, Identity, and Intelligence, Introduction. The Construction of “Otherness”. Intersections of Race, Gender, and Class: Identity Development and Intelligence. The Construction of Race. Intersection of Race, Gender, and Class. Identity Development. Race and Intelligence. Conclusion. The Constructed Others: Issues of Power and Privilege, Introduction. Social Class: Issues of Power and Privilege. Schools and the Narrative of Power and Privilege. The Narrative of White Privilege. Conclusion. The Policy Context for Urban Public Education in the United States, Introduction. Educational Finance: Issues of Equity and Adequacy. Federal Legislation for Public Education. Looking to the Future. The Numbers: America’s Love Affair with Statistics, Introduction. Race and Student Achievement. Poverty and Student Achievement. Building Cultural Capital. Conclusion. PART II: THE FRAMEWORK FOR INCLUDING STUDENT VOICE IN URBAN SCHOOL RENEWAL. The Framework for Including Student Voice in Urban Schools, Rationale for Implementing the Framework for Student Voice. Engaging Student voice for Public Interest. The Framework for Including Student Voice in School Renewal. Systematic Data Collection: Diverse Students’ Perspectives. Collaborative Data Analysis: Involve Diverse Stakeholders. Preliminary Conclusions and Hypotheses. Additional Data Collection and Analysis. Conclusions Integrated into School Renewal Process. Evaluation and Reflection. Continue to Implement the Framework. Kids Want Caring Teachers with High Academic Expectations, Introduction. Individual Variables and Class-level Expectations. Individual Variables. Academic Achievement. Program Placement. Gender. Language. Socioeconomic Class. Temperamental Styles. Race and Ethnicity. Classroom-level Expectations. Caring Teachers. Kids Want to Feel Safe at School, Introduction. School Climate. Bullying. Feeling Safe at School. Kids Want Active and Engaging Learning Opportunities, Introduction. Student Engagement. Theories of Underachievement. Deficit-deprivation Theory. The Theory of Structural Inequality. Tracking. The Theory of Cultural Discontinuity. Fourth Grade Failure Syndrome. The Acting White Theory. Lure of the Street Life Theory and Peer Pressure. Parents are at Fault Theory. Underprepared Teachers. Low Teacher Expectations. Conclusion. Kids Want to Know More about Their Own Cultures and Cultures of All People, Introduction. African-centered Schools. English-language Learners. The Nature of Culture? Culturally Competent Teachers. Multiculturalism. McLaren: Forms of Multiculturalism . King’s Deciphering Knowledge. Multicultural Citizenship. Critical Race Theory as a Lens for Understanding Diversity. Conclusion. PART III: APPLYING THE FRAMEWORK: FINDING OUT WHAT KIDS WANT FROM URBAN SCHOOLS. Students Interviews and Focus Groups, Introduction. Interviews and Focus Groups: Entering the World of Students. Face-to-Face Interviews. Student Focus Groups. Interviewing with a Purpose. Selecting the Interviewer. Selecting Interview Participants. Deciding on Interview. Questions. Types of Questions. Formulating Questions and What to Avoid. Probing. The Interview Guide. Making Meaning of Interview Data. Conclusion. Student Surveys , Introduction. Survey Design and Selection. Likert Items. Open-ended and Closed Questions. Reliability and Validity. Survey Administration. Sampling Techniques. Analyzing and Applying Survey Results. Analyzing Survey Results. Sharing and Utilizing Survey Results. Ethical Considerations. Visual Methods and Technology, Introduction. Critical Arts-Based Inquiry. Student-Produced Video Projects. Technology and Online Social Networks. Student Blogs, Wikis, and Online Publications. Conclusion. Students Participating in Governance and School Committees. Introduction. Preparing Adults and Students for Collaborative Governance. Students and School Governance. Students on Local Governing Boards: Chocolate Milk Every Day! Site-Based Advisory Council. Student Service on School Committees. Conclusion. Conclusion., Introduction. Culturally Relevant Pedagogy. Culturally Responsive Teaching. Funds of Knowledge. Cultural Modeling Framework. Reflections. Implications and Future Recommendations. Honoring the Voices of Students. Engaging Student Voice for Community Leadership. Future Research. Additional Resources on Race. Student Assent Form. Parent Consent Form. References. Acknowledgments. About the Authors.

