{"product_id":"great-expectations-what-kids-want-from-our-urban-public-schools-9781681234403","title":"Great Expectations: What Kids Want From Our Urban","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis 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. \u003cbr\u003e\u003cbr\u003eThe 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.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cul\u003e\n\u003cli\u003eForeword, Dr. Gloria Ladson Billings. \u003c\/li\u003e\n\u003cli\u003eDedication, Introduction, Dr. Loyce Caruthers and Dr. Jennifer Friend. \u003c\/li\u003e\n\u003cli\u003ePART I: STUDENT VOICE AND THE CONTEXT FOR URBAN PUBLIC SCHOOLS IN THE UNITED STATES. \u003c\/li\u003e\n\u003cli\u003eStudent Voice and Storytelling: The Value in Listening to Students, Introduction. \u003c\/li\u003e\n\u003cli\u003eStudent Voice and Symbolic Violence. \u003c\/li\u003e\n\u003cli\u003eStudent Voice and School Renewal. \u003c\/li\u003e\n\u003cli\u003eStudent Voice and Storytelling. \u003c\/li\u003e\n\u003cli\u003eThe Power of Stories. \u003c\/li\u003e\n\u003cli\u003eThe Paradigm of the Personal: Voice. \u003c\/li\u003e\n\u003cli\u003eInterrogating Race, Ethnicity, Class, Gender, and Sexual Orientation. \u003c\/li\u003e\n\u003cli\u003eThe Demonstration of the Deconstruction Process. \u003c\/li\u003e\n\u003cli\u003eMike’s Story. \u003c\/li\u003e\n\u003cli\u003eDeconstruction of Mike’s Story. \u003c\/li\u003e\n\u003cli\u003eStorytelling and School Renewal. \u003c\/li\u003e\n\u003cli\u003eThe Constructed Others: Race, Gender, Identity, and Intelligence, Introduction. \u003c\/li\u003e\n\u003cli\u003eThe Construction of “Otherness”. \u003c\/li\u003e\n\u003cli\u003eIntersections of Race, Gender, and Class: Identity Development and Intelligence. \u003c\/li\u003e\n\u003cli\u003eThe Construction of Race. \u003c\/li\u003e\n\u003cli\u003eIntersection of Race, Gender, and Class. \u003c\/li\u003e\n\u003cli\u003eIdentity Development. Race and Intelligence. \u003c\/li\u003e\n\u003cli\u003eConclusion. \u003c\/li\u003e\n\u003cli\u003eThe Constructed Others: Issues of Power and Privilege, Introduction. \u003c\/li\u003e\n\u003cli\u003eSocial Class: Issues of Power and Privilege. \u003c\/li\u003e\n\u003cli\u003eSchools and the Narrative of Power and Privilege. \u003c\/li\u003e\n\u003cli\u003eThe Narrative of White Privilege. \u003c\/li\u003e\n\u003cli\u003eConclusion. \u003c\/li\u003e\n\u003cli\u003eThe Policy Context for Urban Public Education in the United States, Introduction. \u003c\/li\u003e\n\u003cli\u003eEducational Finance: Issues of Equity and Adequacy. \u003c\/li\u003e\n\u003cli\u003eFederal Legislation for Public Education. \u003c\/li\u003e\n\u003cli\u003eLooking to the Future. \u003c\/li\u003e\n\u003cli\u003eThe Numbers: America’s Love Affair with Statistics, Introduction. \u003c\/li\u003e\n\u003cli\u003eRace and Student Achievement. \u003c\/li\u003e\n\u003cli\u003ePoverty and Student Achievement. \u003c\/li\u003e\n\u003cli\u003eBuilding Cultural Capital. \u003c\/li\u003e\n\u003cli\u003eConclusion. \u003c\/li\u003e\n\u003cli\u003ePART II: THE FRAMEWORK FOR INCLUDING STUDENT VOICE IN URBAN SCHOOL RENEWAL. \u003c\/li\u003e\n\u003cli\u003eThe Framework for Including Student Voice in Urban Schools, Rationale for Implementing the Framework for Student Voice. \u003c\/li\u003e\n\u003cli\u003eEngaging Student voice for Public Interest. \u003c\/li\u003e\n\u003cli\u003eThe Framework for Including Student Voice in School