Karen Manheim Teel – författare

Making School Count reports on four years of classroom research in which alternative teaching strategies, designed to motivate under-achieving inner-city, African-American middle school students were used and evaluated.The book offers insights into the discrepancy between students' academic dreams (their high performance aspirations) and the realities of their classroom performance.Issues include:*the authors' convictions that the disproportionate under-achievement of African-American students is the result of inappropriate teaching strategies*the prevalent use of a Eurocentric curriculum*results of the authors' research*a guide for teachers wishing to carry out their own research*a study of the collaboration between a university and a schools in an attempt to bring about change from the ground up.

Making School Count reports on four years of classroom research in which alternative teaching strategies, designed to motivate under-achieving inner-city, African-American middle school students were used and evaluated.The book offers insights into the discrepancy between students' academic dreams (their high performance aspirations) and the realities of their classroom performance.Issues include:*the authors' convictions that the disproportionate under-achievement of African-American students is the result of inappropriate teaching strategies*the prevalent use of a Eurocentric curriculum*results of the authors' research*a guide for teachers wishing to carry out their own research*a study of the collaboration between a university and a schools in an attempt to bring about change from the ground up.

In this compelling anthology, a diverse group of experienced teacher educators and practicing teachers tackle the impact of race and culture on teaching and learning. Sharing their personal experiences, research, and reflections, they focus on the connections among teacher quality, teacher preparation, and the achievement gap for African Americans and other children of color. They address ways that teachers can assess and enhance their own racial and cultural competence and in so doing better educate their students, especially in inner-city schools.Providing an inspiring and practical tool for engaging in successful, meaningful education with K - 12 students of color, the stellar group of contributors offers: concrete ideas and advice on what educators can do to support teachers to become more racially and culturally competent; multiple perspectives providing a variety of new insights on current research and practice; and, honest and thought-provoking personal narratives on race and schooling.