Read more less

Book SynopsisThis book explores meaningful and effective use of student voice in urban school renewal efforts through strategies that include: surveys, interviews, focus groups, visual and video projects, social media, and student participation in governance. Chapters provide a definition of student voice, context for public schooling in the United States, and introduce a framework for including student voice in school renewal processes. Examples guide readers to implementation of the framework to include student voices in diverse educational settings. Authentic voices of approximately 175 students interviewed by the authors express what it is that they really want from public schools and how pre K-12 educators can provide a structure for ongoing student participation in governance and the work of the school. The existing literature explores student characteristics such as poverty, cultural diversity, and what the experts believe students need public schools to provide. Within the research, urban public schools and technical reform are often explored and examined separately from conversations about what students want from schools, excluding opportunities for their voices and diverse perspectives to be heard. Listening to students describe instances of bullying or teachers’ low academic expectations provides educators with opportunities to address issues that impede student learning. The uniqueness of this framework for including student voice is that it provides multiple opportunities for students in any grade level to tell us what it is they want from public schools, and to make meaningful and lasting contributions to school renewal efforts.Table of Contents Foreword, Dr. Gloria Ladson Billings. Dedication, Introduction, Dr. Loyce Caruthers and Dr. Jennifer Friend. PART I: STUDENT VOICE AND THE CONTEXT FOR URBAN PUBLIC SCHOOLS IN THE UNITED STATES. Student Voice and Storytelling: The Value in Listening to Students, Introduction. Student Voice and Symbolic Violence. Student Voice and School Renewal. Student Voice and Storytelling. The Power of Stories. The Paradigm of the Personal: Voice. Interrogating Race, Ethnicity, Class, Gender, and Sexual Orientation. The Demonstration of the Deconstruction Process. Mike’s Story. Deconstruction of Mike’s Story. Storytelling and School Renewal. The Constructed Others: Race, Gender, Identity, and Intelligence, Introduction. The Construction of “Otherness”. Intersections of Race, Gender, and Class: Identity Development and Intelligence. The Construction of Race. Intersection of Race, Gender, and Class. Identity Development. Race and Intelligence. Conclusion. The Constructed Others: Issues of Power and Privilege, Introduction. Social Class: Issues of Power and Privilege. Schools and the Narrative of Power and Privilege. The Narrative of White Privilege. Conclusion. The Policy Context for Urban Public Education in the United States, Introduction. Educational Finance: Issues of Equity and Adequacy. Federal Legislation for Public Education. Looking to the Future. The Numbers: America’s Love Affair with Statistics, Introduction. Race and Student Achievement. Poverty and Student Achievement. Building Cultural Capital. Conclusion. PART II: THE FRAMEWORK FOR INCLUDING STUDENT VOICE IN URBAN SCHOOL RENEWAL. The Framework for Including Student Voice in Urban Schools, Rationale for Implementing the Framework for Student Voice. Engaging Student voice for Public Interest. The Framework for Including Student Voice in School Renewal. Systematic Data Collection: Diverse Students’ Perspectives. Collaborative Data Analysis: Involve Diverse Stakeholders. Preliminary Conclusions and Hypotheses. Additional Data Collection and Analysis. Conclusions Integrated into School Renewal Process. Evaluation and Reflection. Continue to Implement the Framework. Kids Want Caring Teachers with High Academic Expectations, Introduction. Individual Variables and Class-level Expectations. Individual Variables. Academic Achievement. Program Placement. Gender. Language. Socioeconomic Class. Temperamental Styles. Race and Ethnicity. Classroom-level Expectations. Caring Teachers. Kids Want to Feel Safe at School, Introduction. School Climate. Bullying. Feeling Safe at School. Kids Want Active and Engaging Learning Opportunities, Introduction. Student Engagement. Theories of Underachievement. Deficit-deprivation Theory. The Theory of Structural Inequality. Tracking. The Theory of Cultural Discontinuity. Fourth Grade Failure Syndrome. The Acting White Theory. Lure of the Street Life Theory and Peer Pressure. Parents are at Fault Theory. Underprepared Teachers. Low Teacher Expectations. Conclusion. Kids Want to Know More about Their Own Cultures and Cultures of All People, Introduction. African-centered Schools. English-language Learners. The Nature of Culture? Culturally Competent Teachers. Multiculturalism. McLaren: Forms of Multiculturalism . King’s Deciphering Knowledge. Multicultural Citizenship. Critical Race Theory as a Lens for Understanding Diversity. Conclusion. PART III: APPLYING THE FRAMEWORK: FINDING OUT WHAT KIDS WANT FROM URBAN SCHOOLS. Students Interviews and Focus Groups, Introduction. Interviews and Focus Groups: Entering the World of Students. Face-to-Face Interviews. Student Focus Groups. Interviewing with a Purpose. Selecting the Interviewer. Selecting Interview Participants. Deciding on Interview. Questions. Types of Questions. Formulating Questions and What to Avoid. Probing. The Interview Guide. Making Meaning of Interview Data. Conclusion. Student Surveys , Introduction. Survey Design and Selection. Likert Items. Open-ended and Closed Questions. Reliability and Validity. Survey Administration. Sampling Techniques. Analyzing and Applying Survey Results. Analyzing Survey Results. Sharing and Utilizing Survey Results. Ethical Considerations. Visual Methods and Technology, Introduction. Critical Arts-Based Inquiry. Student-Produced Video Projects. Technology and Online Social Networks. Student Blogs, Wikis, and Online Publications. Conclusion. Students Participating in Governance and School Committees. Introduction. Preparing Adults and Students for Collaborative Governance. Students and School Governance. Students on Local Governing Boards: Chocolate Milk Every Day! Site-Based Advisory Council. Student Service on School Committees. Conclusion. Conclusion., Introduction. Culturally Relevant Pedagogy. Culturally Responsive Teaching. Funds of Knowledge. Cultural Modeling Framework. Reflections. Implications and Future Recommendations. Honoring the Voices of Students. Engaging Student Voice for Community Leadership. Future Research. Additional Resources on Race. Student Assent Form. Parent Consent Form. References. Acknowledgments. About the Authors.

