This book, from the Center for Gifted Education at William & Mary, provides gifted and advanced learners challenging activities to master and engage with the Common Core State Standards for English Language Arts through four mini units. Each mini unit is packed with activities that enrich and extend grade-level ELA content for grade 6. Included texts have messages and characters that are developmentally suitable for students. Through higher order reasoning questions, resulting discussions, and student-created products associated with these texts, gifted and advanced students' needs are met while still maintaining messages and characters to which students can relate. Students will be exposed to themes such as learning from life experiences, community, cultural identity and history, and adversity. Each theme was chosen with advanced sixth-grade students in mind and their emerging need to learn more about themselves, their world, and how to work through adversity to accomplish their goals. Grade 6

This book, from the Center for Gifted Education at William & Mary, provides gifted and advanced learners challenging activities to master and engage with the Common Core State Standards for English Language Arts through four mini units. Each mini unit is packed with activities that enrich and extend grade-level ELA content for grade 8. Included texts have messages and characters that are developmentally suitable for students. Through higher order reasoning questions, resulting discussions, and student-created products associated with these texts, gifted and advanced students' needs are met while still maintaining messages and characters to which students can relate. Students will be exposed to themes such as "life is what you make it," "don't judge a book by its cover," nature and vulnerability, and respect. Each theme was chosen with advanced eighth-grade students in mind and their emerging need to learn more about themselves, their world, and how to work through adversity to accomplish their goals. Grade 8

Why do Blacks underperform in school? Researchers continue to pursue this question with vigor not only because Blacks currently lag behind Whites on a wide variety of educational indices but because the closing of the Black-White achievement gap has slowed and by some measures reversed during the last quarter of the 20th century. The social implications of the persistent educational 'gap' between Blacks and Whites are substantial. Black people's experience with poor school achievement and equally poor access to postsecondary education reduces their probability for achieving competitive economic and social rewards and are inconsistent with repeated evidence that Black people articulate high aspirations for their own educational and social mobility. Despite the social needs that press us towards making better sense of 'the gap,' we are, nevertheless, limited in our understanding of how race operates to affect Black students' educational experiences and outcomes. In Beyond Acting White we contend with one of the most oft cited explanations for Black underachievement; the notion that Blacks are culturally opposed to 'acting White' and, therefore, culturally opposed to succeeding in school. Our book uses the 'acting White' hypothesis as the point of departure in order to explore and evaluate how and under what conditions Black culture and identity are implicated in our understanding of why Black students continue to lag behind their White peers in educational achievement and attainment. Beyond Acting White provides a response to the growing call that we more precisely situate how race, its representations, intersectionalities, and context specific contingencies help us make better sense of the Black-White achievement gap.

Here is an easy-to-read and inspiring text that explores the nature of young people and the effects traditional discipline strategies have on them. The author recommends humanistic approaches that promote personal growth in students rather than the common system of reward and punishment that aggravates underlying psychological issues and encourages resentment, retaliation, apathy, and failure. Includes: an academic review of educational psychology theories, step-by-step instructions on how to discipline students humanely and effectively, expressive artwork that illustrates how the principles of psychology manifest in the lives of real students in real schools. The ideas and stories emanate from the experiences of a K-12 teacher whose personal life has been profoundly intertwined with the teaching profession. This book will be of interest to practicing and pre-service teachers of all subject areas and grade levels.

It is unfortunate but true that many misconceptions exist regarding teaching English to non-English speakers. Just as one who can read is not by that criterion alone capable of teaching reading, knowing a particular language does not ensure that one can effectively teach it. It is an error to assume that "common sense" can guide one in this regard. True "common sense" is simply not as common as many may believe. What may appear a sensible thing to do in teaching ESOL, may in fact (as one who reads the book will see) prove counter-productive and in turn detrimental to the learning process. This book focuses on subject matter which includes the question of what language actually is (it's components, skills and traits), the history of the English language, past and current ESOL teaching techniques and culture as a factor in language learning. The book is designed to be of value to ESOL teachers and administrators, students preparing to teach ESOL, volunteers in need of learning more about the field and individuals who may simply be interested in the history of the English language and/or ESOL methodology. The book's information is expected to increase the knowledge of readers as well as to help some strengthen and others develop a solid foundation upon which to rely in whatever approach they choose to teach ESOL.