Renewal. \u003c\/li\u003e\n\u003cli\u003eSystematic Data Collection: Diverse Students’ Perspectives. \u003c\/li\u003e\n\u003cli\u003eCollaborative Data Analysis: Involve Diverse Stakeholders. \u003c\/li\u003e\n\u003cli\u003ePreliminary Conclusions and Hypotheses. \u003c\/li\u003e\n\u003cli\u003eAdditional Data Collection and Analysis. \u003c\/li\u003e\n\u003cli\u003eConclusions Integrated into School Renewal Process. \u003c\/li\u003e\n\u003cli\u003eEvaluation and Reflection. \u003c\/li\u003e\n\u003cli\u003eContinue to Implement the Framework. \u003c\/li\u003e\n\u003cli\u003eKids Want Caring Teachers with High Academic Expectations, Introduction. \u003c\/li\u003e\n\u003cli\u003eIndividual Variables and Class-level Expectations. \u003c\/li\u003e\n\u003cli\u003eIndividual Variables. \u003c\/li\u003e\n\u003cli\u003eAcademic Achievement. \u003c\/li\u003e\n\u003cli\u003eProgram Placement. \u003c\/li\u003e\n\u003cli\u003eGender. \u003c\/li\u003e\n\u003cli\u003eLanguage. \u003c\/li\u003e\n\u003cli\u003eSocioeconomic Class. \u003c\/li\u003e\n\u003cli\u003eTemperamental Styles. \u003c\/li\u003e\n\u003cli\u003eRace and Ethnicity. \u003c\/li\u003e\n\u003cli\u003eClassroom-level Expectations. \u003c\/li\u003e\n\u003cli\u003eCaring Teachers. \u003c\/li\u003e\n\u003cli\u003eKids Want to Feel Safe at School, Introduction. \u003c\/li\u003e\n\u003cli\u003eSchool Climate. \u003c\/li\u003e\n\u003cli\u003eBullying. \u003c\/li\u003e\n\u003cli\u003eFeeling Safe at School. \u003c\/li\u003e\n\u003cli\u003eKids Want Active and Engaging Learning Opportunities, Introduction. \u003c\/li\u003e\n\u003cli\u003eStudent Engagement. \u003c\/li\u003e\n\u003cli\u003eTheories of Underachievement. \u003c\/li\u003e\n\u003cli\u003eDeficit-deprivation Theory. \u003c\/li\u003e\n\u003cli\u003eThe Theory of Structural Inequality. \u003c\/li\u003e\n\u003cli\u003eTracking. \u003c\/li\u003e\n\u003cli\u003eThe Theory of Cultural Discontinuity. \u003c\/li\u003e\n\u003cli\u003eFourth Grade Failure Syndrome. \u003c\/li\u003e\n\u003cli\u003eThe Acting White Theory. \u003c\/li\u003e\n\u003cli\u003eLure of the Street Life Theory and Peer Pressure. \u003c\/li\u003e\n\u003cli\u003eParents are at Fault Theory. \u003c\/li\u003e\n\u003cli\u003eUnderprepared Teachers. \u003c\/li\u003e\n\u003cli\u003eLow Teacher Expectations. \u003c\/li\u003e\n\u003cli\u003eConclusion. \u003c\/li\u003e\n\u003cli\u003eKids Want to Know More about Their Own Cultures and Cultures of All People, Introduction. \u003c\/li\u003e\n\u003cli\u003eAfrican-centered Schools. \u003c\/li\u003e\n\u003cli\u003eEnglish-language Learners. \u003c\/li\u003e\n\u003cli\u003eThe Nature of Culture? \u003c\/li\u003e\n\u003cli\u003eCulturally Competent Teachers. \u003c\/li\u003e\n\u003cli\u003eMulticulturalism. \u003c\/li\u003e\n\u003cli\u003eMcLaren: Forms of Multiculturalism . \u003c\/li\u003e\n\u003cli\u003eKing’s Deciphering Knowledge. \u003c\/li\u003e\n\u003cli\u003eMulticultural Citizenship. \u003c\/li\u003e\n\u003cli\u003eCritical Race Theory as a Lens for Understanding Diversity. \u003c\/li\u003e\n\u003cli\u003eConclusion. \u003c\/li\u003e\n\u003cli\u003ePART III: APPLYING THE FRAMEWORK: FINDING OUT WHAT KIDS WANT FROM URBAN SCHOOLS. \u003c\/li\u003e\n\u003cli\u003eStudents Interviews and Focus Groups, Introduction. \u003c\/li\u003e\n\u003cli\u003eInterviews and Focus Groups: Entering the World of Students. \u003c\/li\u003e\n\u003cli\u003eFace-to-Face Interviews. \u003c\/li\u003e\n\u003cli\u003eStudent Focus Groups. \u003c\/li\u003e\n\u003cli\u003eInterviewing