Latino (or Hispanic) children are one of the fastest-growing groups in U.S. schools today. On average, these students perform worse than Anglo students on measures of academic achievement and other measures of academic success, and their drop-out rate is high. There are schools of excellence among those serving Latino children, but the majority of these children are placed "at risk" by schools and community institutions unable to build on the cultural, personal, and linguistic strengths these children are likely to bring with them to school. Schools serving Latino students need programs based on high-quality research, capable of being replicated and adapted to local circumstances and needs.
The purpose of this book is to present the current state of the art with respect to research on effective instructional programs for Latino students in elementary and secondary grades. Surprisingly, this has not been done before; there are many books on the situation of Latino students in U.S. schools, but none so far have reviewed research on the outcomes of programs designed to enhance the academic achievement of these students.
The chapters represent a broad range of methodologies, from experimental to correlational to descriptive, and the solutions they propose are extremely diverse. Each examines, in its own way, programs and practices that are showing success. Together, they present a rich array of research-based effective programs that are practical, widely available, and likely to make a profound difference. What binds the chapters together is a shared belief that Latino students can succeed at the highest levels if they receive the quality of instruction they deserve, and a shared belief that reform of schools serving many Latino students is both possible and essential. This is a book filled with statistics, description, and reviews of research--but even more, it is filled with optimism about what schools for Latino students can be, and what these students will achieve. It is a highly relevant and useful resource for educators, policymakers, and researchers who want to use research to inform the decisions they make about how to help Latino students succeed in elementary and secondary schools, and beyond.

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.

eBook available with sample pages: HB:0415230543

Contents:
Series Editor's Foreward; Preface; Tables and Figures; Chapter 1: Divergent Voices and Visions; Chapter 2: Education Policy in Context; Chapter 3: Evolution of Admissions Policies; Chapter 4: Student Voices - Attitudes, Perceptions and Insights; Chapter 5: Worlds Apart - Faculty Perceptions and Realities; Chapter 6: Revolving Door - Faculty Recruitment Programs; Chapet 7: Summary and Policy Recommendations; Appendix: Research Methods; References: Index

Series Information:
Sourcebooks on Education

READ Perspectives, a refereed annual publication of the Institute for Research in English Acquisition and Development (READ), Washington, D.C., begins its sixth year with the theme "Educating Language Minority Children: An Agenda for the Future." Volume 6 features presentations from a Boston University conference organized by READ and the Pioneer Institute. The essays represent truly diverse viewpoints on the education of limited-English students, rare in the complex and contentious arena of bilingual education.

The lead article, "Rethinking Bilingual Education," by Charles L Glenn of Boston University, inspired the conference's organization. Dr. Glenn proposes new ways of schooling limited-English-speaking children that depart dramatically from the practices of the past 30 years. He proposes sound recommendations for revising Massachusetts bilingual education law, ideas that could well be applied in other states. Also included are

Christine Rossell's "Mystery on the Bilingual Express," a critique of the controversial study by Thomas and Collier; Rosalie Pedalino Porter's follow-up review of El Paso, Texas's programs for English learners; Mark Lopez's "Labor Market Effects of Bilingual Education"; "Bethlehem, Pennsylvania's English Acquisition Program," by Thomas J. Dolusio; Maria Estela Brisk's discussion on the need to restructure schools to incorporate the large non-English student population; several articles regarding educational reform in Massachusetts, including two by school superintendents Eugene Creedon and Douglas Sears, and one by Harold Lane, Chairman of the Joint Education Committee in the Massachusetts Legislature; and, finally, Kevin Clark's "From Primary Language Instruction to English Immersion: How Five California Districts Made the Switch." Kevin Clark's California study "From Primary Language Instruction to English Immersion: How Five California Districts Made the Switch," describes how radical changes are being carried out in a few representative school districts since passage of California Proposition 227, the "English for the Children" initiative. "Educating Language Minority Children "is a valuable selection of the most current thinking on policies, programs, and practices affecting limited-English students in U.S. public schools. It provides a wealth of practical information useful to educators, parents, legislators, and policy analysts, and is an essential addition to libraries nationwide.