They Created Us is a family's journey through the disability world that begins with their second son's encounter with Hflu meningitis at six months of age. Through their journey, you will learn the complexities of the bureaucracy along with strategies to maneuver through a sometimes unresponsive system. Special Education, Medicaid Waivers, EPSDT, and Independent Case Management are all part of a family's world when their child experiences disabilities. This family's journey uncovers injustices and allows opportunity for basic rights to be realized throughout the systems that were put in place to help children with disabilities.

Mission Statement: The central question in this edited book is how to train teachers of an increasingly multilingual and multicultural American school population. Teacher Training and Effective Pedagogy in the Context of Student Diversity offers (1) a research-based dialogue from a variety of perspectives about teacher training and teaching in the context of student's linguistic and cultural diversity, and (2) three major areas of professional development that have the potential to impact on teacher quality and on the educational services provided to English language learners at all levels of instruction.

Citing developmental characteristics of each grade level, A Complete Guide to Rubrics presents examples and adaptations of assessment rubrics on a variety of subjects. It features examples of teacher-created rubrics, Internet resources, and additional chapters devoted to assessing technological topics, including blogging. This book will be of interest to all educators who are required to assess student performance.

Research has consistently documented the failure of schools to reach students from linguistically and culturally diverse backgrounds. One reason suggested for this failure is teachers' lack of understanding and appreciation for students' home backgrounds, while most teachers are eager to becvome informed and supportive of their diverse students many have lacked the opportunity to develop the knowedge and skills appropriate to working with such students. Ethnic Diversity examines how migration and settlement patterns have varied for these populations throughout U.S. history, documenting what researchers have learned about Latino, Native American, African American, urban Appalachian, and Asian American families, neighborhoods, and communities as these relate to children's learning through case studies (in the form of vignettes) and suggests how schools, communites, and universities can address the needs of culturally diverse students and their families.

Prophetic Insight explores contentious issues in higher education concerning black students relative to larger society, while providing the competing perspectives needed to understand and evaluate multiculturalism and the diverging exigencies facing the higher education system in America. Ernest N. Bracey invites conversation about the pedagogy of blacks, discusses the current state of Black Studies, the W.E.B. DuBois and Booker T. Washington debate, and Afrocentricity. He invites an appreciation of the beginnings and roots of black education in America, recognizing the debate over affirmative action, and explores the uniqueness of historically black colleges and universities. Most importantly, Bracey provides constructive and analytical information on the necessary methods of examining African American politics and higher education within the context of historical and contemporary issues.

We're In This Together: Public-Private Partnerships in Special and At-Risk-Education is a timely book that explores the use by public schools of private education companies to meet the needs of some of the nation's most challenged and challenging students. The book examines variations of use by states as well as the cultural attitudes toward the private sector to address these core functions of public schooling. The book offers grounded and thought provoking perspectives on: the legal framework of PL94-142 and its successor IDEA; the disconnect between the needs of young children with autism and public school special education services; and the significant size of the at-risk population and the shortcomings of efforts to serve those students. Written as qualitative research in the form of ethnographic participant observation, key sources in the literature are cited and four dozen knowledgeable people in positions of significant authority are interviewed on the interface of public education and the private sector in special and at-risk education. A foreword is provided by Barbara Byrd Bennett, CEO of the Chicago Public Schools.

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aJackson is at his best when exposing the connections of leading racialists with former Nazi party members and Holocaust-denial groups.a
--"Journal of American Ethnic History"

aA well-researched and well-argued book....Jackson underscored the nexus of asciencea and arace, a probes the ademarcation between science and politics, a and questions the very meaning of aobjectivea scientific inquiry.a
--"Historian"

aScience for Segregation adds considerably to our understanding of racist ideologies and their persistance in the post-war era. The author has done an admirable job of covering a forgotten chapter in the struggle over segregation and shedding light on how scientific research can become highly politicized.a
--"Journal of American History"

