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Books > Social sciences > Education > Higher & further education > Students / student organizations
A major premise of the book is that teachers, school leaders, and
school support staff are not taught how to create school and
classroom environments to support the academic and social success
of Black male students. The purpose of this book is to help
champion a paradigmatic shift in educating Black males. This books
aims to provide an asset and solution-based framework that connects
the educational system with community cultural wealth and
educational outcomes. The text will be a sourcebook for in-service
and pre-service teachers, administrators, district leaders, and
school support staff to utilize in their quest to increase academic
and social success for their Black male students. Adopting a
strengths-based epistemological stance, this book will provide
concerned constituencies with a framework from which to engage and
produce success.
The newest edition to the National Resource Center's series on
Special Student Populations focuses on supporting LGBTQ+ students
on campus. Despite increasing visibility and acceptance in some
spheres, many LGBTQ+ students continue to experience a negative
climate on college campuses, presenting barriers to their academic
and personal success. This volume explores the last decade of
research on LGBTQ+ college students with an eye toward
understanding their needs and the unique conditions related to
their college success. The opening chapter offers useful
definitions to help ground practitioners in the current
conversation. Readers will also find examples of inclusive
excellence and questions for guiding practice to promote a more
inclusive learning environment not only for LGBTQ+ students but for
all students on the campus.
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Easy Marks
(Paperback)
Catherine Wagner
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R717
R612
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In Contemporary Urban Youth Culture in China: A Multiperspectival
Cultural Studies of Internet Subcultures, Jing Sun explores
contemporary Chinese urban youth culture through analyses of three
Chinese Internet subcultural artifacts-A Bloody Case of a Steamed
Bun, Cao Ni Ma, and Du Fu Is Busy. Using Douglas Kellner's (1995)
multiperspectival cultural studies (i.e., critical theory and
critical media literacy) as the theoretical framework, and
diagnostic critique and semiotics as the analytical method, Sun
examines three general themes--resistance, power relations, and
consumerism. The power of multiperspectival cultural studies, an
interdisciplinary inquiry, lies in its potentials to explore
contemporary Chinese urban youth culture from multiple
perspectives; explore historical backgrounds and complexity of
cultural artifacts to understand contradictions and trajectories of
contemporary Chinese urban youth culture; recognize alternative
medias as a space for contemporary urban Chinese youth to express
frustrations and dissatisfactions, to challenge social inequalities
and injustices, and to create dreams and hopes for their future;
recognize that the intertexuality among cultural artifacts and
subcultures creates possibilities for Chinese urban youth to invent
more alternative media cultures that empower them to challenge
dominations, perform their identities, and release their
imagination for the future; invite Chinese youth to be the change
agents for the era but not to be imprisoned by the era; and
overcome misunderstanding, misrepresentation, or
underrepresentation of contemporary Chinese urban youth cultural
texts to promote linguistic and cultural diversity in a
multicultural, multilingual, and multiracial world. Sun argues that
contemporary urban youth need to obtain critical media literacy to
become the change agents in contemporary China. They need to be the
medium of cultural exchanges in the multicultural, multilingual,
and multiracial world. In order to best assist contemporary Chinese
urban youth in expressing their voices, portraying their hopes, and
performing their historical responsibilities as change agents, Sun
sincerely hopes more research will be done on the contemporary
Chinese urban youth culture, especially on its contradictions and
trajectories, with the intent to shed light on more richly
textured, nuanced, and inspiring insights into the interconnection
between contemporary Chinese urban youth and media power in an
increasingly multicultural, multilingual, and multiracial world.
Income disparity for students in both K-12 and higher education
settings has become increasingly apparent since the onset of the
COVID-19 pandemic. In the wake of these changes, impoverished
students face a variety of challenges both internal and external.
Educators must deepen their awareness of the obstacles students
face beyond the classroom to support learning. Traditional literacy
education must evolve to become culturally, linguistically, and
socially relevant to bridge the gap between poverty and academic
literacy opportunities. Poverty Impacts on Literacy Education
develops a conceptual framework and pedagogical support for
literacy education practices related to students in poverty. The
research provides protocols supporting student success through
explored connections between income disparity and literacy
instruction. Covering topics such as food insecurity, integrated
instruction, and the poverty narrative, this is an essential
resource for administration in both K-12 and higher education
settings, professors and teachers in literacy, curriculum
directors, researchers, instructional facilitators, pre-service
teachers, school counselors, teacher preparation programs, and
students.
Because everyone from policymakers to classroom teachers has a role
in achieving greater equity for children from poverty, this book
provides a sweeping chronicle of the historical turning
points-judicial, legislative, and regulatory-on the road to greater
equity, as background to the situation today. It provides succinct
policy recommendations for states and districts, as well as
practical curricular and instructional strategies for districts,
schools, and teachers. This comprehensive approach-from the
statehouse to the classroom-for providing children who come to
school from impoverished environments with the education in which
they thrive, not merely one that is comparable to others, truly
enlists everyone in the quest for opportunity and performance. The
next step toward equity may be taken by a governor, but it may also
be taken by a teacher. One need not wait for the other.
Measure, Use, Improve! Data Use in Out-of-School Time shares the
experience and wisdom from a broad cross-section of out-of-school
time professionals, ranging from internal evaluators, to funders,
to researchers, to policy advocates. Key themes of the volume
include building support for learning and evaluation within
out-of-school time programs, creating and sustaining continuous
quality improvement efforts, authentically engaging young people
and caregivers in evaluation, and securing funder support for
learning and evaluation. This volume will be particularly useful to
leadership-level staff in out-of-school time organizations that are
thinking about deepening their own learning and evaluation systems,
yet aren't sure where to start. Authors share conceptual frameworks
that have helped inform their thinking, walk through practical
examples of how they use data in out-of-school time, and offer
advice to colleagues.
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