Read more less

Book SynopsisThis volume focuses on the important relationship between racial and ethnic identity and requirements for Latino/a educational leaders today. As the racial and ethnic diversity of communities continues to rise, there is an increasing need for the diversification of school leaders who can improve student success, retention, engagement, and successful academic achievement. This entails a deeper understanding about the role/definitions of leadership among communities of color, leadership succession, the importance of gender/ethnic differences, as well as methods for recruitment, retention and development of school administrators and other school leaders of color in education. Latina/o school leaders, their personal histories, leadership challenges related to gender and race, contributions, roles, responsibilities, and career aspirations, both personal and organizational, are undocumented in the school leadership research. A study of Latina/o leaders that examines leadership experiences, the relationship between leadership and identity, and career aspiration offers important dimensions for the field of educational leadership. For these reasons, examining Latina/os and school leadership is both timely and relevant to our K-12 schools, educational leadership programs, and changing demographics. The secondary purpose of this publication is to enrich the preparation of school administrators of color, as to the skills and knowledge necessary to serve the needs of students in contemporary times.Table of Contents Preface, Velma Villegas. Introduction: the Latina/o Leadership Imperative. PART I: WHAT’S IN A NAME? Understanding the Latina/o Landscape. Racial and Ethnic Identity of Latinas/os. Latinas/os and School Leadership Research. PART II: LATINA/O SCHOOL LEADERS. Portrait of a Latina/o Leader, with Monica Byrne-Jimenez and Sylvia Mendez-Morse. School Contexts and Students Latina/o Leaders Serve, with Monica Byrne-Jimenez and Sylvia Mendez-Morse. Gender and Race Considerations in Latina Leadership. PART III: DIRECT EXPERIENCES OF LATINA/O PRINCIPALS. Being a Principal in Inner City Schools: Authentic Connections with the Community, Joseph Cerna. Challenges and Aspirations Within Gender and Race, Venus R. Vela, Gloria Martinez, Mariela Rodriguez. An Agenda for the Future. Epilogue: What Latina/o Leadership is Up Against, Rubén O. Martinez. About the Authors. Appendix: Methods. Index.