This study compares two urban schools based on their ability to provide an effective education for Hispanic students. Broderick High School began as an elite, Anglo-dominated institution and evolved into a school whose student body was 82% Hispanic. It is large, public and with a history of sporadic racial tension, walkouts, and a high dropout rate for Hispanic students. Escuela Tlatelolco is small, private, and Chicanocentric. Founded in 1970 by Rodolfo "Corky" Gonzales, a leader of the Chicano Civil Rights Movement, it was designed to provide Chicano students the opportunity to reinforce pride in their language, culture, and identity.
Through interviews of administrators, teachers, graduates, and students at both schools as well as personal observations, a significant difference was discovered between the experiences and attitudes of those who attended the public school in the 1960s through 1980s and those who graduated in the 1990s. As the public school increased Hispanic administration, teaching and operating staff, and changed its curriculum to include Hispanic history, Hispanic students expressed a greater degree of satisfaction and fulfillment.

Series Information:
Critical Education Practice

This volume focuses on policies and practices in the education of China's national minorities with the purpose of assessing the goals and impact of state sponsored education for China's non-Han peoples'. The essays in the four sections of this book examine cultural challenges to state schooling, the extent of educational provision in minority areas, the perspectives of Tibetan and Uyghur minorities toward state education, along with providing case studies of four national minorities. The book makes the point that despite the authoritarian character of China's state schooling, diversity reigns.

This book demonstrates and explicates the work of scholars and practitioners who are exploring the interconnectedness of racial and ethnic identity scholarship to human development in order to promote successful pedagogical practices and services. Racial and ethnic identity issues are brought directly to schooling so that teaching-learning experiences, psychological services, and counseling practices within the educational process can be made more effective for a greater number of students. By acknowledging that the racial and ethnic psychological experiences of individuals are consequential, the volume:
* Provides scholars and students in psychology, educational psychology, counseling, and teacher preparation programs with current research on racial and ethnic identity formation and human development.
* Explains why traditional theories of human development, which lack racial and ethnic dimensions and which have evolved exclusively from a Eurocentric perspective, are problematic.
* Documents current best practices from psychology, educational leadership, counseling, and teaching and classroom practices that support the claim that practitioners who are aware of racial and ethnic identity (their own and others) are better prepared to respond to students from their own background as well as those from other racial, ethnic, and cultural backgrounds.
Part I explains why the relationship among racial identity, ethnic identity, and human development is critical to schooling and provides the conceptual framework guiding and unifying subsequent chapters. In Part II, current research in racial and ethnic identity is presented and discussed. Challenges and strategies for multicultural practices are the focus of Part III.
This book's goal is to help researchers, practitioners, and graduate students whose work directly intersects educational issues and the needs of children within the school environment to interpret and contextualize relevant research and theory, and to bridge theory into practice.

This book demonstrates and explicates the work of scholars and practitioners who are exploring the interconnectedness of racial and ethnic identity scholarship to human development in order to promote successful pedagogical practices and services. Racial and ethnic identity issues are brought directly to schooling so that teaching-learning experiences, psychological services, and counseling practices within the educational process can be made more effective for a greater number of students. By acknowledging that the racial and ethnic psychological experiences of individuals are consequential, the volume:
* Provides scholars and students in psychology, educational psychology, counseling, and teacher preparation programs with current research on racial and ethnic identity formation and human development.
* Explains why traditional theories of human development, which lack racial and ethnic dimensions and which have evolved exclusively from a Eurocentric perspective, are problematic.
* Documents current best practices from psychology, educational leadership, counseling, and teaching and classroom practices that support the claim that practitioners who are aware of racial and ethnic identity (their own and others) are better prepared to respond to students from their own background as well as those from other racial, ethnic, and cultural backgrounds.
Part I explains why the relationship among racial identity, ethnic identity, and human development is critical to schooling and provides the conceptual framework guiding and unifying subsequent chapters. In Part II, current research in racial and ethnic identity is presented and discussed. Challenges and strategies for multicultural practices are the focus of Part III.
This book's goal is to help researchers, practitioners, and graduate students whose work directly intersects educational issues and the needs of children within the school environment to interpret and contextualize relevant research and theory, and to bridge theory into practice.

