SUNY series, The Social Context of Education – serie
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36 produkter
36 produkter
449 kr
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In this bold, provocative supplemental text for the field of educational administration, Colleen Capper and contributors challenge administrators, policymakers, practitioners, and communities to confront the realities of schools and students in a pluralistic society. The book examines recent educational initiatives aimed at addressing the needs of students and staff from traditionally underrepresented groups, marginalized on the basis of race, language, gender, sexual orientation, social class, or disability. Each chapter critically reviews the literature and research to probe the current characteristics of a nondominant group, including such information as its demographic characteristics, its role in school reform, its representation in organizational theory and behavior, its presence within curriculum and instruction, and its relationship with the school-as-community. Capper argues for the adoption of a multiparadigmatic framework from which to approach educational leadership for today's schools.
449 kr
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This book presents current knowledge about teaching culturally diverse populations, traditionally underserved in the nation's public schools. It approaches the challenge of improving public school education for these students in a variety of ways including relating of cultural and experiential knowledge to classroom instruction, examining the behaviors of teachers who are effective with culturally diverse populations, analyzing effective school models, reviewing models of effective instruction, and exploring ethnic identity as a variable in the formula for school success. The discussions reveal significant insights about the implications and shortcomings of existing knowledge and its application, and offer directions for future research.
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This book explores the challenges of teaching an increasingly multilingual and multicultural American school population. Six million American children-one in eight-live in homes where a language other than English is spoken. Most of these children come to school with limited ability in English. Many of them do not succeed in the American school system; two-thirds of immigrant students, and up to one-half of students from non-English backgrounds, drop out of school.This books shows that transformation of schools to accommodate students from non-English backgrounds would benefit students from all backgrounds. Section One discusses the effects of education reform on students from non-English language backgrounds. Section Two focuses on what and how students are taught. Section Three provides contrasting perspectives on the issue of language development. Section Four outlines approaches, emphasizing meaningful communication, to teaching math and science to students from non-English language backgrounds.
389 kr
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This book explores the challenges of teaching an increasingly multilingual and multicultural American school population. Six million American children-one in eight-live in homes where a language other than English is spoken. Most of these children come to school with limited ability in English. Many of them do not succeed in the American school system; two-thirds of immigrant students, and up to one-half of students from non-English backgrounds, drop out of school.This books shows that transformation of schools to accommodate students from non-English backgrounds would benefit students from all backgrounds. Section One discusses the effects of education reform on students from non-English language backgrounds. Section Two focuses on what and how students are taught. Section Three provides contrasting perspectives on the issue of language development. Section Four outlines approaches, emphasizing meaningful communication, to teaching math and science to students from non-English language backgrounds.
462 kr
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Shows how the labeling of children as "at-risk" actually perpetuates the inequities, racism, and discrimination facing many families in America.This book critiques the currently popular "at-risk" construct, drawing from historical, contextual, critical, and personal perspectives. It provides an alternative context for viewing children and their families as "at-promise." A basic premise of the book is that the generalized use of the "at-risk" label is highly problematic and often implicitly racist and classist-a 1990s version of the cultural deficit model that locates problems in individuals, families, and communities, rather than in institutional structures that create and maintain inequality. This book provides a needed interrogation and alternative context for viewing children and families caught in the extreme conditions facing many families in the United States.
389 kr
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Provides new teachers with concepts and pedagogical strategies designed to enhance the unique and individual characteristics of an increasingly diverse student population.Focusing on the efforts of teacher educators struggling to meaningfully address issues of race, class, and gender in their classrooms, Practicing What We Teach goes beyond the realm of the theoretical to link multicultural theory to actual classroom practice. In so doing the contributors expose some of the stark realities of addressing issues of diversity in institutions where there has traditionally been little research or support for multicultural efforts. Shared classroom experience by teacher educators creates a new template for thinking about diversity as the reader is guided through the reconstruction of pedagogies and classroom approaches that encourage students to think reflectively and analytically about the nature of their experiences in American society.
