IV Milner, H. Richard – författare
Visar alla böcker från författaren IV Milner, H. Richard. Handla med fri frakt och snabb leverans.
3 produkter
3 produkter
Start Where You Are, but Don't Stay There
Understanding Diversity, Opportunity Gaps, and Teaching in Today's Classrooms
Häftad, Engelska, 2020
305 kr
Skickas inom 5-8 vardagar
In the thoroughly revised second edition of Start Where You Are, But Don't Stay There, H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of color. Milner focuses on a crucial issue in teacher training and professional education: the need to prepare teachers for the racially diverse student populations in their classrooms.The book, anchored in real world experiences, centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. The case studies- of teachers in urban and suburban settings- are presented amid current discussions about race and teaching. In addition, the second edition includes a new chapter dedicated to opportunity gaps in education and an expanded discussion of how Opportunity Centered Teaching can address these gaps.Start Where You Are, But Don't Stay There strives to help educators in the fight for social justice, equity, inclusion, and transformation for all students. It is a book urgently needed in today's increasingly diverse classrooms.
369 kr
Skickas inom 5-8 vardagar
Equality or Equity sets forth a compelling argument urging us to shift our understanding of the role of our education system from providing equal opportunity to building an equitable society.A leading scholar-practitioner and ardent proponent of culturally responsive forms of education, Jeffrey M. R. Duncan-Andrade aims to settle the debates over whether we should work toward a public education system built on the goal of equality, in which identical resources are provided for all students, or equity, in which different resources are offered in response to differences in student interests and needs. Duncan-Andrade centers his argument on the importance of creating meaningful education experiences for all students, particularly for low-income students of color and immigrant students, who have gained relatively fewer benefits from decades of equality-focused education reform.Drawing on research from across a range of disciplines, including neuroscience, social epidemiology, public health, and social work, Duncan-Andrade introduces three essential domains of a pedagogy that are both culturally and community responsive: relationships, relevance, and responsibility. He enlists the voices of practitioners to provide grounded examples of what community-responsive pedagogy looks like in each of these domains. These examples demonstrate how equitable classroom practices can enrich student engagement, enhance trauma responsiveness, and improve educational outcomes.Equality or Equity makes an urgent appeal for designing and implementing a truly equitable school system and shows us how we can begin to accomplish that goal.
343 kr
Skickas inom 5-8 vardagar
An incisive examination of the school discipline crisis and a strategic, evidence-driven playbook for educational decision-makers who aim to resolve disciplinary disparitiesRichard O. Welsh takes on the school discipline crisis in Suspended Futures, delineating the persistent racial disparities in how educators perceive and respond to the behavior of students. Welsh offers a framework for disrupting and dismantling a disciplinary system that disproportionately disadvantages students of Black, Latinx, and Indigenous identities. Underscoring the urgency of the dilemma, he discusses how the prevalence of exclusionary discipline in school—in which students are punished with removal from the classroom through suspension, expulsion, or alternative placement—results in significant loss of instructional time, which can lead to a cascade of negative student outcomes, from low achievement to carceral consequences.Welsh synthesizes research and analyzes data from sources such as the Civil Rights Data Collection and New York City Public Schools to lay out context for the ongoing disagreement over the root causes of and solutions to student misbehavior.The book argues for a shift from student-focused to educator-focused approaches to education reform and a shift from blaming to supporting teachers, principals, and administrators. Welsh emphasizes the need for school discipline reform that improves the school climate, addresses pervasive anti-Blackness, and supports inclusive learning. An ideal transformation, he proposes, incorporates restorative justice and Afrofuturism to create spaces of student healing, validation, and reward in schools.