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""Unless we believe that those who have more are inherently
superior to those who have less, we should be troubled by the fact
that patterns of achievement are often fairly predictable,
particularly with respect to students' race and class."" In
Creating the Opportunity to Learn, Wade Boykin and Pedro Noguera
help navigate the turbid waters of evidence-based methodologies and
chart a course toward closing (and eliminating) the academic
achievement gap. Turning a critical eye to current and recent
research, the authors present a comprehensive view of the
achievement gap and advocate for strategies that contribute to the
success of all children. Boykin and Noguera maintain that it is
possible to close the achievement gap by abandoning failed
strategies, learning from successful schools, and simply doing more
of what the research shows is most effective. Success is founded on
equity, but equity involves more than simply ensuring students have
equal access to education; equity also entails a focus on outcomes
and results. If we want to bring about significant improvements in
those outcomes, we have to do more to address the context in which
learning takes place. In short, we must create schools where a
child's race or class is no longer a predictor for how well he or
she might perform.
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Rethinking Childhood (Paperback, New)
Peter B. Pufall, Richard P. Unsworth; Contributions by A.Wade Boykin, Brenda Allen, Rhonda Singer, …
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R1,272
Discovery Miles 12 720
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Ships in 10 - 15 working days
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Being a child in American society can be problematic. Twenty
percent of American children live in poverty, parents are divorcing
at high rates, and educational institutions are not always
fulfilling their goals. Against this backdrop, children are often
patronized or idealized by adults. Rarely do we look for the
strengths within children that can serve as the foundation for
growth and development. In Rethinking Childhood , twenty
contributors, coming from the disciplines of anthropology,
government, law, psychology, education, religion, philosophy, and
sociology, provide a multidisciplinary view of childhood by
listening and understanding the ways children shape their own
futures. Topics include education, poverty, family life, divorce,
neighborhood life, sports, the internet, and legal status. In all
these areas, children have both voice and agency. They construct
their own social networks and social reality, sort out their own
values, and assess and cope with the perplexing world around them.
The contributors present ideas that lead not only to new analyses
but also to innovative policy applications. Taken together, these
essays develop a new paradigm for understanding childhood as
children experience these years. This paradigm challenges readers
to develop fresh ways of listening to children's voices that enable
both children and adults to cross the barriers of age, experience,
and stereotyping that make communication difficult. A volume in the
Rutgers Series in Childhood Studies, edited by Myra
Bluebond-Langner.
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