369 kr
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Explores how to make teacher preparation more multicultural.Very little attention has been given to the preparation of teachers to work in multicultural education.This book meets an important need, focusing on the teacher education curriculum, discussing how to make that curriculum multicultural. The book begins by discussing issues involved in preparing a predominantly White preservice teacher education population for multicultural teaching, and issues faculty need to consider when redesigning their coursework from a multicultural perspective. The remaining chapters examine and illustrate how specific courses in the teacher education curriculum can be redesigned multiculturally. Authors include many practical "nuts and bolts" suggestions along with discussions of problems that might be encountered in their implementation.
419 kr
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Explores social factors that lead to academic success for low-income Chicanos.Unique among literature on minority and Chicano academic achievement, Over the Ivy Walls focuses on factors that create academic successes rather than examining school failure. It weaves existing research on academic achievement into an analysis of the lives of 50 low-income Chicanos for whom schooling "worked" and became an important vehicle for social mobility. Gándara examines their early home lives, school experiences, and peer relations in search of clues to what "went right."
Removing College Price Barriers
What Government Has Done and Why it Hasn't Worked
Häftad, Engelska, 1995
591 kr
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Presents the political, economic, and demographic factors that interact to produce and perpetuate increasing college price barriers.The dream of college education is one of the central aspirations of American families and the cost of college is one of their central concerns. Removing College Price Barriers explores federal and state governmental efforts to achieve universal college affordability, and explains why those efforts have failed so badly.Mumper provides a comprehensive overview of trends in college finance from 1965 to the present. He chronicles how the creation of the federal student aid programs, coupled with increasing state support of higher education, substantially lowered college price barriers during the late 1960s and 1970s. Since 1980, however, the rising costs of providing a higher education have combined with stable state support to drive tuitions rapidly upward. Simultaneously, the federal government began shifting a larger portion of student aid funds away from grants to lower income students toward loans to middle and upper income students. The result is that students are forced to finance a greater portion of their larger college costs.This analysis concludes with an evaluation of several plans to reform the college finance system including the new direct lending program, high tuition/high aid funding strategies, and expanded repayment options, including national service. Drawing from the best of each of these ideas, the book outlines a plan to make the existing programs better achieve their original purpose by targeting more aid to the most needy students.
Parent-School Collaboration
Feminist Organizational Structures and School Leadership
Häftad, Engelska, 1996
438 kr
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Examines in close detail public schools' relationships with their parents and communities.Mary E. Henry examines in close detail public schools' relationships with parents and communities. Using an anthropological approach and feminist theory, she argues that for educators, knowledge of family and social contexts, and work with communities is essential. Henry argues convincingly that the school structure has to change, that more demands can't be made of parents while schools remain the same. For school administrators, teachers, parents, and those interested in public policy, the book addresses vital questions about cultural and social understandings, empowerment, and the possibilities for collaboration. This book is a source of new practices and ideas for organizational structures, and the school leadership that will be needed for collaboration to really work.
464 kr
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Explores how teachers think about students of color and/or a multicultural curriculum and presents opportunities for reconstructing teacher knowledge of the cultural context.Francisco Rios' book sheds light on current scholarship around teacher thinking in cultural contexts and identifies promising practices that take into account context specific influences. He provides a theoretical and conceptual framework for understanding why teacher cognition as a context specific phenomenon is important, how it is studied, what can be learned, and how these learnings inform the preparation of culturally responsive educators. The contributors look at how teachers think about students of color and/or a multicultural curriculum and explore opportunities for reconstructing teacher knowledge of the cultural context.Rather than focusing on ways in which the students are "deficient," or on the behavioral elements of effective teaching, this book starts with the how and what of teacher thinking as a central element in the teaching-learning relationship. It places the teacher at the center of instructional activity. While teacher thought influences what happens in instructional settings, teacher thought is also influenced by the people and activity critical to those settings.