Read more less

Book SynopsisThis volume focuses on the important relationship between racial and ethnic identity and requirements for Latino/a educational leaders today. As the racial and ethnic diversity of communities continues to rise, there is an increasing need for the diversification of school leaders who can improve student success, retention, engagement, and successful academic achievement. This entails a deeper understanding about the role/definitions of leadership among communities of color, leadership succession, the importance of gender/ethnic differences, as well as methods for recruitment, retention and development of school administrators and other school leaders of color in education. Latina/o school leaders, their personal histories, leadership challenges related to gender and race, contributions, roles, responsibilities, and career aspirations, both personal and organizational, are undocumented in the school leadership research. A study of Latina/o leaders that examines leadership experiences, the relationship between leadership and identity, and career aspiration offers important dimensions for the field of educational leadership. For these reasons, examining Latina/os and school leadership is both timely and relevant to our K-12 schools, educational leadership programs, and changing demographics. The secondary purpose of this publication is to enrich the preparation of school administrators of color, as to the skills and knowledge necessary to serve the needs of students in contemporary times.Table of Contents Preface, Velma Villegas. Introduction: the Latina/o Leadership Imperative. PART I: WHAT’S IN A NAME? Understanding the Latina/o Landscape. Racial and Ethnic Identity of Latinas/os. Latinas/os and School Leadership Research. PART II: LATINA/O SCHOOL LEADERS. Portrait of a Latina/o Leader, with Monica Byrne-Jimenez and Sylvia Mendez-Morse. School Contexts and Students Latina/o Leaders Serve, with Monica Byrne-Jimenez and Sylvia Mendez-Morse. Gender and Race Considerations in Latina Leadership. PART III: DIRECT EXPERIENCES OF LATINA/O PRINCIPALS. Being a Principal in Inner City Schools: Authentic Connections with the Community, Joseph Cerna. Challenges and Aspirations Within Gender and Race, Venus R. Vela, Gloria Martinez, Mariela Rodriguez. An Agenda for the Future. Epilogue: What Latina/o Leadership is Up Against, Rubén O. Martinez. About the Authors. Appendix: Methods. Index.

Read more less

Book SynopsisMotivation to engage in reading is a consistent problem for students in general and boys in particular. To solve this problem, we often seek answers from everyone but those we are hoping to motivate. We read the latest article on motivation and think we have finally come up with the recipe that will motivate all of the boys in our class. When it doesn’t work for everyone, we go back to the drawing board and try something else until we finally understand that all boys are motivated by different things.That is the basis of this book: nothing will work for ALL boys, but there are ways to equip teachers to find out how the boys in their classes are motivated. It provides them with a direction to go once they’ve established the needs of their students and offers suggestions for how to meet individual motivational needs. Each chapter addresses a different motivational need, providing background information and practical classroom applications.

Read more less

Book SynopsisMotivation to engage in reading is a consistent problem for students in general and boys in particular. To solve this problem, we often seek answers from everyone but those we are hoping to motivate. We read the latest article on motivation and think we have finally come up with the recipe that will motivate all of the boys in our class. When it doesn’t work for everyone, we go back to the drawing board and try something else until we finally understand that all boys are motivated by different things.That is the basis of this book: nothing will work for ALL boys, but there are ways to equip teachers to find out how the boys in their classes are motivated. It provides them with a direction to go once they’ve established the needs of their students and offers suggestions for how to meet individual motivational needs. Each chapter addresses a different motivational need, providing background information and practical classroom applications.

Read more less

Book SynopsisThis book focuses on practical and productive techniques that can be used in a variety of behaviour crisis situations that may occur in a classroom. Teachers have told us that one of their major concerns has been dealing with severe behavior problems in the classroom.While there are many different types of crisis situations that may occur having the proper ""tools"" can prevent a situation from becoming even worse. The Classroom Teacher's Behavior Management Toolbox provides a variety of crisis tools for all types of situations. These tools have been gathered over the years and have been very successful in actual classroom situations.

Read more less

Book SynopsisThis book focuses on practical and productive techniques that can be used in a variety of behaviour crisis situations that may occur in a classroom. Teachers have told us that one of their major concerns has been dealing with severe behavior problems in the classroom.While there are many different types of crisis situations that may occur having the proper ""tools"" can prevent a situation from becoming even worse. The Classroom Teacher's Behavior Management Toolbox provides a variety of crisis tools for all types of situations. These tools have been gathered over the years and have been very successful in actual classroom situations.