"International Perspectives on Intercultural Education" offers a comprehensive analysis of intercultural education activity as it is practiced in the countries of Australia, New Zealand, Malaysia, the Netherlands, Romania, Spain, England, South Africa, Ghana, Nigeria, the United States, Canada, and Mexico. Chapters by key scholars and practitioners from these nations inform the reader of current educational practice related to diversity. Each author, responding to a common series of guiding questions, presents:
*a brief description of the national educational system in her or his country;
*descriptive data on demographics in these countries, including data on various subgroups and subcultures and their experiences with the mainstream educational system;
* a discussion of the perceived obstacles to addressing intercultural issues in schools and solutions to overcoming these obstacles; and
*a comprehensive analysis of intercultural information on how teacher preparation institutions address intercultural education at the present time.
An overall concern of each chapter author is how intercultural approaches can be employed to solve the difficulties faced by both individuals and schools while maintaining the cultural integrity of the child.

"The Uses of Culture," a collection of nine of Cameron McCarthy's most provocative essays, explores the issues of race, educational reform and cultural politics. This volume looks at the limitations of the cultural exceptionalism which underwrite current curriculum projects such as Afrocentrism, Multiculturalism and Eurocentrism.
Drawing upon a variety of literatures as well as popular culture, McCarthy contends that any single ruling identity at the core of a curriculum will be restricting. He offers as a solution a curriculum reform based on the complex, cultural linkages and associations that exist among all human groups, which acknowledge their many sources of knowledge.

Despite generations of protest, activism and reform efforts, Latinos continue to be among the nation's most educationally disadvantaged and economically disenfranchised groups. Challenging static notions of culture, identity and language, Latinos and Education addresses this phenomenon within the context of a rapidly changing economy and society. This reader establishes a clear link between educational practice and the structural dimensions which shape institutional life, and calls for the development of a new language that moves beyond disciplinary and racialized categories of difference and structural inequality.

"Asian-American Education: Historical Background and Current Realities" fills a gap in the study of the social and historical experiences of Asians in U.S. schools. It is the first historical work to provide American readers with information about highly individual ethnic groups rather than viewing distinctly different groups as one vague, global entity such as "Asians." The people who populate each chapter are portrayed as active participants in their history rather than as passive victims of their culture.
Each of the twelve country-specific chapters begins with a description of the kind of education received in the home country, including how widely available it was, how equal or unequal the society was, and what were the circumstances under which the emigration of children from the country occurred. The latter part of each of these chapters deals with the education these children have received in the United States. Throughout the book, instead of dwelling on a relatively narrow range of children who perform spectacularly well, the author tries to discover the educational situation typical among average students. The order of chapters is roughly chronological in terms of when the first sizable numbers of immigrants came from a specific country.

"Asian-American Education: Historical Background and Current Realities" fills a gap in the study of the social and historical experiences of Asians in U.S. schools. It is the first historical work to provide American readers with information about highly individual ethnic groups rather than viewing distinctly different groups as one vague, global entity such as "Asians." The people who populate each chapter are portrayed as active participants in their history rather than as passive victims of their culture.
Each of the twelve country-specific chapters begins with a description of the kind of education received in the home country, including how widely available it was, how equal or unequal the society was, and what were the circumstances under which the emigration of children from the country occurred. The latter part of each of these chapters deals with the education these children have received in the United States. Throughout the book, instead of dwelling on a relatively narrow range of children who perform spectacularly well, the author tries to discover the educational situation typical among average students. The order of chapters is roughly chronological in terms of when the first sizable numbers of immigrants came from a specific country.