369 kr
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Explores connections between multicultural education, social activism, and critical analyses of oppression.Connecting multicultural education with political issues of power and struggle, this book explores what multicultural education means to white people, given the unequal racial power relations in the U.S. and worldwide. It examines connections between race, gender, and social class, particularly as these connections play out for white women. While taking a feminist perspective, the author is also wary of the power white middle class women exercise in defining what counts as gender issues. Throughout the book, Sleeter argues that multicultural education was born in political struggle and can never meaningfully be disconnected from politics. Ultimately the quest for schooling for social justice is a political quest rather than a technical issue.
Language, Culture, and Power
Bilingual Families and the Struggle for Quality Education
Häftad, Engelska, 1996
419 kr
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Provides insights into the impact that eliminating bilingual education programs has on the lives of families and communities. Persuasively argues that linguistic repression is an unwise language policy for a democratic nation.Decades of educational research have documented the best practices and optimal educational experiences for language-minority children. Yet, the current conservative climate in our nation openly threatens bilingual education programs in schools and communities.Over a nine-year period, the author collected data from bilingual families residing in "Steel Town" Pennsylvania regarding their educational experiences. In January 1993 the local school board and school superintendent decided to eliminate its nationally recognized, twenty-year-old bilingual education program. For the first time in the history of this community, the bilingual families organized themselves to speak out on the importance of these programs to their lives. The political struggle that ensued during the bilingual controversy in Steel Town led to asymmetrical power relations. The voices of the bilingual community leaders, bilingual educators, and, more important, the bilingual children, were disregarded by the decision makers.
Global Convulsions
Race, Ethnicity, and Nationalism at the End of the Twentieth Century
Häftad, Engelska, 1997
400 kr
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Addresses issues concerning race, ethnicity, and nationlism in both their domestic and international dimension.Global Convulsions affords the reader an array of observations, data, and insights pertaining to both local and global events around the issues of race, ethnicity and nationalism at the end of the twentieth century. It scrutinizes closely the phenomenon of race in both historical and scientific contexts, and calls out a range of sociohistorical forces that have engendered ethnicity and nationalism. Through case studies, the contributors bring into sharp focus an array of ethnic cleavages, the difficulty of the struggle for national rights where language and religion draw a hard ethnic divide, and the actual corrosiveness of ethnicity and nationalism on the state.The enduring value of Global Convulsions lies in its global reach and the patterns that it calls out. It makes plain that the state is no salvation in relation to national chauvinism, ethnic exclusivism, and/or racial paranoia. Indeed, the state, if not the cause, is often a consummative force perpetuating these phenomena. Still, according to the contributors to this volume, the state has much potential to transcend the divides of race, ethnicity, and nationalism. And so, in Global Convulsions does one discern the possibility of "us/them" becoming "us together."
426 kr
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Analyzes American Indian education in the last century and compares the tribal, mission, and Bureau of Indian Affairs schools.To Live Heroically examines American Indian education during the last century, comparing the tribal, mission, and Bureau of Indian Affairs (BIA) schools and curriculums and the assumptions that each system made about the role that Indians should assume in society. This significant book analyzes the relationship between the rise of institutional racism and the fall of public education in the United States using the history of American Indian education as a model.The author asserts that had the federal government really wanted an educated, self-sufficient Indian population, it would have selected the successful nineteenth-century tribal models of Indian education rather than the mission or BIA schools. And her description of the reservation and bordering white community demonstrates the depth of institutional racism and its impact on local politics, economics, and education. Huff wants the reader to see how policy is made about Indian education and to recognize the complex issues that Indian (and other minority) families and educators deal with in real communities.
Standing Outside on the Inside
Black Adolescents and the Construction of Academic Identity
Häftad, Engelska, 1997
490 kr
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the result of a longitudinal study of academic achievement and pre-college enrichment for disadvantaged Black adolescents, offers fresh insights on barriers which continue to impede the academic progress of those students.At a time when increased emphasis is placed on pre-college preparation of disadvantaged students, the number of African American students entering colleges and universities continues to decline and the achievement gaps between these students and their White peers persist. While many enrichment programs report impressive gains, little research on these programs contains the perspective of the Black students. This book presents the results of a longitudinal study of academic achievement and pre-college enrichment of disadvantaged African American adolescents in two inner-city high schools.Through its presentation and analysis of the students' perceptions of pre-college enrichment seen in relation to their definitions of scholarship and the discussion of findings related to parent and teacher involvement, this book provides fresh perspectives on the school experiences of Black adolescents and offers important insights for those involved in both the development and evaluation of enrichment programs.