"This book asks if science can be divorced from politics. . . . Recommended."
--"Choice"

aA fascinating and comprehensive look at a largely neglected aspect of American history--the role of science and scientists in supporting and sustaining white racist thought and institutions during the battle over de-segregation. And like most good social history, it does not require much strain to draw the relevance to today's debates about the salience of biological taxonomies of race.a
--Troy Duster, author of "Backdoor to Eugenics"

aA very important book that explores the fuzzy zone between science and pseudo-science, exposing the political action of right-wing scientists in the 1950s and 1960s who argued for school segregation on ostensibly scientific grounds. The role of science as an authority in society has never been more evident than in the work and rhetoric of these zealouslyracist scholars. This well-researched book is a must-read for anyone interested in modern debates over the study of human diversity or the role of science in contemporary society.a
--Jonathan Marks, author of "What It Means to Be 98% Chimpanzee: Apes, People, and Their Genes"

aA deeply-researched, fascinating, and judicious assessment of the ascientifica arguments that were marshaled against the Supreme Courtas landmark school desegregation decision. Jackson has made a contribution that will endure.a
--Raymond Wolters, author of "Du Bois and His Rivals"

aJacksonas thorough research and a nuanced understanding of the complexities of race and law provide a disturbing cadence to the ongoing debate on race in America.a
--"Multicultural Review"

In this fascinating examination of the intriguing but understudied period following the landmark "Brown v. Board of Education" decision, John Jackson examines the scientific case aimed at dismantling the legislation.

Offering a trenchant assessment of the so-called scientific evidence, Jackson focuses on the 1959 formation of the International Society for the Advancement of Ethnology and Eugenics (IAAEE), whose expressed function was to objectively investigate racial differences and publicize their findings. Notable figures included Carleton Putnam, Wesley Critz George, and Carleton Coon. In an attempt to link race, eugenics and intelligence, they launched legal challenges to the Brown ruling, each chronicled here, that went to trial but ultimately failed.

The history Jackson presents speaks volumes about the legacy of racism, as we can see similar arguments alive and well today in such books as "The Bell Curve" and in otherdebates on race, science, and intelligence. With meticulous research and a nuanced understanding of the complexities of race and law, Jackson tells a disturbing tale about race in America.

Superintendents, central office administrators, principals, school board members and students in the field of education will find this book to be useful in guiding their own professional development and practice. The authors cover a variety of useful topics in special education, ranging from finances, how to systematically monitor the assignment of paraprofessionals, and transportation, to legal considerations and methods of promoting parent engagement. Co-editors Bittel and Young invited seasoned educators and professionals to share their expertise in a wide range of important subjects that collectively promote an understanding of how to transform special education programs and service delivery in public school settings. Chapter topics were intentionally selected to address the common special education program challenges facing school superintendents; and the focus throughout this book was on providing practical suggestions to improve actual practice. As such, current and aspiring educational leaders and policy-makers who are interested in learning more about how to successfully tackle some of the more complex challenges in special education while find this book to be an invaluable resource.

Making Good on the Promise: Student Affairs Professionals With Disabilities approaches disability from a sociocultural perspective that views disability as one of many possible social identities. Building on recent work related to implementing Universal Design in higher education, Making Good on the Promise shifts the focus from postsecondary students to staff and faculty. Although the book specifically addresses professionals in the field of student affairs, Making Good on the Promise provides insights and suggestions that are applicable to faculty and staff members working throughout higher education. Beginning with an overview of the wider disability movement, Making Good on the Promise then aims "dead center" to the heart of the experience of student affairs professionals with disabilities, to the curricular changes needed in preparation programs for that profession, to the role and appropriate action needed by allies, and to resources that all can use in the education of self and others.

An international handbook of inspirational wisdom for teaching music universally to enhance the learning potential in children of all ages, backgrounds, and capabilities, An Attitude and Approach for Teaching Music to Special Learners is a most accessible relevant reference to facilitate lifelong student learning. Its usefulness is equally versatile for music educators and classroom teachers, administrators and curriculum designers, instructional leaders in higher education as well as for parents and caregivers. Backed by research and driven by author's passionate commitment to affect a better global future for our children, text revisions include updates in educational law, criteria for designating disability categories, accommodations, standards, definitions, trends, and notice of the significant societal strides made in the visibility and educational expectations of our students with developmental disabilities including those with autism spectrum disorders. Classroom tested inclusive music teaching and critical thinking strategies impact student success across the curriculum to help students meet grade level expectations for English Language Arts, science, social studies, and mathematics.