When Lyndon B. Johnson signed the Bilingual Education Act of 1968, language learning became a touchstone in the emerging culture wars. Nowhere was this more apparent than in Los Angeles, where elected officials from both political parties had supported the legislation, and where the most disruptive protests over it occurred. The city, with its diverse population of Latinos and Asian Americans, is the ideal locus for Zevi Gutfreund's study of how language instruction informed the social construction of American citizenship. Combining the history of language instruction, school desegregation, and civil rights activism as it unfolded in Japanese American and Mexican American communities in L.A., this timely book clarifies the critical and evolving role of language instruction in twentieth-century American politics. Speaking American reveals how, for generations, language instruction offered a forum for Angelino educators to articulate their responses to policies that racialized access to citizenship - from the ""national origins"" immigration quotas of the Progressive Era through Congress's removal of race from these quotas in 1965. Meanwhile, immigrant communities designed language experiments to counter efforts to limit their liberties. Gutfreund's book is the first to place the experiences of Mexican Americans and Japanese Americans side by side as they navigated debates over Americanization programs, intercultural education, school desegregation, and bilingual education. In the process, the book shows, these language experiments helped Angelino immigrants introduce competing concepts of citizenship that were tied to their actions and deeds rather than to the English language itself. Complicating the usual top-down approach to the history of racial politics in education, Speaking American recognizes the ways in which immigrant and ethnic activists, as well as white progressives and conservatives, have been deeply invested in controlling public and private aspects of language instruction in Los Angeles. The book brings compelling analytic depth and breadth to its examination of the social and political landscape in a city still at the epicenter of American immigration politics.

Educating Black Males: Critical Lessons in Schooling, Community, and Power offers insights into how we can create more effective and empowering schools and classrooms for Black males. In addition, it examines the larger social reality of American African males and analyzes theoretical contexts of educational theory and practice in alternative education programs and crisis intervention strategies for Black males. It promotes strategies for enhancement of self-esteem and motivation for learning in Black males, thereby analyzing power relations in the classrooms, schools, and community. Educating Black Males is designed as a resource for those concerned with helping American African males to break free from and defy negative stereotypes and fatalistic imaging.

"It did not take Hopkins' project to convince me that the state of Black males is in crisis, but I had heretofore seen the proposal for all male academies as alternative education. Thanks to this book I now perceive the work this project describes as crisis intervention designed to promote self-esteem and motivation to learn.

"The author is thorough in his presentation of the history of immersion schools. Furthermore, his own first-hand experiences teaching at the Malcolm X Academy provides him with an insider's lens. Hopkins does not attempt to show a causal relation, but rather through in-depth interviewing procedures with students, parents, and school personnel at all levels, he explores the processes by which young Black males in the immersion schools under study learn agency amidst social structures that have tended to count them out. There is much to like about this book". -- Diane DuBose Brunner, Michigan State University

"Education Reform and Social Change" is about addressing and changing the structures, policies, and practices of schools that differentially advantage white, middle class, native English speakers over students of color for whom English may be a second or additional language. It is also about helping people to think critically about what it is schools do and to consider more democratic, participatory, and equitable approaches.
The chapters in the text provide first-hand documentation of the voices, struggles, and visions of students, parent activists, advocates, attorneys, and educators involved in educational and social change processes. It chronicles real-life efforts of people challenging the status quo and working to build a more participatory, equitable, and transformative future.
The goal of this book is twofold: first, to consider the structures, policies, and practices that shape and limit educational change, and learning and teaching; and second, to document grassroots collaborative and creative efforts to change them. It offers a critical framework both for conceptualizing and for actualizing educational change.
Organized into four sections, this book provides a theoretical and practical framework for thinking about educational reform and social change -- one that moves from the broader structural concerns that are embedded in policy, to case studies that document activism and collaborative efforts to change school, city, and state policies, to classroom-based directions and initiatives, and to the construction of personal and collective visions for a more democratic, equitable, and just education. Each section includes an overview of the chapters, necessary background information to help the reader contextualize what follows, and guiding questions to encourage reflective thought and engagement with the text and to invite personal linkages. Two resource sections are included at the end of the volume: "Radical Educational Reform, Critical Pedagogy, and Multicultural Education: Selected Readings and Resources" and "National Organization Networks and Resources with a Critical Perspective."