426 kr
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Describes how a group of white female student teachers examined their "whiteness" and developed ways of thinking critically about race and racism in educational practice.McIntyre describes how a group of white middle- and upper-middle-class female student teachers examined their "whiteness" and how they, as current and future educators, might develop teaching strategies that aim to disrupt and eliminate the oppressiveness of white privilege in education. The group analyzed ways of making meaning about whiteness and thinking critically about race and racism, and explored how racial identity is implicated in the formation and implementation of teaching practices.
426 kr
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Contrary to popular belief that the struggle for educational opportunity during the civil rights era was waged exclusively by African Americans, this fascinating book shows that the Mexican American population challenged discriminatory educational practice more than was portrayed by the media.Examining the Mexican American struggle for equal education during the 1960s and 1970s in the Southwest in general and in a California community in particular, Donato challenges conventional wisdom that Mexican Americans were passive victims, accepting their educational fates. He looks at how Mexican American parents confronted the relative tranquility of school governance, how educators responded to increasing numbers of Mexican Americans in schools, how school officials viewed problems faced by Mexican American children, and why educators chose specific remedies. Finally, he examines how federal, state, and local educational policies corresponded with the desires of the Mexican American community.
Speaking the Unpleasant
The Politics of (non)Engagement in the Multicultural Education Terrain
Häftad, Engelska, 1998
389 kr
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Discusses the issue of engagement, and nonengagement, of students in multicultural education programs.
449 kr
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The social, psychological, and educational needs of Asian Pacific American youth often go unmet. This book, written by multicultural educators, social workers, psychologists, and others, challenges stereotypical beliefs and seeks to provide, basic knowledge and direction for working with this population, often labeled as "the model minority."Honorable Mention, 1999 Gustavus Myers Outstanding Book Awards Struggling To Be Heard offers various theoretical frameworks for understanding culture and language diversity in Asian Pacific American young people. The authors weave a unique tapestry integrating curriculum, instruction, mental health issues, language issues, delinquency, policy, disabilities, and cultures. They also offer critical recommendations for teachers, social workers, school psychologists, school administrators, bilingual professionals, and policy makers who work with Asian Pacific American children and youth so they can make a difference in the lives of Asian Pacific American students and address their unmet needs.
Cooperative Learning in Context
An Educational Innovation in Everyday Classrooms
Häftad, Engelska, 1999
369 kr
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Explains why powerful educational innovations like "cooperative learning" do not always reach their full potential in everyday classrooms.Cooperative Learning in Context examines the real-world implications of cooperative learning techniques used in a culturally diverse, suburban elementary school fourth grade mathematics class and sixth grade social studies class. Evelyn Jacob takes an anthropologist's eye to document not just the successes, but also the failures and missed opportunities exhibited by the participating teachers and students. Six interwoven contextual aspects that affect teaching and learning are explored: task structure, psychological and technical tools, interpersonal interactions and social relationships, individual and social meanings, local cultures and institutions, and larger cultures and institutions. In exploring the implications of the study, Jacob discusses how an understanding of contextual features can enable educators to improve the processes and outcomes of cooperative learning and other powerful educational innovations.
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Provides an enhanced sense of what's required to genuinely care for and educate the U.S.–Mexican youth in America.Winner of the 2000 Outstanding Book Award presented by the American Educational Research Association Winner of the 2001 American Educational Studies Association Critics' Choice Award Honorable Mention, 2000 Gustavus Myers Outstanding Book Awards Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U.S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston. Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students' social capital evident in the absence of academically oriented networks among acculturated, U.S.-born youth.