Read more less

Book SynopsisNever Give Up is an amazing true story. It is a case study of an experienced elementary school teacher who was motivated to change her teaching practices from teacher-centered, transmission approaches to student-centered, transformational approaches in the context of a Professional Development School. You would think she would have accomplished her goal with support from the PDS participants in a year or two. Instead, she spent seven years encountering struggles, set-backs, and occasionally small triump until she achieved bone deep change in her teaching practice. What was she aiming for and why did it take so long? How did she finally achieve her goals? This book is about her journey of change. On one level, this is a story of a teacher as she struggles to change her teaching practice in way that center on childern's learning rather than on teacher centered rote learning. On a deeper level, it is a look at how innovative reform movements and wellmeaning professional development efforts fall short of bringing about deep seated change in teaching methods. It raises weighty questions such as how teacher preparation programs should begin the process of instilling habits of exploration, experimentation, research and learning in their pre-service teachers so that they continuously work at updating and upgrading their teaching practices. It is a message to curriculum developers, policy makers and the public at large that lasting teacher professional development takes more time and support than the more immediate workshop approaches. It raises many questions about how teachers learn and how they can keep their practices fresh and innovative throughout their careers.

Read more less

Book SynopsisNever Give Up is an amazing true story. It is a case study of an experienced elementary school teacher who was motivated to change her teaching practices from teacher-centered, transmission approaches to student-centered, transformational approaches in the context of a Professional Development School. You would think she would have accomplished her goal with support from the PDS participants in a year or two. Instead, she spent seven years encountering struggles, set-backs, and occasionally small triump until she achieved bone deep change in her teaching practice. What was she aiming for and why did it take so long? How did she finally achieve her goals? This book is about her journey of change. On one level, this is a story of a teacher as she struggles to change her teaching practice in way that center on childern's learning rather than on teacher centered rote learning. On a deeper level, it is a look at how innovative reform movements and wellmeaning professional development efforts fall short of bringing about deep seated change in teaching methods. It raises weighty questions such as how teacher preparation programs should begin the process of instilling habits of exploration, experimentation, research and learning in their pre-service teachers so that they continuously work at updating and upgrading their teaching practices. It is a message to curriculum developers, policy makers and the public at large that lasting teacher professional development takes more time and support than the more immediate workshop approaches. It raises many questions about how teachers learn and how they can keep their practices fresh and innovative throughout their careers.

Read more less

Book SynopsisOver the past twenty years, educational policy has been characterized by top?down, market?focused policies combined with a push toward privatization and school choice. The new Every Student Succeeds Act continues along this path, though with decision?making authority now shifted toward the states. These market?based reforms have often been touted as the most promising response to the challenges of poverty and educational disenfranchisement. But has this approach been successful? Has learning improved? Have historically low?scoring schools “turned around” or have the reforms had little effect? Have these narrow conceptions of schooling harmed the civic and social purposes of education in a democracy?This book presents the evidence. Drawing on the work of the nation’s most prominent researchers, the book explores the major elements of these reforms, as well as the social, political, and educational contexts in which they take place. It examines the evidence supporting the most common school improvement strategies: school choice; reconstitutions, or massive personnel changes; and school closures. From there, it presents the research findings cutting across these strategies by addressing the evidence on test score trends, teacher evaluation, “miracle” schools, the Common Core State Standards, school choice, the newly emerging school improvement industry, and re?segregation, among others.The weight of the evidence indisputably shows little success and no promise for these reforms. Thus, the authors counsel strongly against continuing these failed policies. The book concludes with a review of more promising avenues for educational reform, including the necessity of broader societal investments for combatting poverty and adverse social conditions. While schools cannot single?handedly overcome societal inequalities, important work can take place within the public school system, with evidence?based interventions such as early childhood education, detracking, adequate funding and full?service community schools—all intended to renew our nation’s commitment to democracy and equal educational opportunity.