This book addresses the need to help all students, including English learners, improve their ability to read with understanding so that they can succeed not just in their language and literacy classes, but also in their subject area classrooms. The book brings together a group of experts representing the fields of first and second language reading, whose chapters contribute in different yet complementary ways to the goal of this book: Improve students' reading for understanding across languages with metacognitive awareness and use of reading strategies instruction.

Over the past few years bilingualism has come to be seen not as a hindrance, but as an asset which, properly nurtured, will benefit children's linguistic awareness, cultural sensitivity and cognitive functioning. Bilingualism in the Primary School gives primary teachers a window on the experience of the bilingual children in their care. It helps them to make the most of what the children and their parents have to offer, giving those children a good start in the National Curriculum. The book covers three main areas: first, the ways in which bilingual children in school can learn English and at the same time have their first languages incorporated naturally into the curriculum; second, various approaches to the assessment of oral language (including children's mother tongue) and finally the bilingual experience of children, teachers and parents within the wider community. Many of the contributors to the book are themselves bilingual and are thus able to understand the children's experience from within, but they are also particularly careful to show monolingual teachers how to make use of children's mother tongue experience.

Given the National Curriculum Council's failure to issue any formal guidance on the subject, multicultural education is becoming increasingly marginalized and left to individual schools. This book provides guidance and advice to schools on issues of racial equality and cultural diversity. It helps teachers, managers and governors implement the requirements and expectations of new educational legislation since the 1988 Education Reform Act and its associated non-statutory advice and guidance.; Within a whole school curriculum framework, chapters provide analysis and practical guidance for each subject area of the National Curriculum. With responsibility for multicultural education resting largely on individual schools, this book sets out to aid schools of all kinds, primary, secondary, grant maintained and LEA, to ensure that issues of racial equality and cultural diversity are addressed throughout the whole curriculum.; It is aimed at teachers at all levels, Heads of Education Departments, Mentors, Governors, Advisers, INSET course tutors, students on PGCE, BEd.MEd. courses and those doing a BA in Education.

A serious but highly accessible look at recent work on the issues of gender and race. Gender and Ethnicity in Schools raises crucial educational and political issues, paying particular attention to the pupils' experience of school.

Teachers often find that materials get between learners and learning for a variety of reasons. Because learning materials play a significant part in lessons, it is important they fit for purpose. Mann and Copland have elicited and included comments and suggestions from several teachers, teacher educators, and coursebook experts to illustrate theirdiscussions and to bring the practitioner voice into play. They provide principles and approaches for adapting material to suit a variety of contexts and show how teachers can work successfully with limited resources. The authors are also concerned with the choices teachers and learners have with regard to the timing and location of learning, and include a discussion of homework, virtual learning environments, and the flipped classroom.

This volume combines data obtained by a values projective technique over a period of more than 30 years, data obtained from census records, and ethnographic data obtained by the authors in fieldwork in several different places in the USA. Special attention is paid to schooling as a means of cultural transmission. The concept of "hinterland" (the great areas of the United States in between the metropolitan sectors) is developed and contrasted to metropolitan culture. The purpose of the book is to deal with a process in which all Americans, old and new, and of all ethnic groups and minorities, are caught up - the American cultural dialogue. This dialogue, centering on values such as individuality, freedom, community, equality and success transcends class and region.