449 kr
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Provides an enhanced sense of what's required to genuinely care for and educate the U.S.–Mexican youth in America.Winner of the 2000 Outstanding Book Award presented by the American Educational Research Association Winner of the 2001 American Educational Studies Association Critics' Choice Award Honorable Mention, 2000 Gustavus Myers Outstanding Book Awards Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U.S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston. Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students' social capital evident in the absence of academically oriented networks among acculturated, U.S.-born youth.
Navigators
African American Musicians, Dancers, and Visual Artists in Academe
Inbunden, Engelska, 1999
1 082 kr
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Through excerpts and profiles, this inspiring book presents the experiences of twelve African American artists who teach at traditionally White colleges and universities.Navigators vividly brings to life the stories of twelve African American artists who teach music, dance, and visual arts at colleges and universities that have traditionally been viewed as White institutions. In this captivating and moving book, Theresa Jenoure shows that there's a great deal to be learned from the experience of these teachers. She explores their visions and callings as creative artists and how they function in higher education. In so doing, she presents relevant ideas about the development and sustenance of creativity.As the twelve teachers' stories unfold, they share their hearts generously and speak their minds frankly, offering kaleidoscopic glimpses into their biographies. They talk about the various paths that led them to become artists and teachers, honoring special people and incidents that have aided them along the way. They identify some of the ways they became politicized, aware, or even positioned in social and political terms, giving names to forces that have shaped their views on social group membership. These are the stories we need to hear. Their voices resonate powerfully, presenting a rare opportunity to be moved and changed.Much more than merely an objective look at African Americans and the arts, Navigators is as alive and vibrant as the music, art, and dance it describes. Jenoure includes profiles and riffs to serve as bridges between the chapters. The profiles offer closer looks at four of the teachers; and the riffs, much like highly creative jazz compositions from which the word is borrowed, are interjected between the chapters, helping to merge fact with fiction.
392 kr
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Through excerpts and profiles, this inspiring book presents the experiences of twelve African American artists who teach at traditionally White colleges and universities.Navigators vividly brings to life the stories of twelve African American artists who teach music, dance, and visual arts at colleges and universities that have traditionally been viewed as White institutions. In this captivating and moving book, Theresa Jenoure shows that there's a great deal to be learned from the experience of these teachers. She explores their visions and callings as creative artists and how they function in higher education. In so doing, she presents relevant ideas about the development and sustenance of creativity.As the twelve teachers' stories unfold, they share their hearts generously and speak their minds frankly, offering kaleidoscopic glimpses into their biographies. They talk about the various paths that led them to become artists and teachers, honoring special people and incidents that have aided them along the way. They identify some of the ways they became politicized, aware, or even positioned in social and political terms, giving names to forces that have shaped their views on social group membership. These are the stories we need to hear. Their voices resonate powerfully, presenting a rare opportunity to be moved and changed.Much more than merely an objective look at African Americans and the arts, Navigators is as alive and vibrant as the music, art, and dance it describes. Jenoure includes profiles and riffs to serve as bridges between the chapters. The profiles offer closer looks at four of the teachers; and the riffs, much like highly creative jazz compositions from which the word is borrowed, are interjected between the chapters, helping to merge fact with fiction.
Women's Agency and Educational Policy
The Experiences of the Women of Kilome, Kenya
Häftad, Engelska, 2000
369 kr
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Highlights the struggles of a group of women from rural Kenya to provide educational opportunities for their children.This fascinating book examines rural African women's experiences of education in Kilome, Kenya, providing engrossing, and oftentimes heartbreaking, testimony on the cultural, historical, social, economic, and political factors that have shaped, and continue to shape, women's educational and economic opportunities there. As a Kamba woman who grew up in rural Kenya and as one who received an education in the metropolitan cities of North America, the author presents these women's stories not simply from an insider's perspective, but as one who has shared experiences of the issues discussed in the book. Highlighting the struggles these women face to provide their children-particularly their daughters-with educational opportunities, the author draws attention to the gender and power issues that limit women's participation in the public sphere and illustrates how women in Kenya have been largely absent at the national level where educational policies are formulated.