This handbook discusses early childhood special education (ECSE), with particular focus on evidence-based practices. Coverage spans core intervention areas in ECSE, such as literacy, motor skills, and social development as well as diverse contexts for services, including speech-language pathology, physical therapy, and pediatrics. Contributors offer strategies for planning, implementing, modifying, and adapting interventions to help young learners extend their benefits into the higher grades. Concluding chapters emphasize the importance of research in driving evidence-based practices (EBP). Topics featured in the Handbook include: Family-centered practices in early childhood intervention. The application of Response to Intervention (RtI) in young children with identified disabilities. Motor skills acquisition for young children with disabilities. Implementing evidence-based practices in ECSE classrooms. * Cultural, ethnic, and linguistic implications for ECSE. The Handbook of Early Childhood Special Education is a must-have resource for researchers, professors, upper-level undergraduate and graduate students, clinicians, and practitioners across such disciplines as child and school psychology, early childhood education, clinical social work, speech and physical therapy, developmental psychology, behavior therapy, and public health.

Drawing from first-hand discussions and interviews, this essential guide offers an in-depth, realistic overview of bringing up a child with complex and specific needs to enhance current practice and collaborative work with parents. The book supports the development of effective child-centred planning and family-centred approaches, by using the expert voices and lived experiences of parents to inform critical discussion and build the skills of professionals. Chapters provide strategies, guidance, and suggestions to strengthen effective partnership work with parents, children, and young people. Scenarios, key takeaways, and questions for discussion are also woven throughout, offering a greater understanding of the barriers faced by parents of children with SEND and encouraging the reader to consider how they can more effectively co-produce with families. True Partnerships in SEND uses the voice of the parent and their lived experiences as the basis for narrative, research and discussion and includes wider concepts that can inform positive parent-professional interactions globally. It will be essential reading for SENCOs, teachers, and other education professionals working with children with SEND and their families.

Latino/a students are in a unique position in today's society; teachers and administrators are in an influential position in educating them. Community, parents, and educators alike are poised to enable these students to gain the education they need for success. Chapters by recognized authors and successful practitioners explain theory with actual applicable examples, demonstrating where and how education is successfully working for Latino students.

Is that dog allowed in school? Can the miniature horse ride on the bus with my son? Must the service animal leave the classroom if the teacher is allergic? Do I need to include the service animal in the IEP? These are some of the many questions that arise when a child with disability brings a service animal to school. Service Animals in Schools: Legal, Educational, Administrative and Strategic Handling Aspects (LEASH), provides a comprehensive overview of the legal, educational, and accessibility issues surrounding service animals in schools and provides practical guidelines for addressing these concerns within an academic setting. The authors explore topics such as types of assistance animals, educational planning and IEP development, classroom integration, transition planning, and more, providing practical information about service animal use from both ends of the leash.

This work is a game-changer! Recognizing an all too often tragic outcome ("School to Prison Pipeline"), it provides the tools to alter prognosis. Attention hones the identification and treatment of those underlying and often overlooked causative factors that result in long-term reading failure. Smart Kids, Struggling Readers. reconsiders the current models and methods for Teaching Reading. It offers creative strategies that support and enhance existing research-based techniques. It provides efficient and effective methods that rapidly ameliorate the overt and subtle interference to skills mastery. Rapid progress is assured because intervention supports both Academic and Affective needs. The novel instructional plan, Reading In A Nutshell, incorporates the strong intellectual potential bright students bring to task. The learner comes to apply information (metacognition, error analysis, instructional options) as a primary functional tool. Slow-paced repetitive practice and drills are avoided.

Among the many recent books on educational reform, Eugene E. Garcia's Hispanic Education in the United States stands out as a landmark work. Garcia vibrantly portrays what works in creating better educational opportunities and effective school reform. He also offers a telling reflection on the bicultural experience of minority groups in the U.S. Culture is an asset in any individual's educational attainment. Garcia shows how and why our educational reforms therefore must seek to build upon rather than downplay the native culture and language of minority students. Poignant stories from the author's life and from many other teachers and students make this a vital book for the university classroom, and for any reader interested in the rapidly changing dynamics of America's schools.