with a Purpose. \u003c\/li\u003e\n\u003cli\u003eSelecting the Interviewer. \u003c\/li\u003e\n\u003cli\u003eSelecting Interview Participants. \u003c\/li\u003e\n\u003cli\u003eDeciding on Interview. Questions. \u003c\/li\u003e\n\u003cli\u003eTypes of Questions. \u003c\/li\u003e\n\u003cli\u003eFormulating Questions and What to Avoid. \u003c\/li\u003e\n\u003cli\u003eProbing. \u003c\/li\u003e\n\u003cli\u003eThe Interview Guide. \u003c\/li\u003e\n\u003cli\u003eMaking Meaning of Interview Data. \u003c\/li\u003e\n\u003cli\u003eConclusion. \u003c\/li\u003e\n\u003cli\u003eStudent Surveys , Introduction. \u003c\/li\u003e\n\u003cli\u003eSurvey Design and Selection. \u003c\/li\u003e\n\u003cli\u003eLikert Items. \u003c\/li\u003e\n\u003cli\u003eOpen-ended and Closed Questions. \u003c\/li\u003e\n\u003cli\u003eReliability and Validity. \u003c\/li\u003e\n\u003cli\u003eSurvey Administration. \u003c\/li\u003e\n\u003cli\u003eSampling Techniques. \u003c\/li\u003e\n\u003cli\u003eAnalyzing and Applying Survey Results. \u003c\/li\u003e\n\u003cli\u003eAnalyzing Survey Results. \u003c\/li\u003e\n\u003cli\u003eSharing and Utilizing Survey Results. \u003c\/li\u003e\n\u003cli\u003eEthical Considerations. \u003c\/li\u003e\n\u003cli\u003eVisual Methods and Technology, Introduction. \u003c\/li\u003e\n\u003cli\u003eCritical Arts-Based Inquiry. \u003c\/li\u003e\n\u003cli\u003eStudent-Produced Video Projects. \u003c\/li\u003e\n\u003cli\u003eTechnology and Online Social Networks. \u003c\/li\u003e\n\u003cli\u003eStudent Blogs, Wikis, and Online Publications. \u003c\/li\u003e\n\u003cli\u003eConclusion. \u003c\/li\u003e\n\u003cli\u003eStudents Participating in Governance and School Committees. \u003c\/li\u003e\n\u003cli\u003eIntroduction. \u003c\/li\u003e\n\u003cli\u003ePreparing Adults and Students for Collaborative Governance. \u003c\/li\u003e\n\u003cli\u003eStudents and School Governance. \u003c\/li\u003e\n\u003cli\u003eStudents on Local Governing Boards: Chocolate Milk Every Day! \u003c\/li\u003e\n\u003cli\u003eSite-Based Advisory Council. \u003c\/li\u003e\n\u003cli\u003eStudent Service on School Committees. \u003c\/li\u003e\n\u003cli\u003eConclusion. \u003c\/li\u003e\n\u003cli\u003eConclusion., Introduction. \u003c\/li\u003e\n\u003cli\u003eCulturally Relevant Pedagogy. \u003c\/li\u003e\n\u003cli\u003eCulturally Responsive Teaching. \u003c\/li\u003e\n\u003cli\u003eFunds of Knowledge. \u003c\/li\u003e\n\u003cli\u003eCultural Modeling Framework. \u003c\/li\u003e\n\u003cli\u003eReflections. Implications and Future Recommendations. \u003c\/li\u003e\n\u003cli\u003eHonoring the Voices of Students. \u003c\/li\u003e\n\u003cli\u003eEngaging Student Voice for Community Leadership. \u003c\/li\u003e\n\u003cli\u003eFuture Research. \u003c\/li\u003e\n\u003cli\u003eAdditional Resources on Race. \u003c\/li\u003e\n\u003cli\u003eStudent Assent Form. \u003c\/li\u003e\n\u003cli\u003eParent Consent Form. \u003c\/li\u003e\n\u003cli\u003eReferences. \u003c\/li\u003e\n\u003cli\u003eAcknowledgments. \u003c\/li\u003e\n\u003cli\u003eAbout the Authors.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Information Age Publishing","offers":[{"title":"Default Title","offer_id":51359964299607,"sku":"9781681234403","price":47.45,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781681234403.jpg?v=1754126252","url":"https:\/\/bookcurl.com\/products\/great-expectations-what-kids-want-from-our-urban-public-schools-9781681234403","provider":"Book Curl","version":"1.0","type":"link"}