Read more less

Book SynopsisOver the past twenty years, educational policy has been characterized by top?down, market?focused policies combined with a push toward privatization and school choice. The new Every Student Succeeds Act continues along this path, though with decision?making authority now shifted toward the states. These market?based reforms have often been touted as the most promising response to the challenges of poverty and educational disenfranchisement. But has this approach been successful? Has learning improved? Have historically low?scoring schools “turned around” or have the reforms had little effect? Have these narrow conceptions of schooling harmed the civic and social purposes of education in a democracy?This book presents the evidence. Drawing on the work of the nation’s most prominent researchers, the book explores the major elements of these reforms, as well as the social, political, and educational contexts in which they take place. It examines the evidence supporting the most common school improvement strategies: school choice; reconstitutions, or massive personnel changes; and school closures. From there, it presents the research findings cutting across these strategies by addressing the evidence on test score trends, teacher evaluation, “miracle” schools, the Common Core State Standards, school choice, the newly emerging school improvement industry, and re?segregation, among others.The weight of the evidence indisputably shows little success and no promise for these reforms. Thus, the authors counsel strongly against continuing these failed policies. The book concludes with a review of more promising avenues for educational reform, including the necessity of broader societal investments for combatting poverty and adverse social conditions. While schools cannot single?handedly overcome societal inequalities, important work can take place within the public school system, with evidence?based interventions such as early childhood education, detracking, adequate funding and full?service community schools—all intended to renew our nation’s commitment to democracy and equal educational opportunity.

Read more less

Book SynopsisBeyond the Online Course: Leadership Perspectives on e-Learning addresses a need for the growing body of professionals who are called upon to lead the online/distance learning efforts at their various organizations. It will also be of interest to those wishing to prepare for leadership positions or who are engaged in research and study of issues “beyond the online course.” The book brings together scholarly and practice-based writings from the pages of the Quarterly Review of Distance Education and Distance Learning for Educators, Trainers and Leaders.

Read more less

Book SynopsisBeyond the Online Course: Leadership Perspectives on e-Learning addresses a need for the growing body of professionals who are called upon to lead the online/distance learning efforts at their various organizations. It will also be of interest to those wishing to prepare for leadership positions or who are engaged in research and study of issues “beyond the online course.” The book brings together scholarly and practice-based writings from the pages of the Quarterly Review of Distance Education and Distance Learning for Educators, Trainers and Leaders.

Read more less

Book SynopsisAs our student population diversifies rapidly, there is a critical need to better understand how national, regional, and/or local policies impact youth in school settings. In many cases, educational policies constructed with the goal of helping youth often have the unintended consequence of inhibiting youth’s potential. This is especially the case when it comes to youth from historically underrepresented groups. Over and over, educational legislation aimed at improving life for youth has had the negative effect of eroding opportunities for our most vulnerable and often times less visible youth.The authors of this book examine the schooling experiences of Hispanic, African American, Indigenous, poor, and LGBT youth groups as a way to spotlight the marginalizing and shortsighted effects of national education language, immigration, and school reform policies. Leading authors from across the country highlight how educational policies impact youth’s development and socialization in school contexts. In most cases, policies are constructed by adults, implemented by adults, but are rarely informed by the needs and opinions of youth. Not only are youth not consulted but also policymakers often neglect what we know about the psychological, emotional, and educational health of youth. Therefore, both the short and long term impact of these policies have but limited effects on improving students’ school performance or personal health issues such as depression or suicide.In highlighting the demographic and cultural shifts of the 21st century, this book provides a compelling case for policymakers and their constituents to become more sensitive to the diverse needs of our changing student population and to advocate for policies that better serve them.

Read more less

Book SynopsisAs our student population diversifies rapidly, there is a critical need to better understand how national, regional, and/or local policies impact youth in school settings. In many cases, educational policies constructed with the goal of helping youth ofte

Read more less

Book SynopsisThe purpose of this book is to highlight the efforts of the members of the Carnegie Project on the Education Doctorate (CPED) to prepare Scholarly Practitioners in the field of education leadership. The volume is edited by Jill Alexa Perry, Executive Director of CPED, a consortium of 86 schools of education in the US, Canada and New Zealand. CPED is a collaboration of faculty working together since 2007 to re?envision professional practice preparation in education. Contributing authors include faculty and graduates from CPED?influenced programs. Faculty members highlight the need to rethink and strengthen all aspects of doctoral level preparation for practitioners, the expanded and enhanced role of research, inquiry and the dissertation in practice, and discuss the implications these changes have on university schools of education. Students and graduates, who face pressing educational issues in their daily lives, reflect on the impact their EdD program has had on their professional practice.

Read more less