1 021 kr
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Enables teachers and other school personnel working with students with disabilities to provide a gender equitable educational experience.2002 CHOICE Outstanding Academic Title Highlighting the educational issues of girls and young women with disabilities, Double Jeopardy examines how they are exposed to discrimination based on gender and disability/special education status, and how they experience less successful vocational outcomes than their disabled male or nondisabled female peers upon leaving school. It studies both gender equity issues and inequitable practices that affect a wide range of students, such as Title IX, biased curricula, inequitable student-teacher interactions, and other issues such as eligibility for special education services. The book also describes innovative programs and strategies designed to empower disabled youth, who are ten percent of all students.Contributors include Adrienne Asch, Michael Benz, Bonnie Doren, Estelle Eskenazi, Nancy Ferreyra, Michelle Fine, Craig Flood, Merle Froschl, Dolores A. Grayson, Katherine Hanson, Taran Jefferies, Eric Jolly, Melissa Keyes, Eleanor Linn, Theresa Mickey McCormick, Harilyn Rousso, Ellen Rubin, Michelle Schwartz, Susan Shaffer, Linda Shevitz, Susan J. Smith, Ellen Wahl, Michael L. Wehmeyer, and Maryann Wickett.
514 kr
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Enables teachers and other school personnel working with students with disabilities to provide a gender equitable educational experience.2002 CHOICE Outstanding Academic Title Highlighting the educational issues of girls and young women with disabilities, Double Jeopardy examines how they are exposed to discrimination based on gender and disability/special education status, and how they experience less successful vocational outcomes than their disabled male or nondisabled female peers upon leaving school. It studies both gender equity issues and inequitable practices that affect a wide range of students, such as Title IX, biased curricula, inequitable student-teacher interactions, and other issues such as eligibility for special education services. The book also describes innovative programs and strategies designed to empower disabled youth, who are ten percent of all students.Contributors include Adrienne Asch, Michael Benz, Bonnie Doren, Estelle Eskenazi, Nancy Ferreyra, Michelle Fine, Craig Flood, Merle Froschl, Dolores A. Grayson, Katherine Hanson, Taran Jefferies, Eric Jolly, Melissa Keyes, Eleanor Linn, Theresa Mickey McCormick, Harilyn Rousso, Ellen Rubin, Michelle Schwartz, Susan Shaffer, Linda Shevitz, Susan J. Smith, Ellen Wahl, Michael L. Wehmeyer, and Maryann Wickett.
African-Centered Pedagogy
Developing Schools of Achievement for African American Children
Inbunden, Engelska, 2002
1 313 kr
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Integrates the historical, cultural, political, and developmental considerations of the African American experience into a theory for the educational achievement of African American children.What can teachers, administrators, families, and communities do to create schools that provide rich learning experiences for African American children? Based on a critical reinterpretation of several key educational frameworks, African-Centered Pedagogy is a practical guide to accomplished teaching. Murrell suggests integrating the historical, cultural, political, and developmental considerations of the African American experience into a unified system of instruction, bringing to light those practices that already exist and linking them to contemporary ideas and innovations that concern effective practice in African American communities. This is then applied through a case study analysis of a school seeking to incorporate the unified theory and embrace African-centered practice. Murrell argues that key educational frameworks-although currently ineffective with African American children-hold promise if reinterpreted.
African-Centered Pedagogy
Developing Schools of Achievement for African American Children
Häftad, Engelska, 2002
341 kr
Skickas inom 7-10 vardagar
Integrates the historical, cultural, political, and developmental considerations of the African American experience into a theory for the educational achievement of African American children.What can teachers, administrators, families, and communities do to create schools that provide rich learning experiences for African American children? Based on a critical reinterpretation of several key educational frameworks, African-Centered Pedagogy is a practical guide to accomplished teaching. Murrell suggests integrating the historical, cultural, political, and developmental considerations of the African American experience into a unified system of instruction, bringing to light those practices that already exist and linking them to contemporary ideas and innovations that concern effective practice in African American communities. This is then applied through a case study analysis of a school seeking to incorporate the unified theory and embrace African-centered practice. Murrell argues that key educational frameworks-although currently ineffective with African American children-hold promise if reinterpreted.